TESL Practice

Submersion

"sink or swim" ELs placed into classroom with no support and it is up to them to catch up to the rest

5 Stages of ESL Development

1. Preproduction, 2. Early production, 3. Speech emergent, 4. Intermediate fluency, 5. Advance proficiency

ARD Committee tasks

1.) Discuss functional level and results from assessment 2.) Sets goals the student should work towards 3.) Establishes supports, services, and modifications that will be made to help meet those goals 4.) Determines how those services will be given and in what setting

Intermediate Fluency

12,000 words, make complex statements, 1yr or more

Advanced Fluency

17,000 words, participating fully in discussions, 5-7yrs

Castaneda v. Pickard

1981 - established a three-part assessment for determining how bilingual education programs would be held responsible for meeting the Equal Educational Opportunities Act of 1974: The bilingual education program must be "based on sound educational theory." The program must be "implemented effectively with resources for personnel, instructional materials, and space." After a trial period, the program must be proven effective in overcoming language barriers/handicaps.

Early Production Stage

6 months; 1,000 active words that they're able to understand and use; short 1-2 word phrases; can answer basic questions such as yes/no and short answer

relative clause

A clause introduced by a relative pronoun, such as WHO, WHICH, THAT, or by a relative adverb, such as WHERE, WHEN, WHY. adds information about the nouns in the main clause without starting another sentence

RTI (Response to Intervention)

A multi tiered approach to the early identification and support of students with learning and behavioral needs. 1st tier- Whole group instruction 2nd tier- Small group instruction 3rd tier- One-on-one instruction

complex sentence

A sentence with one independent clause and at least one dependent clause Because I like grammar, I spend a lot of time studying sentence structure.

The following is based on a student's excerpt about her favorite time of day. "In the afternoon, I often see birds and rabbits on the way home from school. It is really nice to watch the animals and listen to the sounds of nature walking on the trail. It is the most peaceful and relaxing time of my day." The errors primarily involve: A lack of parallel structure. B misplaced modifiers. C wrong word usage. D split infinitives.

B misplaced modifiers. There are two misplaced modifier mistakes. "On the way home from school" and "walking on the trail" should be in different positions in the sentence to avoid confusion. It seems as if the birds and rabbits are on their way home from school and that nature is walking on the trail.

Which phonological awareness skill will students will most likely learn first? A taking away the initial phoneme in "ball" to make "all" B showing awareness that the word "ball" sounds like "fall" and "tall" C breaking down the word "ball" into three separate phonemes D replacing the "b" sound in "ball" with a "t" sound to make "tall"

B showing awareness that the word "ball" sounds like "fall" and "tall" This is a basic phonological awareness skill. Comparing similar sounding words is simpler than manipulating phonemes in words.

Which of the following describes a compound sentence? Select all answers that apply. A It has one independent clause and one dependent clause. B It has two independent clauses. C It contains a subordinating conjunction. D It contains a conjunction or a semicolon.

B and D

A first-year ESL teacher uses formal knowledge of the grammar system, phonetic decoding, and rules of usage in her classroom. What type of language approach is she using? Cognitive Approach Sheltered Approach Whole Langauge Approach Natural Approach

Cogntive

Mrs. Barker is preparing a math lesson for her second-grade class. She has three English Language Level ( ELL) students in her class. All three of the students have been assessed and their language proficiency has been recorded as Level I, Pre-Production. She has gathered manipulatives, realia, and plenty of visuals for the math lesson because she knows it will encourage student success. Mrs. Barker is trying to provide ___________ __________ for her students? Pattern Language Concurrent Language Predictable Language Comprehensible Input

Comprehensible Input

When Mrs. Finegan introduces lessons in her ESL classroom, she makes sure that she uses visuals, gestures, and questioning to help the students with concepts that they do not understand. The language that a student is able to understand using this type of instruction (aid contextual clues such as body language, gestures, context, or prior knowledge) is known as: Comprehensible input Scaffolding Linguistic competence Content based ESL

Content based ESL

When Mrs. Patrick teaches math, she makes sure to use manipulatives and hands-on activities. The ESL students in her class are doing very well in math. They are able to do the same activities as the other students in the classroom. Language is best acquired when students are using it to learn something other than English. This statement applies to: Best practice Promoting Literacy Content-based ESL Instruction SDAIE (Specially Designed Academic Instruction in English)

Content based ESL instruction

Which of the following parts of speech is used to connect words, clauses, and sentences? A conjunction B interjection C article D preposition

This is the definition of a conjunction. As the question states, a conjunction is used to connect words, clauses, and phrases within sentences. Examples of conjunctions include the following: for, and, nor, but, or, yet, so.

Which of these abilities is the weakest connection between strong oral language skills and strong writing abilities? A the ability to use grammatical structures correctly B the ability to understand organization and text structure C the ability to write longer paragraphs about a topic D the ability to decode new words in a text

While decoding new words is an oral language skill, it is not as immediately connected to strong writing skills as the other three.

When an English language learner is learning how to write words he knows how to say in English, what is the most important aspect of the English writing system he should remember? A Written English is not based on phonetics of the spoken English. B Spoken English is more redundant than written English. C Spoken English is exactly like written English. D Written English is more rule-based than Spanish.

Written English is not based on phonetics of the spoken English. Many written English words are spelled different than they spoken English. Words like "phone," "high," and "through," sound like they should be spelled "fon," "hi," and "thru."

Since she is going to have a baby, Suzanne has been working overtime to save money. In the previous sentence, "since" is acting as: A an adverb. B a preposition. C a conjunction. D a verb.

a conjunction. In the example, "since" is the subordinating conjunction for the dependent clause in the complex sentence.

contrast clues

a word or phrase that has the opposite meaning of the unfamiliar word. In other words, it's an antonym. Look for words or phrases that introduce a contrast, such as however, but, instead of, on the other hand, on the contrary, whereas, in contrast, unlike, although, and even though.

Which of the following contains a list of adverbs? A Michaela, Peter, Wilson B adoringly, awkwardly, carefully C jumping, running, skipping D gorgeous, simple, complex

adoringly, awkwardly, carefully This is a list of adverbs, which commonly end in -ly and modify an adjective, verb, or another adverb.

Which list correctly identifies each part of speech underlined, in order? It is difficult to safely take more than one young child to the pool because they are usually not strong swimmers until they are older. A adverb; preposition; preposition B verb; conjunction; conjunction C adverb; conjunction; preposition D verb; conjunction; preposition

adverb; conjunction; preposition "Safely" is an adverb, "because" is a conjunction, and "until" is a preposition.

Split infinitives

an adverb placed between to and the verb "To suddenly go" and "to quickly read" are examples of split infinitives because the adverbs (suddenly and quickly) split (or break up) the infinitives to go and to read.

Read the sentence below and answer the question: If the team wins the next game, they will go to the championship game, but that will be the hardest game to win. The sentence is an example of which of the following? A complex sentence B simple sentence C compound-complex sentence D compound sentence

compound-complex sentence A compound-complex sentence has two independent clauses and one or more dependent clauses. This example has two independent clauses and one dependent clause. The dependent clause is "If the team wins the next game," because this clause is not a complete thought. The two independent clauses are: "they will go to the championship game" and "that will be the hardest game to win."

subordinating conjunction

connects an independent clause with one or more dependent clauses; examples: since, before, unless, however IF you do not try, you are doomed.

English Language Learners benefit most from comprehensive reading instruction rather than learning aspects of reading in isolation. Which of the following is an example of comprehensive instruction? an instructional video over an instructional activity continuing a reading lesson with a writing activity a vocabulary worksheet direct instruction by the teacher

continuing a reading lesson with a writing activity This is a comprehensive instructional activity because it combines multiple learning activities.

Discourse

discourse is traditionally described as the language (both oral and written) used by teachers and students in the classroom for the purpose of communication. While the concept of discourse isn't unique to education, the classroom format has evolved over the years.

intensive pronoun

emphasizes its antecedent; adds emphasis to pronoun or named noun; examples: I MYSELF will go.

Lau vs. Nichols Act of 1974

ended in a unanimous decision in favor of bilingual instruction to help non-native English speaking students improve their English language competency. The case eased the transition into education for students whose first language was not English. established rules to determine when districts must implement ESL programs; 20 or more students across district at same grade level means they must provide program

When teaching a lesson on including direct quotes in student writing, Mr. Keating reminds students to include a dialogue tag when incorporating direct quotes. Which of the following describes a dialogue tag? A the colon or comma used between he said and the first quotation mark B either italics or quotation marks to identify direct quotes C the quotation marks placed around a quote D a phrase, like he said or she said

he said, or she said A dialogue tag is the phrase that introduces the upcoming quote. Phrases like, he said, she exclaimed, or they asked.

Read the sentence below and answer the question: Please stop at the store for laundry detergent on the way home from work. The sentence is an example of which of the following sentence types? A exclamatory B declarative C imperative D interrogative

imperative An imperative sentence gives a command or makes a request. In the example, the speaker is requesting someone run an errand.

Which type of clause is the underlined portion of the sentence below an example of? The movie, which she watched frequently, got scratched, (so we threw it in the garbage.) A noun clause B relative clause C independent clause D subordinate clause

independent clause This is an example of an independent clause. An independent clause stands alone as a sentence.

A group of advanced English learners is struggling with English intonation. Which of the following strategies is likely to be the most effective first step in addressing the students' difficulty? A highlight patterns associating intonation with grammar, such as rising intonation in yes/no questions B provide students with sentences to read using different intonations C introduce the three main types of intonation with examples D listen to dialogues and identify the different types of intonation

introduce the three main types of intonation with examples The types of intonation should be introduced to and demonstrated for students before students can identify and practice using them.

English discourse

is spoken or written communication between people, especially serious discussion of a particular subject. ... a tradition of political discourse.

Research has analyzed many predictors of students' success in learning to read in early grades. This research has found that which of the following abilities are the best predictors of good readers? A knowledge of common phonics patterns B ability to produce words following a pattern of alliteration C ability to infer information from a written text D knowledge of letters and phonemic awareness skills

knowledge of letters and phonemic awareness skills Research has found that the knowledge of letters and acquisition of phonemic awareness skills are the best predictors of students' success in learning to read.

A teacher uses the following instructional strategies: Says the following words: "cat," "bat," "tap," and "tag" and asks students to identify the last sound of each word Gives students the word "cat" and asks them what the word would be if the /c/ was replaced with /m/ What is the focus of this instruction? A phonemic awareness B syllable awareness C onset-rime production D alliteration

phonemic awareness These are both phonemic awareness activities. The first requires students to isolate the last sound of a word. The second requires students to manipulate the word by substituting the beginning sound.

While working one-on-one with a student, the teacher administers a nonsense word test. Which of the following skills is the teacher most likely trying to assess? spelling fluency phonics comprehension

phonics A nonsense word test is used to determine students' knowledge and application of letter-sound relationships, also known as phonics skills. comprehension

Demonstrative pronouns

point to specific objects. They take the place of a noun, noun phrase, activity, or situation. They always consist of this, these, that, those, and sometimes include none, neither, and such. This pen is red. These are blue pens.

When a teacher is working with students on their intonation pattern, the teacher is dealing with which level of language? A semantics B morphology C syntax D pragmatics

pragmatics Intonation patterns of a language are part of the broader pragmatics level.

Mr. Rogers class is studying a unit on law, and they watch a video with the following dialogue: Lawyer 1: "I object." Judge: "Your objection is overruled. Please proceed."Lawyer 2: "Thank you. Witness, can you please resume the stand?" The ELLs might have trouble understanding the dialogue due to: A the code-switching. B the language register. C the dialect variation. D the jargon.

the jargon. Jargon refers to the special words or expressions that are used by a particular profession or group and are difficult for others to understand. In this dialogue, there are expressions specific to law.

Predicate

the part of a sentence or clause containing a verb and stating something about the subject. ex: John WENT home

preproduction stage of language acquisition

the silent period; learners refrain from speaking but will listen, may copy words down, and can respond to visual cues, pointing, gestures, 6 months

compound-complex sentence

two or more independent clauses and one or more dependent clauses ex: i have never been a great student, but because i like grammar, i have spent a lot of time studying sentence structure.

Speech Emergence Stage

up to 1 year (of consistent exposure); developed 3,000 words and can use short phrases and simple sentences; begin to use short sentences and ask simple questions; able to answer simple questions

Informal Reading Inventory (IRI)

used to determine independent, instructional or frustration reading level. 1. start with easy passage 1-2 grade levels below students current performance level. 2. tell student purpose and establish rapport. explain how IRI will proceed, they'll read 1-2 stories and answer questions after. 3. read the intro if provided. 4. time students to check fluency, mark at 60 seconds. allow them to finish passage, and mark errors. 5. ask comprehension questions at the end and continue with each passage until frustration level is reached. 1 error in every 10 words.

An ELL student says the following: "What address should I address the letter to?" The student makes an error in the pronunciation of the noun and verb form of "address." The error in pronunciation of these words indicates a problem with: A voiced and voiceless sounds. B final intonation patterns. C places of articulation. There is no problem with the places of articulation. D word stress patterns.

word stress patterns. This is a very common error. The student has not yet learned to stress the first syllable in nouns with two syllables and the second syllable with verbs of two syllables. Once learned, the student will recognize the subtle difference between the noun and verb forms of "address."

discourse markers

words, phrases or clauses that help to organise what we say or write (e.g. OK, So, On the other hand, "As I was saying...").

Language tests are given to students in order to assess a student's progress in English. This information is helpful for the ESL teacher. The process of determining or analyzing a students' performance level or level of language proficiency is called: Inventory Diagnosis Measure Analysis

Diagnosis

Which of the following tasks specifically requires a person to use tier-three vocabulary words? A Explain how to graph the answer to a math problem. B Ask for a glass of milk. C Read a book that is above the reading level. D Answer reading comprehension questions after reading a short story.

Explain how to graph the answer to a math problem. Explaining how to graph the answer to a math problem would require the use of domain-specific math words, tier three.

coordinating conjunctions

FANBOYS (for, and, nor, but, or, yet, so) My dog enjoys being bathed but hates getting his nails trimmed. connect two independent clauses

Mrs. Norvell strives to create a climate in her classroom that is positive, encouraging, and low anxiety. Which of Krashen's theories is she applying in her classroom? Aptitude Hypothesis Monitor Hypothesis Input Hypothesis Filter Hypothesis

Filter

Mrs. Patrick and Mrs. Tanner are discussing Santa Fe's ESL program. There are several groups of students who speak different languages being served. Mrs. Patrick remarked that Bilingual Education is relatively new to the educational system. Mrs. Tanner shared that she had learned that there was a school established many years ago to serve ____ speaking students. Which language group did the public schools first serve? Spanish Native American German French

German

Mrs. Norvell always sets up stations in her classroom before she begins her science classes. She understands the importance of ESL students using a variety of manipulatives, demonstrations, and experiments. The materials are used to complement and support the lesson to help students better understand abstract ideas. Which of the following terms describe this type of instruction? Material learning Total Physical Response Hands On Learner Centered

Hands On

Language Experience Approach (LEA)

It combines all four language skills: listening, speaking, reading, and writing. centered on a learner generated text. 1. a shared experience: begins with something the class does together, field trip, experiments, hands on activity. 2. create the text: after the experience, the teacher and students verbally recreate it. students take turns volunteering information. 3. read and revise. 4. read and reread. final story can be chorally read, or echo style. can be read in small groups or pairs, and then individually. 5. extension: text can be used for other activities: make illustrations, take home and read to family, create questions to ask a partner... etc.

Analyze the sentence: "I will quit when I can no longer stand." Which of the following correctly describes the phrase "when I can no longer stand" in the above sentence? A It is a verb clause. The phrase "when I can no longer stand" functions as an adverb in the sentence, not a verb. B It is a noun clause. C It is an adverb clause. D It is an adjectival clause.

It is an adverb clause. The phrase "when I can no longer stand" functions as an adverb in the sentence because it modifies the verb "will quit." It is an adverb clause.

Which of the following statements about phonemic awareness is most accurate? Phonemic awareness is an early indicator of students becoming strong readers. Children cannot properly develop oral language skills without developing phonemic awareness. Students always develop phonemic awareness in a standard order, applicable to all children. Students do not fully master phonemic awareness until middle school.

Phonemic awareness is an early indicator of students becoming strong readers. The stronger a student's understanding and grasp of phonemic awareness, the more likely the student is to be a strong reader.

Mrs. Criswell introduces the new spelling list to her students by clapping her hands for each syllable in every word. (ex. Football) The exercise is likely to help language development by: Stressing letter/sound agreement Prompting phonological awareness Emphasizing vowel placement Developing syntax

Prompting phonological awareness

norm-referenced tests

Tests where a student's performance is compared with a norm group, or a representative sampling students similar to the student. A person's score on a norm-referenced test describes how the student did in relation to the norm group. Tests results are reported in such formats as standard scores or percentiles.

Mrs. Tanner understands that biliteracy includes the development of the: The ability to write The ability to read The full range of understanding and skills appropriate for an educated speaker of two languages. The ability to read and write in English.

The full range of understanding and skills appropriate for an educated speaker of two languages.

Independent Reading Level

The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is relatively easy text for the reader.

Frustrational Reading Level

The level at which a reader reads at less than a 90% accuracy (i.e., no more than one error per 10 words read). Frustration level text is difficult text for the reader.

What should administrators first determine prior to selecting a bilingual program? Certified program staff The student population that will be served The state rules The bilingual instructional methodology

The student population that will be served

According to the English Language Proficiency Standards (ELPS) required by the Texas Administrative Code, curriculum requirements include that school districts offer one or more courses in required curriculum containing a research writing component for students entering grade: 9 6 12 3

According to 19 TAC, Chapter 74, Subchapter A, Required Curriculum, §74.3, Description of a Required Secondary Curriculum, Secondary Grades 9-12, (5), a research writing component must be included in courses offered in the required curriculum for students entering grade 9 rather than entering grade 12, 6, or 3.

ARD

Admission, Review, and Dismissal Committee

The Lau Remedies of 1974 made the identification of students whose primary language is not English and the evaluation of their English-language proficiency mandatory in all school districts. How is this accomplished? Identified through Home Language Survey Tested to assess English language proficiency Test oral language proficiency All of the above

All of the above

indefinite pronouns

An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not definite". ex: all, another, any, anybody/anyone, anything, each, everybody/everyone, everything, few, many, nobody, none, one, several, some, somebody/someone.

Santa Fe ISD reports student progress to parents of the ELL children that participate in the progams that are offered at each campus at least __________________. Weekly Monthly Annually Semi-annually

Annually

Mrs. Glass, a new teacher, notices the literature the English language learners are required to read has many difficult words. She discusses the situation with her mentor teacher, who has been teaching English language learners for many years and is experienced with the laws and requirements for English language learner education. Of the following, what is the most appropriate response by the mentor teacher? A The students should highlight the words they do not know and later look them up in a dictionary. B The teacher should rewrite the text to shorten the difficult words to make the literature more understandable for the students. C The teacher should work with the students to help explain the meaning of the words. D The teacher should provide supplemental literature that contains words that are familiar to the students.

C The teacher should work with the students to help explain the meaning of the words. It is the role of the teacher to work with the students to build the students' vocabulary.

Which of the following would be the best activity for students struggling with phonemic awareness? A Provide students with a list of phonemic awareness concepts to help them build their understanding of phonemic awareness. B Have students work through phonemic awareness building exercises at home by themselves. C Have students work through phonemic awareness activities independently under the teacher's supervision. D Have struggling students practice phonemic activities specific to the area in which they are behind.

Have struggling students practice phonemic activities specific to the area in which they are behind. This is the best answer. Providing specific activities to promote specific phonemic struggles is the best method to scaffold students' phonemic awareness.

Mrs. Williams is a first-year ESL teacher assigned to a school in a predominately Chinese neighborhood; however, she does not speak Chinese. The school requires her to make home visits after the first six weeks of school. What should Mrs. Williams do prior to making the home visits? Send notes home to the parents in English Identify a bilingual liaison to assist in making the home visits Ask the principal to excuse her from making home visits Find a child who speaks Chinese and some English to assist with the home visits

Identify a bilingual liaison to assist in making the home visits

If an ESL student has had no previous education or support in his/her native language, about how long will it usually take to acquire CALP in English after coming to America? Less time than six months Seven years to ten years Five years to seven years Six months to two years

If a student has not had any education or support in his/her native language, researchers find it can take seven to ten years to acquire Cognitive Academic Language Proficiency (CALP) in English after coming to America. If the student has had prior education or support in his/her native language, it can take about five to seven years to acquire CALP in English. ESL students generally acquire the non-academic, social, less demanding Basic Interpersonal Communication Skills (BICS) in English within about six months to two years of coming to America. It is unusual for ESL students to acquire even BICS, let alone CALP, within fewer than six months, though they can acquire some basic English vocabulary words and a few simple sentences in this time.

Marvin's mother enrolled him into Santa Fe High School. When she enrolled him, she was concerned about the program that he would attend. The school shared that the district's Bilingual education and English as a second language programs are located: In separate facilities as designated by the district In the regular public schools of the district rather than in separate facilities In neighboring school districts with high limited English proficient populations (over 60%) In neighborhood schools where they live in a special facility

In the regular public schools of the district rather than in separate facilities

IEP

Individualized Education Program must be reviewed annually

According to the concept of the "Dual Iceberg Representation" regarding L1 and L2 acquisition, which of these is most accurate? It is more effective to teach skills and concepts in L2 while teaching L2 vocabulary The underlying skills for L1 are different from those required for learning the L2 The visible surface features that differ from L1 to L2 are the largest components It is more effective to teach skills and concepts in L1 while teaching L2 vocabulary

It is more effective to teach skills and concepts in L1 while teaching L2 vocabulary The "Dual Iceberg Representation" means that the largest part of the "iceberg" is under water; i.e., the underlying skills needed for any language are most important, and these generalize from L1 to L2 rather than being too different to transfer. These transferable underlying skills provide the basis for ESL instruction. The visible surface features that differ from L1 to L2 are only the tiny tips of the iceberg. Thus, it is more effective to teach concepts and skills to students in their L1s rather than in L2, while concurrently teaching L2 vocabulary.

Which of the following is a similarity between L1 and L2 acquisition? Learners are no more inhibited/anxious in learning an L2 than their L1 Learners construct language from existing concept knowledge in both Learners generally acquire and apply rules with equal facility for both Learners generally have more world knowledge learning L1 than an L2

Learners construct language from existing concept knowledge in both

Instructional Reading Level

Level at which children read with 90-95% fluency

The ability to read and write with high levels of proficiency through the effective use of the grammatical, syntactic, graphophonic, semantic and pragmatic system is demonstrating which of the following? Phonological awareness Literacy development Alphabetic principle Cognitive style

Literacy development

Mr. Martin is planning an instructional unit and wants to adjust the lesson to meet the needs of the English Language Learners (ELL) in his class. Each student has a varying level of English proficiency. What is the best strategy to adjust the instructional unit to meet the student's needs? Adjust the content to make the presentation and homework assignments simpler to accommodate varying language proficiencies. Make dictionaries accessible to the students and allow for additional time to complete the assignments while other students can work independently. Allow the ELL students to work together during group activities to promote English proficiency. Send the ELL students to the resource room for supplemental instruction during presentations.

Make dictionaries accessible to the students and allow for additional time to complete the assignments while other students can work independently. By allowing students a dictionary and additional time, the teacher is adjusting instruction to meet the needs of the ELL students while promoting English proficiency and grade-level appropriate content.

Level I Pre-production is the first stage of language acquisition. It is characterized by: Very good comprehension Conversation Comprehension and near-native speech No verbal production

No verbal

When children who are learning a second language are making their first attempts at communication, recognizable imitating is usually: Verbal Nonverbal Syllabic Words Like

Nonverbal

A second-grade teacher develops an activity to promote word identification and spelling skills among her class. The teacher writes "_ug" on the whiteboard and asks students to fill in the blank with a letter to make different words. Each time a student says a letter to make a new word, the teacher has the class write down the word in their notebooks. Which of the following additional activities is most likely to address the developmental levels of all children? Provide students with two additional prompts, "_at" and "__one", and have them create sentences in their notebooks with as many words using the additional prompts. Have students say aloud each new word as they write the word in their notebooks. Allow each student, one-by-one, to think of as many words using the original prompt. Once one student is finished, allow the next student to repeat the exercise until the whole class has a turn. Encourage the class to spell the word aloud before writing the word in their journals.

Provide students with two additional prompts, "_at" and "__one", and have them create sentences in their notebooks with as many words using the additional prompts. This activity allows students to work at their own pace and dictate the level of higher-order thinking skills used. Less-able students can think of simple words to use in simple sentences while more advanced students are able to think of complex sentences, and possibly narratives, to use with the word prompts. This is an individual activity that allows each student to maximize their ability.

Jose was observed talking to his friends during recess. He was overheard telling Carlos "the dude was driving fast going home." After recess, Jose's teacher asked him to share a moment that surprised him. He told the class "a man was accelerating as he drove home." The meaning of the sentence was the same but delivered in a different way. This is an example of: Social Language Psycholinguistics Function Register

Register

Semantic Drift

Semantic change (also semantic shift, semantic progression, semantic development, or semantic drift) is a form of language change regarding the evolution of word usage—usually to the point that the modern meaning is radically different from the original usage.

When their is little or no expressive language, an ESL student is going through what period of learning? Early Production Period Pre-Production Period Silent Period Speech Emergence

Silent

Since very young children (birth-four years old) learn oral language through family and friends, the early childhood teacher should first establish a common language among all the students. This can be achieved through which of these TWO strategies? Select all answers that apply. prioritizing state curriculum words creating a "word wall" comprised of words the students supply from prior experience labeling items throughout the room pointing to words while reading picture books

labeling items throughout the room This is an excellent strategy to use with early childhood students in order to help establish a common language among all students. Labeling items allows all students to refer to all items with the same language. pointing to words while reading picture books This gives all students the same context clues for language.

Sometimes reading difficulties are known not to be the outcome of lack of opportunities in education or limited intellect. Recent educational research has found that these difficulties are most often the result of what instead? A not being read to daily as a young child B lack of skills in phonological processing C background in another language D lack of being motivated

lack of skills in phonological processing Research has shown that reading difficulties most often occur due to the lack of skills in phonological processing after other factors have been ruled out including limited intellect or poor educational opportunities.

Which of the following skills is not part of phonological awareness? letter awareness rhyme awareness syllable awareness sound awareness

letter awareness An understanding of the names and shapes of letters does not fall under the umbrella of phonological awareness. Phonological awareness is specifically focused on sounds.

Texas state law requires that English language learners' education is responsive in the following domains: linguistic, academic, and cultural. linguistic and academic. linguistic, affective, and academic. cultural and linguistic.

linguistic, affective, and academic. (LAA) In Section 19 Chapter 89 of the Texas Administrative Code, the three domains are listed as required areas to be addressed by the ESL teacher. There is no separate cultural domain since it is a part of the affective domain. The affective domain includes the cultural and social adjustment components.

relative pronoun

linked group of words preceding noun or pronoun; examples: who, which, that. the dog THAT stole the pie is back

affective filter

mental barrier put up by ELL during high stress, anxiety, embarassment

Which part of speech is the underlined word an example of? Jake decided to go for a SWIM after working in the yard all day. A adjective B noun C preposition D verb

noun Since Jake is going for "a swim" it's a noun. The phrase "to go for a" indicates that the object is going to go get it.

required members of the ARD

one regular teacher one sped teacher parents adminstrator a person who can interpret the instructional implications of evaluation results; individuals with knowledge of the child at the discretion of the parent or school.

Amanda is a first-grade student learning to read and is practicing the following words in her reading this week: slide hate pine crime lane nope After learning these words, Amanda is able to read the words "slime," "fate," and "rode" simply by visually recognizing the pattern. Which of the following best describes the processing system that Amanda is using to apply her learning to the new words? A inference B sight words C phonological D orthographic

orthographic

A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them to learn the vocabulary words? Select all answers that apply. provide translated versions of the vocabulary words allow the students to listen to snippets of an audio version of the novel pair the vocabulary word with a picture and simple definition

provide translated versions of the vocabulary words This would help students to recognize the vocabulary words by name and meaning when encountering the words in the novel. have students read an abridged version of the novel in their native language(s) pair the vocab word w pic and definition The teacher is providing equal access to the students by providing a picture cue and simple language that explains the vocabulary words. The teacher can reinforce learning by having students draw picture cues of their own and practice using the words in context.

Register

register "is the variation in style that allows us to use language appropriate to a given situation." This situation is determined by a variety of factors, like relationships between speakers, purpose of interaction, and the setting in which it takes place

Preposition

shows the relationship of a noun or a pronoun to some other word in a sentence "The man ON the platform" "She arrived AFTER dinner"

morphology

structure of words

A high school teacher is teaching her students how to use contextual clues to help determine the meaning of words. She provides the following example to her students:"We know that sentences are made of subjects and predicates. The subject contains a noun or pronoun and the predicate contains the verb. Look at the sentence: John went to the ____. The structure of the sentence lets us know that the blank must be filled with a noun. Putting a verb in the blank would not make sense." This is an example of a: A contrast clue. B syntactic clue. C semantic clue. D restatement clue.

syntactic clue. A syntactic clue involves implicit knowledge of word order and the function of words.