MTEL SEI Terms (part 1)

inflectional suffix

-s, -es, -ing, -ed. Expresses plurality or possession when added to a noun.

Krashen: 1. Acquisition/Learning Process 2. Monitor Hypothesis 3. Natural Order Hypothesis 4. Input Hypothesis 5. Affective Filter

1. Acquisition: Subconscious, meaningful, communicative Learning: conscious, formal, grammar 2. Monitor: Self-correcting, planning, editing (too much/little not good) 3. Natural Order Hypothesis: step by step, predictable order 4. Input: Comprehensible input (written/spoken) 5. Affective Filter: self-esteem, desire, motivation

Stages of Reading Development

1. Awareness and Exploration (pre-k) 2. Emergent (pre-k/K) 3. Early (K/1) 4. Transitional (1/2) 5. Fluent (3+)

compound word

A compound word is made when two words are joined to form a new word.

emergent reader

A reader who is developing an association of print with meaning - the early stages of learning to read.

context clues

A vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning.

Pre-reading strategies

Activities that take place just before reading to increase comprehension: activate prior knowledge, pre-teach vocabulary and concepts

Scaffolding

Adjusting the support offered during a teaching session to fit the child's current level of performance; example: breaking learning up into chunks and providing a concrete structure for each. In reading, starting with basic questions first (who, what) and then moving to more complex (symbolism, inferences)

Aural/Oral Language

Aural is related to the sense of hearing; oral, refers to something spoken (rather than written) or something related to the mouth

Concepts of Print

Basic understanding about the way print works including the direction of print, spacing, punctuation, letters, and words

code switching

Changing from one mode of speech to another as the situation demands, whether from one language to another or from one dialect of a language to another.

strategic competence

Communication strategies such as asking for help, paraphrasing, avoidance.

grammatical competence

Competent in semantics (word meaning), syntax (word order/combination).

Features of Academic Vocabulary

Discourse Level: Linguistic Complexity (Quantity and variety of oral and written text in communication); Sentence Level: Language Forms and Conventions (Types, array, and use of language structures in communication); Word/Phrase Level: Vocabulary Usage (Specificity of word or phrase choice in communication)

ACCESS

English language proficiency summative assessments; Is administered to all ELLs (k-12); monitor students' progress in learning academic English Meets U.S. federal requirements of the Every Student Succeeds Act (ESSA) for monitoring and reporting ELLs' progress toward English language proficiency; Assesses the four language domains of Listening, Speaking, Reading and Writing

ELL

English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.

Sheltered Instruction

Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development.

zone of proximal development

In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction

Sentence Level

Language Forms and Conventions (Types, array, and use of language structures in communication) • Types and variety of grammatical constructions • Mechanics of sentence types • Fluency of expression • Match language forms to purposes/perspectives • Formulaic and idiomatic expressions

Discourse Level

Linguistic Complexity (Quantity and variety of oral and written text in communication) • Amount of speech/written text • Structure of speech/written text • Density of speech/written text • Coherence and cohesion of ideas • Variety of sentence types to form organized text

WIDA Criteria for performance

Linguistic complexity, vocabulary usage and language control

Letter-Sound Correspondence

Making a connection between individual letters and the sounds they represent (graphophonics).

Fluent Readers

Read in phrases and add intonation appropriately. Their reading is smooth and has expression.

5 Stages of SLA (second language acquisition)

Silent period 1. . Pre-production (minimal production, yes/no, draws, points) 2. Early production stage (limited comprehension, 1-2 word responses, familiar phrases, present tense) 3. Speech emergence stage (simple sentences, grammatical/pronunciation errors, doesn't understand jokes) 4. Intermediate proficiency (excellent comprehension, few errors), 5. Advanced language proficiency (near native)

SEI

Structured English Immersion. Significant amounts of the school day are dedicated to the explicit teaching of the English language, and students are grouped according to level of English proficiency.[1]

RETELL

The RETELL initiative (Rethinking Equity in the Teaching of English Language Learners) represents a commitment to address the persistent gap in academic proficiency experienced by ELL students. At the heart of this initiative are training and licensure requirements for the Sheltered English Immersion (SEI) Endorsement, which core academic teachers of ELLs and principals/assistant principals and supervisors/directors who supervise or evaluate such teachers must obtain.

Oracy

The ability to express oneself fluently in speech and to understand a spoken language

base word

The root word; the part of a word that can stand on its own.

Phonetics and Phonology

The study of sounds and sound patterns

Innate language & Universal Grammar

The theory of universal grammar proposes that if human beings are brought up under normal conditions (not those of extreme sensory deprivation), then they will always develop language with certain properties (e.g., distinguishing nouns from verbs, or distinguishing function words from content words). The theory proposes that there is an innate, genetically determined language faculty that knows these rules, making it easier and faster for children to learn to speak than it otherwise would be.[5] This faculty does not know the vocabulary of any particular language (so words and their meanings must be learned), and there remain several parameters which can vary freely among languages (such as whether adjectives come before or after nouns) which must also be learned. As Chomsky puts it, "Evidently, development of language in the individual must involve three factors: genetic endowment, which sets limits on the attainable languages, thereby making language acquisition possible; external data, converted to the experience that selects one or another language within a narrow range; principles not specific to the Faculty of Language."[6]

Morphemic Structure

The way in which to view a word by its parts. Prefix, suffix, inflectional endings, compound words.

Vocabulary (tier 1, 2, 3)

Tier 1: Basic vocabulary words that don't require instruction and usually have one meaning. Tier 2: High-utility academic vocabulary found in many content texts, cross-circular texts. Tier 3: Vocabulary words that are specific to domains (i.e. jargon). Low Frequency/ Context Specific Vocabulary.

First Language Instruction

Using L1 to activate prior knowledge and enhance L2

word and phrase level

Vocabulary Usage (Specificity of word or phrase choice in communication) • General, specific, and technical language • Multiple meanings of words and phrases • Nuances and shades of meaning • Collocations and idioms

Language Transfer

What occurs when the structures of L1 help in the acquisition of the structures of L2.

Fossilization

When an error becomes a habit of speech in a second language learner. This happens especially when the error does not interfere with communication, and hence, the speaker does not get corrective feedback

conversational repair

When we have to correct ourselves (or others) while speaking,.listed from most to least polite: 1. self-initiated and self-repaired2. other-initiated and self-repaired3. self-initiated and other-repaired4. other-initiated and other-repaired. Conversation repairs happen for a variety of reasons: when we (or someone else) can't find the right word, when we can't hear a speaker clearly, or when we misinterpret an utterance.

Sight Words

Words that are recognized immediately. It can also refer to high frequency words and words that are learned only through memorization because they don't follow decoding rules

Cognates

Words that look similar and have the same origin in two languages. (government, gobierno)

Oral Vocabulary

Words that we use in speaking or recognize in listening

context

Words, events, or circumstances that help determine meaning.

What is WIDA?

World-Class Instruction Design and Assessment; ELD Standards in reading, writing, speaking and listening; includes "can-do" descriptors for every level

Schema

a conceptual framework a person uses to make sense of the world

tonal language

a language in which different tones distinguish different meanings

minimal pairs

a pair of words that differ by only 1 phoneme (dog/bog)

Graphic Organizers

a visual display that demonstrates relationships between facts, concepts or ideas; guides the learner's thinking as they fill in and build upon a visual map or diagram.

run-on sentence

a written sequence of two or more main clauses that are not separated by a period or semicolon or joined by a conjunction.

Phonemic Awareness

ability to focus on and manipulate individual sounds (phonemes) in spoken words

pronoun-antecedent agreement

agreement in number and case between a pronoun and its antecedent. Ex. Mary and Susie saw their cousins over the holiday. The pronoun "their" is plural. It agrees with the nouns "Mary and Susie."

Alphabetic Principle

an understanding that letters and letter patterns represent the sounds of spoken words.

Metacognition

awareness and understanding of one's own thought processes.

Transitional Readers

can recognize and understand "hard" words as well as can read grade level texts independently with correct phrasing, expression, and fluency. They use a variety of reading strategies to figure out unknown words. Like series books as a comprehension strategy.

activating schema

connecting text-to-self, text-to-text, text-to-world

Language Interference

effect of language learners' first language on their production of the language they are learning; the greater difference between L1 and L2, the more negative transfer can be expected

Oral Language Development

enhance skills: be involved in open-ended (whole group, small group, and one-on-one) discussions, read alouds, echo reading, songs, nursery rhymes, storytelling, readers theater, cloze activities, poetry, role play and drama, fingerplays...

sociolinguistics

explains why we speak differently in different social contexts

beginner readers

focus on context clues, comprehension, repetition, patterns, echo reading, choral reading, read alouds, read along centers

register

formal, casual and intimate language

text features of non-fiction

guide words, title page, bullets, graphs, captions, text box, timeline, photographs, hyperlink, glossary, charts, cut away, illustrations, headings, icon, index, table of content

phonological awareness

identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. Can make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.'

book handling skills

illustrates a children's knowledge of how books "work". How to hold the book, tracking print from left to right, front and back cover, title page, dedication page etc.

Morpheme

in language, the smallest unit that carries meaning; undesirability has 4 of them

allophones

kind of phoneme. Makes different sounds, depending on placement in the word. car /k/ and keys /k/ are allophones of the /k/ phoneme

ESL

learning English by a non-native speaker regardless of the environment.

Literal vs. inferential Comprehension

literal refers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowledge of vocabulary) ; inferential

Affixes

parts added to the beginning (prefix) or end (suffix) of a root word to create new words.

Phonics generalizations

phonics rules that are taught to emerging readers to help them learn letter combination sounds to increase reading and spelling ability; ex. Words having double e usually have the long e sound

self-monitoring

readers are able to understand what they are reading and notice what they don't understand, correct themselves

phonemic segmentation

refers to the ability to break a word into its separate sounds, saying each sound as it is counted. The ability to identify four sounds in the word "clap" demonstrates an understanding of phonemic segmentation.

communicative competence

refers to the mastery of rules for socially and culturally appropriate speech: accuracy, fluency, complexity, appropriateness and capacity

Skim vs. scan

skim: looking over a document to get a general idea of its contents. scan: reading material in an investigative way to search for specific information

fluency

smoothness of speech

Morphology

structure of words

subject-verb agreement

subjects and verbs must AGREE with one another in number (singular or plural)

Phonics

teaching reading by training beginners to associate letters with their sound values

sociolinguistic competence

the ability to interpret the social meaning that language conveys and to choose language that is socially appropriate for communicative situations

discourse competence

the ability to relay information to others fluently and coherently; how well an individual can communicate in a given context

pragmatic competence

the ability to use language in interpersonal relationships, taking into account such complexities as social distance between speakers and an indirectness required in a given situation

linguistic complexity

the amount or quality of speech or writing for a given situation

academic vocabulary

the language that you use to think, talk and write about different subject areas you are studying

Word Analysis

the process readers use to figure out unfamiliar words based on written patterns (like "disagree")

Grapheme

the smallest part of written language that represents a phoneme in the spelling of a word; Graphemes include alphabetic letters, Chinese characters, numerical digits, punctuation marks, and other individual symbols.

Phonemes

the smallest units comprising spoken language. Combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/.

expressive vocabulary

the words a person can speak

receptive vocabulary

the words a person can understand in spoken or written words

Noam Chomsky: Language Acquisition Device (LAD)

theory that all humans have a mental structure that facilitates the learning of language because it is preprogrammed with fundamental language rules

print awareness

understanding of the forms and functions of written language

listening comprehension

understanding speech. Lower levels of listening comprehension understanding only the facts explicitly stated in a spoken passage that has very simple syntax and uncomplicated vocabulary. Advanced levels include implicit understanding and drawing inferences from spoken passages that feature more complicated syntax and more advanced vocabulary

Voiced and unvoiced sounds

voiced sounds /b/ /d/ /g/, can feel vibration voice is "on"; unvoiced sounds /p/ /t/ /k/ can't feel vibration because vocal cords are open

schawa sound

when vowel letters make an "uh" sound. Like in Zebra or president

Idioms

words and phrases that mean something different from the literal meanings of the words