Term
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Definition
-learning
-instruction
-assessment
-culture
-policy |
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Term
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Definition
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Definition
| -social-emotional, cognitive, background |
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Term
| SLA (second language acquisition) |
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Definition
complex process that occurs over a long period of time
-L1-proficiency in 1st language is necessary
-L2-beginning point of instruction in English |
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Term
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Definition
| when 1st lang is gradually replaced by a more dominent one and will develop low levels of proficiency in both |
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Term
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Definition
| CA English Language Development Test |
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Term
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Definition
-aware of student speaking and listening comprehension
-assess each language separately
-Student Oral Language Observation matrix (SOLOM)
-use English-Espanol Reading Inventory for the Classroom for quick reading assessment in both |
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Term
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Definition
| can recognize and correct speaking errors as the hear them |
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Term
| a group of elem beg ELL can't pronounce a phoneme |
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Definition
| sing meaningful minimal pair activities, such as rhyming words in poems and songs, to develop the students' ability to identify and produce the phoneme in context of whole words |
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Term
| kids in early-advanced ELD class often make mistakes in their writing (fragments) |
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Definition
| distinguish between phrase fragments and complete sentences |
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Term
| to develop correct pragmatic competence as a writer they need to know |
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Definition
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Term
| social interactionist theory of language acquisition |
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Definition
| LLs need to have meaningful opportunities to negotiate meaning with others and to construct comprehensible output in the targe language |
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Term
| middle school T: which is best to introductory activities is best to promote listening comprehension |
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Definition
| guided discussion and contextualization to clarify the meaning of key vocab |
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Term
| which is 1st step in planning a lesson using Specially Designed Academic Instruction in English (SDAIA) |
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Definition
| identifying explicit content and language development objectives |
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Term
| best use of acculturation |
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Definition
| person is comfy in settings related to the original culture and those related to the new culture |
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Term
| example of Transformative Approach to Multicultural Curriculum Reform |
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Definition
| a thematic unit on Thanksgiving that explores the perspectives of both the indians and English |
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Term
Cognitive Strategies
Affective Strategies
Metagognitive |
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Definition
-critical thinking, graphic organizers
-working cooperatively, appreciating art
-planning, self-monitoring, self-evaluating |
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Term
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Definition
-SWBAT:
-Language:
-SWBAT-listen to, speak, read & write about subject matter information
-Learning Strategies
-SWBAT-apply basic reading compre skills (skimming, scanning, previewing, reviewing)
-Take notes to record info and aid their own learning
-Determine & establish conditions that help them become effective learners (where, when, etc.) |
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Term
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Definition
| contextualization (visual aids), modeling, speech adjustment, comprehension checks |
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Term
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Definition
3-part division of the reading process (before, during, after):
-into, through, beyond |
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Term
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Definition
| -draw 'Pegs'-memory, visual, helps remember important definitions or facts |
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Term
| 7 Principles of Universal Instruction Design (UID) |
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Definition
-equitable use
-flexibility in use
-simple and intuitive use
-perceptible info (necessary info is presented simply)
-tolerance for error
-low physical effort
-size and space for approach and use |
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Term
| 10 Reasons for code Switching |
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Definition
-emphasize a point
-word is unknown
-ease and efficiency of expression
-repetition to clarify
-express group identify and status
-exclude someone
-cross social and ethical boundaries
-ease tension in a conversation |
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Term
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Definition
-preproduction-silent period (absorbing sounds)
-early production-single words (yes, no)
-speech emergence-response more freely, longer utterances
-intermediate fluency-initiate and sustain conversations, correct their own errors |
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Term
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Definition
word form
-study of meaning units in a langauge |
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Term
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Definition
| sounds that make up language |
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Term
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Definition
| each language has permissible ways in which phonemes can be combined. |
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Term
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Definition
| vibration of vocal chords |
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Term
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Definition
| use of pitch to modify the sentence meaning |
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Term
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Definition
| use pitch of individual syllables to contrast meanings |
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Term
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Definition
| increase in vocal activity |
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Term
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Definition
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Term
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Definition
-ease and efficiency
-repetition to clarify
-emphasize a point
-word is unknown
-express group identity
-cross boundaries
-ease tension in conversation |
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Term
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Definition
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Term
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Definition
| structure of sentences and the rules that govern the formation of a sentence. |
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Term
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Definition
| study of meaning of words and of larger units such as phrases or sentences |
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Term
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Definition
| study of communication in context |
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Term
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Definition
instrumental
regulatory
informative
interactional
personal
heuristic
imaginative |
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Term
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Definition
| denote varieties of language that take gener, status, age, culture into consideration |
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Term
| audiolingual method of language learning |
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Definition
| behavioral principles, oral practice, goal for learner is to learn new habits of speech (open court & DI); mastery learning |
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Term
| Language Acquisition Device |
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Definition
| generates rules through the unconscious acquisition of grammar |
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Term
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Definition
| people acquire second language structures in a predictable order onliy if they obtain comprehensible input, and if anxiety is low enough to let it in |
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Term
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Definition
negative marker outside of the sentence
negative marker between the subject and the verb
negative marker in correct position (krashen) |
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Term
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Definition
Separate Underlying Proficiency (SUP)-
Common Underlying Proficiency (CUP)-shared foundation
BICS-basic interpersonal communication
CALP-cognitive academic learning proficiency |
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Term
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Definition
repetition in short-term memory
formulaic expressions
verbal attention getters
monitoring
appealing for assistance
requesting clarification |
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Term
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Definition
| language is learned by face-to-face |
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Term
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Definition
| ways in which humans use signs to make meaning |
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Term
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Definition
-communicate for social, intercultural, and instructional
-information, ideas, concepts necessary for academic success in language arts
-in math
-in science
-in social studies |
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Term
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Definition
-to repeat
-to understand
-communication |
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Term
| TPR (total physical response) |
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Definition
listening precedes speaking
understanding is developed through moving bodily
speaking is never forced |
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Term
| 5 classifications of ELLs |
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Definition
-young acquiring whose beginning literacy instruction is in their primary (k-3)
-young acquiring initial literacy in English (k-3)
-older with GL primary-language
-older with limited formal schooling
-older with inconsistent school history |
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Term
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Definition
-strong literature, language, and comprehensive
-organized explicitly (PA, phonics, decoding)
-ongoing diagnosis
-powerful early intervention |
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Term
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Definition
-shared reading
-read aloud
-reading workshop
-shared writing
-interactive writing
-writing workshop
-word study |
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Term
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Definition
need to learn:
-draw upon prior knowledge
-use PA
-recognize set of sight words
-reading behaviors
-participate in culture of reading |
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Term
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Definition
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Term
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Definition
| reject one word because it is obvious it is the wrong word choice |
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Term
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Definition
| starts reading a sentence and knows the next word can't be one word because that word won't make sense |
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Term
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Definition
| knows it is not that word based visually on how the letters are formed |
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Term
| 3 stages of reading process |
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Definition
-into (generate interest; KWL)
-through (while reading; read aloud, ask questions)
-beyond (extend ; storymapping to summarize plot) |
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Term
| Language Experience Approach (LEA |
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Definition
| helpful for nonliterate-encourages students to respond to events in their own words-more relevant to them; connects to prior exp, reinforces notion that sounds can be transcribed into symbols, vocab, writing, grammar, conventions |
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Term
| DR-TA (Directed Reading-Thinking Activity) |
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Definition
| -teacher guided leads students into prediction process until they can do on own |
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Term
| 3 general stages of writing |
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Definition
| prewrite, write, edit (editing/publishing) |
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Term
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Definition
-ideas
-organization
-voice
-word choice
-sentence fluency
-conventions |
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Term
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Definition
-PLAN:
pay attention to the prompt
list main ideas
add supporting ideas
number your ideas
-WRITE-
work from your plan to develop thesis
remember your goals
include transition words for each paragraph
try to use different types of sentences
use exciting, interesting, million-dollar words |
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Term
| Specially Designed Academic Instruction in English (SDAIE) |
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Definition
-learn grade appropriate content
-master English vocab and grammar
-learn academic English |
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Term
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Definition
| used in multilinguistic content classrooms to provide language support to students while they are learning academic subjects, rather than expecting them to sink or swim. |
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Term
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Definition
CCCIA
-content
-connections (bridging 1-developing experiences, bridging 2-linking from students' lives)
-comprehensibility
-interaction
-(teacher attitude) |
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Term
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Definition
| contextualization, modeling, speech adjustment, comprehension checks |
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Term
| CALLA (Cognitive Academic Language Learning Approach) |
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Definition
| advanced and intermediate-development of academic language skills and explicit instruction in learning strategies for both content and language acquisition. |
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Term
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Definition
-content/language are integrated
-varied instruction increases comprehensibility
-language is modified for comprehensible instruction
-students are explicitly taught learning strategies
-assessment is varied to enable students to demonstrate growth |
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Term
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Definition
-artistical expression
-creative expression
-historical
-cultural context
-aesthetic valuing/connections
-relations
-applications |
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Term
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Definition
| Sheltered Instruction Observation Protocol |
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Term
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Definition
-prepare
-background knowledge
-comprehensible input
-strategies
-interactions
-review/assessment |
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Term
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Definition
-brown bear. bear brown.
-very little concrete
-no receptive or communicative language in Eng
-some small phrases |
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Term
| beginning intermediate ELD |
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Definition
-The bear is brown. He is eating.
-a little more concrete
-speech is limited to small or memorized phrases
-learning from errors slowly |
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Term
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Definition
-A huge brown bear lived in the forest.
-paragraphs and complex sentences
-more concrete and abstract understandings
-speech increasing accuracy |
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Term
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Definition
-How can brown bears live in the forest if there is no food there.
-much more abstract in full discourse
-can produce language on demand
-identify and summarize more abstract ideas |
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Term
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Definition
-Black bears prefer to scavenge; whereas
-can produce on demand of varying audiences
-full essays
-linguistic and refinement are still necessary |
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Term
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Definition
Monitor (focuses on forms, knows the rules)
Acquiring (unconscious, errors accepted) vs. Learning (conscious, errors corrected)
Natural Order
Input (comprehensible)
Affective
Kreshen |
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Term
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Definition
| in order to get to quadrant C, kids need to be successful in quad B first |
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Term
| Factors that affect second language learner (MAAPLIQD) |
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Definition
-motivation
-age
-access to learning
-personality
-level of L1
-intellectual
-quality of instruction
-disability level |
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Term
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Definition
| Cognitive Academic Language Learning Approach |
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Term
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Definition
speaking and writing
social, the rules: verbal/nonverbal |
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Term
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Definition
Function (discourse of language/pragmatics)-the why
Structure (semantics, morphemes, syntax; the tools of language)-the what
Variation-style, ways in which we communicate (the how)
Goal: communicative competence |
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Term
| The 3 Ammos of NCLB re ESL |
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Definition
Adequate Yearly Progress, Measurable, Achievable Objectives
-1 level increase on CELAT
-get them out or reassign
-parents can waive
-assess annually Jul 1-oct 31 & within 30 days of entering
-ELLS meet AYP on math and ELA in English high stakes |
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Term
| What is the impact of a district/school’s philosophy on educational policies and practices for English learners? |
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Definition
A district/school’s philosophy determines the educational policy and practices instituted/implemented for English learners.
For example,
(Consider use of resources and data or staffing decisions/parent involvement) |
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Term
| Types and Models of Programs for English Learners in California |
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Definition
1.Structured (Sheltered) English Immersion –SEI-
2. English Language Mainstream
3. Alternative Programs/Placement:
Dual Language /Dual Immersion
Transitional Bilingual Education |
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Term
| Ways to use oral language to develop written language and ways you can use written language to develop oral language: |
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Definition
-brainstorming activities
-news reports and interviews/surveys
-creating plays/poems/speeches
-research and presenting plays
-storytelling-story writing
-group work
-etc |
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Term
| three effective approaches for developing reading and writing across the curriculum |
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Definition
Frontloading
Language Experience Approach
Pre-reading activities |
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Term
| Language Experience Approach |
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Definition
Main Idea: Student/s retells a story or event as the teacher writes it on a chart and reads it back to the class
-connects to student experience
-provides a text for specific lessons on vocabulary (synonyms/antonyms), grammar, writing conventions, spelling and structures, editing activities |
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Term
| Features of ELD Standards |
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Definition
Establish clear performance expectations for English Learners
Used to plan for ELD instruction
Written in grade level clusters
K-2; 3-5; 6-8; 9-12 & language levels:
Beginning>Early Intermediate>
Intermediate >
Early Advanced>Advanced |
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Term
| Key Elements of ELD Instruction |
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Definition
English must be deliberately taught
-Grammar forms (syntax)
-Language Functions (use of language)
-Vocabulary (semantics and morphology)
-Fluency development
(Phonology and multiple opportunities for oral and written practice)
Instruction targets proficiency levels
Provide comprehensible input, clear modeling, multiple opportunities to practice and immediate feedback
Addresses listening, speaking, reading and writing |
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Term
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Definition
Natural Approach: language is learned in an informal matter with attention to communication and not form, does not address grammar or develop higher academic language
TPR (Total Physical Response): develops listening skills, students respond physically to commands, limited in scope, appropriate for beginners
CALLA (Cognitive Academic Language Learning Approach):
develops language through academic content and also focuses on developing cognitive and metacognitive skills |
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Term
| Structured Interactions to develop oral and written language |
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Definition
Interactions need to be…
- meaningful and purposeful
- both oral and written
Interactions
- create a supportive context to negotiate meaning and build knowledge
-maximize language output/production
-are used in ELD and content instruction
-are dynamic and configurations change according to need and purpose |
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Term
Principles of SDAIE
Specially Designed Academic Instruction in English |
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Definition
To learn grade-level appropriate content/standards (access content)
To master English vocabulary and grammar
To learn “academic” English
To develop learning strategies/study skills |
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Term
| SDAIE provides scaffolds and instructional strategies |
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Definition
Kinesthetic
(gestures, movement, experiments)
Linguistic
(key words, word associations, synonyms, sentence frames, adjusted rate of speech)
Organizational
(clear directions, established routines, groupings and clear procedures)
Visual
(realia, graphs, time-lines, graphic organizers, videos) |
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Term
| Organizing the Classroom for Assistance |
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Definition
Roles of paraprofessionals
Pre-view/Review
To clarify
To support instruction individually or with primary language
2. Volunteers in the classrooms
Assist with clerical duties/Correct papers
Monitor class while teacher is with small groups
Help students with fluency (listen to or read to)
3. Team teaching
ELD Instruction
Cross-curriculum
4. Educational Technology
Use of multi-media provide visual support
Interaction |
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Term
| How do we scaffold for academic language development |
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Definition
How do we modify language?
use synonyms, cognates, clear explanations with example
What are appropriate uses of primary language?
to preview/review, to clarify, primary language support material
What can we do to tap prior knowledge?
KWL chart, brainstorm, short quiz, pre-test
How do we contextualize language?
(Realia and Visual Support)
Use (KLOV) Kinesthetic, Linguistic, Organizational and Visual support
How do assessments help?
-redirect, inform instruction, adjust pacing and re-teach if necessary |
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Term
| The need for frequent “Checks for understanding” |
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Definition
Provides immediate feedback after instruction
for both teacher and student
Clarifies misconceptions that interfere with learning
A systematic approach to formative assessment
Good study skill: students learn to monitor their own learning |
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Term
| Check for different levels of comprehension |
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Definition
Literal (Beginning/ Early Intermediate)
-Inferential (Intermediate/ Early Advanced)
-Evaluative (Early Advanced/ Advanced)
Use effective questioning techniques
Wait time
Frame questions appropriately/rephrase for clarification
Ask different types of questions |
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Term
| If I am teaching the use of visualizing as a learning strategy: |
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Definition
Name it! This strategy is called Visualization.
Model it! I visualize the math problem and then represent it with a drawing.
Explain it! Visualization helps me see the problem in my head and then I can represent it and understand it better.
Apply it! When I read a problem, I try visualizing it in my head and then I draw it. |
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Term
How can you modify materials to meet the
cognitive, linguistic, cultural and academic needs of English Learners? |
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Definition
-locate support materials included in adopted programs
-create outlines/powerpoint presentations/study guides to support use of text
-provide primary language support material
-use technology support
-provide a variety of genres, multicultural and multilevel text
What should you consider in choosing basic and supplementary materials?
Varied and appropriate representations of genders/ethnicities/professions
High interest/easy read books/article/selections |
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Term
| Key Components of SDAIE/Sheltered Instruction |
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Definition
One: Prior Knowledge
Two: Contextualize the Lesson
Three: Positive Affective Domain
Four: Teach Study Skills
Five: Modify Use of Textbook
Six: Variety of Assessment |
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Term
| How does a standard-based curriculum work? |
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Definition
First: Standards inform Assessment.
Second: Assessment informs Instructional practices.
Third: Students engage in Learning.
Fourth: Students Demonstrate what they know.
Fifth: Students Experience learning & move to new concept.
Sixth: If students do not succeed, the teacher Re-teaches. |
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Term
What are the most important considerations you have to make when planning SDAIE lesson?
Name three strategies you would employ in your SDAIE lesson. |
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Definition
First: The grade-level content standards
Second: Students’ language level and the ELD standards
STRATEGIES:
First: Tap prior knowledge and build background with support of a graphic organizer (KWL) and use visuals to introduce key vocabulary and concepts.
Second: To present the lesson; display clear step by step directions, give many examples, use realia and/or props. Check for understanding often.
Third: For the completion of the task; place student in cooperative groupings to support interaction and concept and language practice. |
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Term
| How can you modify materials to meet the cognitive, linguistic, cultural and academic needs of English Learners? |
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Definition
Modifications of materials
Cognitive/Academic:
Tap prior knowledge and build background before getting into the text or material.
Give an outline of the chapter or selection to be used before or when reading the text.
Show a short video or give short presentation to introduce or clarify the content/concept.
Find other support material in primary language to access content.
Linguistic: Frontloading vocabulary and language patterns for the upcoming lesson.
Bringing attention to text features: heading , illustrations/pictures with captions, charts/timelines, maps etc.
Use adopted program support materials such as EL story summaries, picture cards and graphic organizers
Cultural: Provide multicultural text in a variety of genres. |
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Term
| Describe in detail a classroom setting that supports literacy development for English learners? |
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Definition
Print rich environment: focus/thematic walls, charts for student reference, student–made charts, thesauruses, bilingual dictionaries and posters/materials in languages representative of the students in the classroom, current material is displayed at eye level
Physical environment: table/desks are arranged to facilitate small groups/cooperative groupings and overall student interaction, teacher has accessibility to all students in the classroom, technology resources are available and in working condition, classroom seating chart is routinely re-organized , safe environment for learning
Stimuli for conversation: realia, displays, riddles, word games, topic related-puzzles, poster with quotes, questions, poems or speeches, student surveys and interviews
Classroom assistants: teacher’s aides (paraprofessionals) to preview/review material, to work with small groups and individual students, volunteer parents/adults to read to or with students, to correct papers or monitor students |
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Term
| How can schools establish strong home and school connections to promote student achievement? How are parents informed of their rights and other important issues? |
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Definition
Invite
-parents receive notification of events/meetings and news in language they understand through newsletters, emails, phone calls and fliers
Inform
-inform parents of their rights, of procedures, of important school and district decisions and events
-do parent needs assessments and surveys
Include
-include parents in the decision-making and planning process (school plan/budget/programs)
-provide parent trainings so that they can participate in a meaningful way in meetings and committees at site and district level |
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Term
| What information do you need to take into account when making program and instructional recommendations for English learners? |
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Definition
Student language and literacy level in primary language
Student language English
Student literacy in English
Academic positives and deficits
Former schooling and learning needs
Parent request |
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