(Diverse Learners) TExES English Language Arts and Reading 7-12 (231)

To quickly determine a student's English level based on writing, read the writing aloud - grammar errors are easier to identify when read aloud.

* A beginning student's writing will have no flow. * An intermediate student's writing will feel choppy. * An advanced student's writing will flow. * An advanced high student's writing will give detail with less repetition.

Appropriate accommodations / supports supports ELLs - Listening/Advanced High

- ask comprehension questions. - use grade-appropriate material that focuses on content-specific words.

Appropriate accommodations/supports for ELLs - Speaking/Advanced

- assign oral presentations to practice using content-based terms and common abstract vocabulary- allow extra processing time- provide sentence stems for complex grammar.

PLDs - Speaking: Intermediate

- can express simple, original messages, speak using sentences, and participate in short conversations. - may hesitate frequently and for long periods. - speak simply using basic vocabulary; rarely speak in detail; speak using mostly simple sentence structures and tenses. - make errors that may hinder overall communication when using more difficult English. - pronunciation can usually be understood by people accustomed to interacting with ELLs. * communicates a simple message with basic vocabulary and limited tenses.

PLDs - Speaking: Advanced

- can participate comfortably in most discussions on familiar topics and academic topics, with some pauses to restate or search for words/phrases to clarify meaning. - understand basic grammar features; can narrate and describe in the present, past, future tenses; learning to use complex sentences and complex grammar features. - make errors that interfere somewhat with communication when using complex grammar, long sentences, and less familiar words. - may mispronounce words, but is usually understood. * uses a variety of tenses and some abstract vocabulary.

PLDs - Speaking: Advanced High

- can participate in extended discussions on social and grade-appropriate academic topics with few hesitations. - communicate effectively using abstract and content-based vocabulary, idioms, and colloquialisms, except with very low-frequency vocabulary. - use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers. - make few errors; pronunciation rarely interferes with overall communication. * speaks as clear and detailed as a native speaker.

PLDs - Writing: Advanced

- can use English, with SLA support, to express ideas in writing and engage meaningfully in content-area writing assignments; SLA support is needed for challenging topics. - use basic (and occasionally more complex) verbs, grammar and sentence patterns. - can: use academic tone in academic writing; use common cohesive devices (with some repetition); narrate, explain and describe in some detail. - occasional errors, but writing is usually understood. *K-1 students can can participate meaningfully, with SLA support, in most grade-appropriate writing activities with occasional errors.

PLDs - Writing: Advanced High

- can use English, with minimal SLA support, to express ideas in writing and engage meaningfully in content-area writing assignments. - demonstrate, with minimal SLA support, elements of grade-appropriate writing. - write at a level nearly comparable to native English-speaking peers in clarity and precision (regarding vocabulary and language structures). - occasional difficulty with naturalness of phrasing. - errors are minor and rarely interfere with communication. *K-1 students can write at a level of complexity and detail nearly comparable to that of native English-speaking peers.

PLDs - Writing: Beginning

- cannot express ideas in writing or engage meaningfully in content-area writing assignments. - can label, list, and copy. - can use high-frequency words/phrases and short, simple sentences (in the present tense) based primarily on recently practiced or highly familiar material. - frequent errors (spelling patterns, word order, literal translations, use of native language) may hinder or prevent understanding. *K-1 students know too little English to express themselves in writing beyond the use of high-frequency words or short, recently-practiced sentences.

Appropriate accommodations/supports for ELLs: Reading/Intermediate

- choose stories with predictable storylines or familiar topics; mostly concrete high-frequency vocabulary; and short, simple sentences- use visual and linguistic supports. - allow students to read independently- utilize pre-reading strategies (i.e., pre-teach vocabulary, discuss intent of text, activate background knowledge, predict meaning from the title, picture or charts).

Appropriate accommodations/supports for ELLs - Writing/Intermediate

- choose topics that are highly familiar and concrete and allow students to use high-frequency words. - journal writing. - use sentence stems. - create an interactive word wall. - provide a bank of words/phrases.

Appropriate accommodations/supports for ELLs - Speaking/Advanced High

- employ self-corrective techniques- offer opportunities for extended social and academic discussions.

Appropriate accommodations/supports for ELLs - Writing/Advanced High

- expose students to many examples of texts that were written for a variety of purposes and audiences. - use genre analysis to identify features of different types of writing.

PLDs - Writing: Intermediate

- have a limited ability to express ideas in writing and engage meaningfully in content-area writing assignments. - can write short, simple sentences in present tense (occasionally future and past) and use high-frequency vocabulary. - writing displays: an oral tone; loosely connected text; few cohesive devices; repetition of ideas; undetailed descriptions/explanations/narrations; difficulty expressing abstract ideas. - errors may be frequent; some writing may be understood only by those accustomed to interacting with ELLs. *K-1 students know enough English to write about familiar topics simply and briefly.

Appropriate accommodations/supports for ELLs - Writing/Beginning

- have students label items, create lists and copy words/phrases. - use a familiar topic to brainstorm and model organization of thoughts using simple sentences. - allow drawing to express concepts.

Appropriate accommodations / supports supports ELLs - Listening/Advanced

- increase wait time for students to process information. - pre-teach complex vocabulary.

PLDs - Speaking: Beginning

- mainly speak using single words / short phrases with limited high-frequency vocabulary or recently practiced or memorized material. - may be hesitant or give up when trying to communicate. - lack the grammar needed to connect ideas and speak in sentences. - errors may hinder overall communication (e.g. speaking in native language). - typically pronunciation significantly inhibits communication. * uses single words, short memorized phrases or incomprehensible speech

Appropriate accommodations/supports for ELLs - Speaking/Intermediate

- provide students with sentence frames- use synonym and circumlocution strategies- focus on content of response, not errors- use scaffolds like think-pair-shares and sentence stems

Appropriate accommodations/supports for ELLs - Speaking/Beginning

- provide students with ways to communicate without speaking (e.g. making charts / drawings, demonstrating...)- respect student's silent period.

PLDs - Reading: Beginning

- read and understand very limited recently practiced, memorized, or highly familiar English in routine contexts. - vocabulary includes: environmental print; very high-frequency words; and concrete words represented by pictures. - read slowly, word by word. - have a very limited sense of English language structures. - highly dependent on visuals and prior knowledge to derive meaning. - apply basic reading comprehension skills on level-appropriate text. *K-1 students derive little or no meaning from stories read aloud in English and struggle with decoding.

PLDs - Reading: Intermediate

- read and understand vocabulary related to: everyday oral language; literal meanings of common words; common academic/abstract language. - often read slowly and in short phrases; may re-read to clarify meaning. - starting to understand basic English language structures. - understand simple sentences in short, connected texts; occasionally depend on linguistic support. - struggle to independently read and understand grade-level texts. - apply basic and some higher-order comprehension skills to linguistically-accommodated texts. *K-1 students have limited comprehension of stories read aloud in English and struggle with decoding.

PLDs - Reading: Advanced

- read and understand, with SLA support, vocabulary used in social and academic contexts, but have difficulty with lower frequency words. - starting to understand words/phrases beyond their literal meaning and multiple meanings of common words. - read longer phrases and simple sentences from familiar text at appropriate speed. - starting to construct meaning of grade-appropriate text. - can apply basic and higher-order comprehension skills, but are occasionally dependent on linguistic support with unfamiliar topics. *K-1 students can comprehend most main points and supporting ideas in stories read aloud in English and can decode with support.

Appropriate accommodations/supports for ELLs: Reading/Beginning

- read in short "chunks." - use adapted, simplified, decodable texts with familiar English that they have learned. - include visual and linguistic supports. - display multiple examples of environmental print (labels, signs, logos). - read text aloud to model enunciation.

PLDs - Listening: Beginning

- struggle to understand simple conversations even with familiar topics and linguistic supports. - struggle to identify words and phrases that have not been modified for ELLs. - frequently remain silent, watching others for cues.

PLDs - Listening: Advanced High

- understand longer, detailed discussions with occasional need for processing time and little linguistic supports; except when complex language is used. - understand main points, details, and implicit information at a level nearly comparable to peers. - rarely ask for clarification.

Appropriate accommodations/supports for ELLs: Reading/Advanced High

- use grade-appropriate texts that focus on content-specific words. - read texts that require higher. - order comprehension skills, such as constructing meaning, connecting ideas and drawing conclusions.

Appropriate accommodations/supports for ELLs - Writing/Advanced

- use graphic organizers and outlines to help students prepare writing. - use teacher modeling and student interaction.

Appropriate accommodations / supports ELLs - Listening/Intermediate

- use visual and verbal cues and gestures to reinforce spoken words. - pre-teach vocabulary before discussions.

Appropriate accommodations / supports for ELLs - Listening/Beginning

- use visual support such as photos, drawings, illustrations. - use gestures. - modify speech: speak slowly using familiar words / phrases.

Appropriate accommodations/supports for ELLs: Reading/Advanced

- use visuals, teacher/peer assistance and linguistic aids to clarify meaning with unfamiliar topics. - read and think aloud to focus on main points, details, context clues, and abstract vocabulary. - pre-teach complex vocabulary. - provide oral reading opportunities.

PLDs - Listening: Advanced

- usually understand longer, more detailed discussions on familiar and some unfamiliar topics, but sometimes need processing time and/or linguistic supports. - understand most main points and important details, and some implicit information. - sometimes ask for clarification.

PLDs - Listening: Intermediate

- usually understand simple, short discussions on familiar topics and identify key words/phrases needed for general meaning; unfamiliar topics require extensive linguistic supports. - can ask the speaker to repeat, slow down, or rephrase speech.

Analogy

A comparison between two thins, typically for the purpose of explanation or clarification. A strategy where a new problem is reduced to a previously known problem, and prior knowledge of how to determine the solution can be applied.

Idiom

A group of words established by usage as having a meaning not deducible from those of the individual words. The figurative meaning is different from the literal meaning but can be deciphered by using inferencing skills. Example: Raining cats and dogs. Spill the beans Hard nut to crack.

What is an example of code-switching?

A student speaking an informal dialect with friends and a more formal dialect with the teacher. This is an example of code-switching because the student is alternating between two different varieties of language depending on the situation.

Sarcasm

An ironic or satirical remark tempered by humor. Mainly, people use it to say the opposite of what's true to make someone look or feel foolish. For example, you see someone struggling to open a door and you ask them, "Do you want help?" If they reply, "No thanks. I'm really enjoying the challenge," you'll know they're being sarcastic.

Situational irony

An outcome that turns out to be very different from what was expected.

Mrs. Wilson has multiple students that are below grade level in their reading abilities. Which of the following is the best first step for Mrs. Wilson to take in addressing the needs of these students?

Assess each student's reading ability to determine their individual strengths and weaknesses. This is the best first step, as before any remediation strategies can be implemented, the teacher must first know the strengths and weaknesses of each student.

"Hey mate! Watch out for crikey mikeys! They like to hide in the bushes and bite when provoked!" Which of the following dialects does this sentence represent?

Australian English. "Mate" is the term for friend in Australian English, and "crikey mikeys" is a term for snakes. A dialect is a particular form of a language that belongs to a specific region or a group of people.

Which of the following does not correctly describe an English Language Learner's skill set and level of language acquisition?

Beginner listening skills include seeking help when confused. Beginning ELL students might not seek help when confused, because they are unable to communicate a question adequately, are overwhelmed, or other reasons.

PLDs - Reading: Advanced High

Can do the following at a level nearly comparable to native English-speaking peers (when reading grade-appropriate text): - apply, with minimal SLA support basic and higher-order comprehension skills. - read and understand vocabulary, with some exceptions when low-frequency vocabulary is used. - generally read with appropriate rate, speed, intonation, and expression. - construct meaning. *K-1 students can comprehend main points and supporting ideas (explicit and implicit) in stories read aloud in English and recognize most sight vocabulary and high-frequency words at a level comparable to native English-speaking peers.

Challenges to vocabulary development include:

False cognates - words in different languages that appear similar, but do not actually mean the same thing. - Spanish "ropa" means "clothes" in English, not "rope." Lexical ambiguity - the presence of two or more possible meanings within a single word. - "I saw the door open." Is 'open' an adjective or a verb in this sentence? Structural ambiguity - the presence of two or more possible meanings within a single sentence or sequence of words (misplaced modifier). - "The chicken is ready to eat." Who is eating, us or the chicken? Redundancy - the use of two or more words that say the same thing. - "true fact." Overextension - using a specific word in a general sense. - "bee" for all insects or "socks" for all foot coverings.

tudents may be at different levels for each type of language proficiency.

For example, a student could be advanced for speaking but still intermediate for writing.

The following are indicators that an English language learner has reached a high oral proficiency?

Generally speaking with accurate grammar. Listening and understanding the message of most speakers. Being comfortable speaking in any situation.

Characteristics of Advanced ELLs

Have the ability to understand simple, high-frequency spoken English used in routine academic and social settings, with minimal support. These students: *Understand and can participate in longer conversations and discussions on familiar and unfamiliar topics. *Understand most tenses, grammar features, and sentence patterns. *Use grade-appropriate English to express ideas in writing. *Can decode grade appropriate English text. *Understand most important details during social and instructional interactions.

Characteristics of Intermediate ELLs

Have the ability to understand, with language support, grade-appropriate spoken English used in academic and social settings. These students: *Understand and participate in simple conversations on familiar topics - require support on unfamiliar topics. *Use simple sentence structures and tenses. *Identify and distinguish key words and phrases necessary to understand general meaning during social and instructional interactions. *Explain ideas briefly and simply in writing.

An English teacher is reading Tuck Everlasting, by Natalie Babbitt, with her sixth-grade class, and some of her students seem unmotivated to read. All of the following activities would be likely to increase student engagement:

Having the students write letters to characters in the book encouraging or discouraging them to drink the water based on their opinions about the benefits of eternal life. Making pancakes for students to enjoy while reading aloud the scene in which Winnie and the Tuck family share a pancake breakfast. Then, have students act out parts of the scene. Having the students act out a court room scene, in which students try Mae for the murder of the man in the yellow suit.

Marcos, an ELL from Colombia, is struggling to read and write at the same level as his peers. One reason for this could be:

He is lacking oral language skills, which are necessary to develop his literacy skills. Research has shown that oral language development precedes literacy development in ELLs. It's understandable that Marcos cannot read and write if he is still struggling to listen and speak.

Ms. Smith is a reading specialist for Hendricks Middle School. During the first week of school, she is assigned thirteen students who need assistance with their literacy development. What would be the best first step in developing a positive relationship with the students?

Meet with the students to introduce herself and discuss, in an informal manner, their perceptions towards school and reading. Many students who need help with literacy development tend to have negative emotions towards school, because of its difficulty due to the fact that the students themselves have difficulty in reading. By initiating contact with the students in an informal setting, Ms. Smith begins to establish trust and gain the students' perceptions about school, so she can better serve the needs of the students.

How can a teacher best use reading to foster cultural awareness in their classroom?

Deliberately choose reading materials that explore a wide variety of cultures. Reading about different cultures is a great way to promote cultural awareness.

Proficiency Level Descriptors

Describe the English that ELLs can use and understand at each of the four proficiency levels. Texas school districts are required to identify students' English language proficiency levels in each domain and provide linguistically accommodated content-based instruction aligned with students' levels.

Appropriateness

Determine whether the subject matter is appropriate for the students' maturity level

The following is an excerpt from Mark Twain's Huckleberry Finn. I set down again, a-shaking all over, and got out my pipe for a smoke; for the house was all as still as death now, and so the widow wouldn't know. Well, after a long time I heard the clock away off in the town go boom—boom—boom—twelve licks; and all still again—stiller than ever. Pretty soon I heard a twig snap down in the dark amongst the trees—something was a-stirring. I set still and listened. Directly I could just barely hear a "me-yow! me-yow!" down there. That was good! Says I, "me-yow! me-yow!" as soft as I could, and then I put out the light and scrambled out of the window on to the shed. Then I slipped down to the ground and crawled in among the trees, and, sure enough, there was Tom Sawyer waiting for me." They author's use of "set down" instead of "sat down" is an example of:

Dialect. The speaker's use of the word "set" instead of "sat" is due to the character's dialect.

Ideas to keep in mind when selecting texts for cultural awareness:

Diversity - What cultures have you represented? Deliberately choose a variety of texts that allow students to explore both their own and other cultures through reading. Cultural sensitivity - How would people from different cultures react to this text? Appropriateness - Is this text appropriate for these students' culture and age level?

A teacher is concerned about some of her students who are reluctant readers. What is a strategy she could use to motivate these students?

Ensure the reading material is relevant for students. When reading material is made relevant for students, they are more likely to become engaged and competent readers.

An English teacher has her ELL students write a persuasive paper on a school policy they feel should be changed. The students choose to offer more juice options in the school vending machine. In writing the essay, which of the following strategies would be the most effective for supporting their argument?

Explain how other schools have implemented similar changes and highlight the positive effects in those specific campuses. Framing the argument with real-world application and known benefits provides concrete evidence in support of the argument.

A teacher wants to provide supplemental reading material for an upcoming presentation. What question should the teacher ask first in evaluating possible supplemental materials?

Is the material consistent with the students' comprehension and skill levels? This is the best question to ask first because if the reading material is not consistent with the students' academic ability, students will not want to read it.

Mr. Duke wants to break his class into small groups for a discussion after a multimedia presentation. Mr. Duke has multiple English language learners in his class. Which of the following is the most important criterion for placing English language learners into groups?

Make sure the English language learners are placed into various groups to promote vocabulary development. This is the best option as it will provide a wide exposure to new vocabulary.

What best explains why learning English as a second language is easier when the person already knows a historically-related language?

Many words and roots of words are likely to have similar spellings and meanings. Latin is the root language of many European languages, as well as English. Because of the common ancestry of many English words and words of other European languages (German, French, Spanish, etc.), it is likely that speakers whose native language is historically related to English are able to make intuitive guesses about the spellings and meanings of the words.

Language Transfer

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

Circumlocution (sir-kum-low-KEW-shun) Strategies

When learning a language, circumlocution strategies are the strategies that you use to describe a word or phrase when you don't know it in English. Examples: * Use vocabulary that you already know. * Try to think of another way to convey the message. * Describe the concept. * Use a synonym. * Use a more general category word (fruit, clothing, etc.) * Explain what and object is not. * Point and use gestures, actions, and sounds. * If you have paper, you can draw.

A dialect is different from a standard language in all of these ways:

a dialect has its own unique grammatical rules from the standard language. a dialect pronounces words differently than the standard language. a dialect includes words not commonly accepted in the standard language.

Glossary

a list of important words to know along with their meanings,

Diversity

Representations of people with their different cultures, which can be in language, social status, age, ethnicity, or other traits within a group. Many schools today are encompassed with multicultural diversity.

SLA

Second Language Acquisition

Syntax

Sentence structure

Appropriate levels of scaffolding and/or accommodations for Intermediate ELLs

Students need moderate support at this level. As they develop, support may be light for familiar tasks or topics.

Appropriate levels of scaffolding and/or accommodations for Beginning ELLs

Students need substantial support at this level. As they develop, support may be moderate or light for familiar tasks or topics.

Verbal Irony

The expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. Example: It is raining outside and someone says, "what lovely weather we are having at the moment."

false cognate

The word in another language may have the same origin but will have different spelling and different meaning. Pronunciation will be different. Example: English- ext- to go out, leave; Spanish- exito- success. English- embarrassed- uncomfortable; Spanish embarazada- pregnant.

An ELA teacher is having trouble motivating one of her English Learners (ELs) to read the current novel. He moved to the United States a few weeks ago and has an Advanced proficiency level. Which of the following is a likely reason for the student reluctance?

There is cultural bias throughout the text. Cultural bias is a common reason for student reluctance to read a text. Teachers must be careful to ensure that texts chosen are culturally sensitive.

Which of the following characteristics would an advanced reader demonstrate?

They focus on obtaining meaning from the text. Advanced readers obtain meaning from the text they read.

While reviewing a student's ELA work, the teacher asks herself these questions: Is the textbook too difficult for this student to understand? Are there any students who do not understand sentence formation? Is the student encountering difficulty with more than one word out of every twenty? Which of the following is the teacher most likely trying to do?

analyze the student's errors to determine possible changes in instruction. The teacher is trying to understand what is causing the student errors so she can adjust her instruction to meet their needs.

The four levels of literacy acquisition (beginning, intermediate, advanced, and advanced high)

are used across grade levels and specific skills.

The stages of literacy acquisition should be used

as a guide to identify ELL's (English Language Learners) skill levels and promote growth towards the next proficiency.

Which of the following words has a pronunciation in the Boston accent that is the most different from standard American English pronunciation?

car. The word "car" is pronounced like the sound cah in the Boston accent.

English Language Learners benefit most from comprehensive reading instruction rather than learning aspects of reading in isolation. What is an example of comprehensive instruction?

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

Cultural Sensitivity

dealing with difficult topics carefully and considering how different cultures would interpret the information.

Millie and Johana are both sisters from New York visiting a small town in Texas with their grandmother. The girls are leaving a restaurant and the waiter says, "Y'all have yourselves a good day ya her." Millie turns to Johana and asks "What did he say?" As they walk down the street, a woman looks up, says "howdy," and smiles at them. In this scenario, the sisters interact with which of the following language types?

dialect. A dialect is a unique form of a language that belongs to a specific group of people or region. In this case, the sisters experience a southern English dialect unique to Texas.

Samar is a student who recently moved from India to the Gulf Coast of Alabama in the United States. His native language is Hindi, but he also learned English in school and considers himself proficient in both languages. He is surprised to find that he does not always fully understand what his teachers and classmates are saying. Samar's gaps in understanding are likely due to variation in:

dialect. Dialect refers to the form of language specific to a region of community. Although Samar is proficient in English, the Gulf Southern dialect spoken in his new home of Alabama likely has significant differences to the English he learned as a student in India.

An ELL student who is new to the United States might be surprised to learn that people use different words to describe the same thing, such as yard sale vs. garage sale, tennis shoes vs. sneakers, and garbage can vs. trash can, across the country. These differences in word choice can be attributed to variations in:

dialect. Dialect refers to the form of language specific to a region of community. The varying dialects across America are cause for the same thing to be referred to in different ways.

Cognate

having a common origin; related linguistically; similar or akin in nature.

Mr. Martin's sixth-grade class includes some emergent readers who are new to the country. He reads to them a story with many pictures, stopping frequently to discuss what is happening. In which way could this activity best increase the reading comprehension development of these emergent readers?

help students identify story elements and vocabulary. By pointing to and then repeating the name of pictures of characters or important events, emergent readers can begin to understand the basics of what is happening in the text. From repeating the key characters or points, their vocabulary can be increased.

Morpheme

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix). For example: the root word man and the suffix -ed are morphemes as they cannot be broken down further.

Comprehensible Input

information that can be understood despite language barriers. If a teacher uses comprehensible input for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message.

Mrs. Swanson uses the following scaffolding strategies to foster the development of academic language skills of her English learners: - She modifies texts to avoid overly-complicated language.- She adds a key with short definitions of challenging words.- She leads the students with guided questions.- She provides sentence starters that model the correct use of the language. Based on her scaffolding choices, what level are her learners most likely to be?

intermediate. These strategies are all best for a student at the intermediate level.

Code-switching

is a linguistic behavior in which individuals change how they speak according to their audience. For example, a student may use Standard English when speaking to her teachers in the classroom, then switch to a less formal dialect when eating lunch in the cafeteria with her friends.

Morphemic

knowledge of word structure

A student has fragile emotions and is sensitive to criticism on writing assignments. Which of the following approaches could the teacher use to make the student feel comfortable receiving feedback?

posing reflective questions to the student based on the writing rubric. Reflective questions will make the student feel comfortable and open to feedback. Referencing the rubric makes the feedback fair and unbiased which will lead to a more positive experience.

A teacher believes that when students encounter words that aren't real, they are forced to rely on their knowledge of the alphabetic code, rather than memorization, to read the words. Based on this belief, she gives students a worksheet with the following poem to read aloud. 'Twas a bave day, as the goves, Did gimble in the vonk: All dovey were the sloves, And the wugs sang out "Kabonk." These sentences contain which of the following?

pseudo-words. A pseudo-word or non-word is a unit of speech or text that appears to be an actual word in a certain language, while in fact it has no meaning in the lexicon.

Lexical

relating to the words or vocabulary of a language

colloquial sayings

sayings used in ordinary or familiar conversation; not formal or literary. Figurative language is an example.

What method would inspire students to appreciate Homer's Odyssey while also teaching students the essential aspects of the epic poem?

sharing other mythological stories and characters with the students to provide historical context for the work. Many characters in mythology have fascinating lives and stories. It is likely that students will find one they can get excited about. Understanding the historical context of this work is essential for understanding Homer's message for the epic poem, making this the correct answer.

Which of the following actions by a teacher would best make students feel safe sharing their own writing with the class?

submitting the teacher's own work to be peer-edited by the entire class. This strategy uses modeling to show the class that having peers edit your work is a safe and comfortable process. The teacher models accepting criticism and listening to others' ideas to improve their writing.

Mrs. Renteria wants to promote vocabulary growth in her bilingual classroom with varying levels of ELLs. Understanding of vocabulary is important, but retention of vocabulary is her real focus. Which would most benefit her ELLs?

teaching vocabulary in a variety of contexts with authentic activities. Authentic activities in which vocabulary is taught in different contexts gives students the opportunity to internalize language and is the most beneficial for the classroom.

Redundancy

the use of two or more words that say the same thing. For example: past history, unexpected surprise, still remains.

As a social studies teacher, one activity Mr. Howell asks of his English language learner students is they write a familiar historical event in their native language, translate what they wrote to English, and then read the English description aloud. The greatest benefit of this activity for the student is that:

they increase their ability to translate their native language to English. The student is translating their original work, which is written in their native language, to English and then reading that work aloud. This is great practice because the student is translating their work both in the written and oral form.

It is not until students reach an Advanced level that they start

to independently construct the meaning of grade-appropriate text.

Mr. Wendell uses the following scaffolding strategies when introducing new vocabulary to his English learners: - He asks students to connect words with visuals.- He develops familiarity with words by having students repeat them. Based on his scaffolding choices, what level are his learners most likely to be?

beginner. These strategies are best for a student at the beginner level.

Overextension

using a specific word in a general sense For example: If a child refers to all adult females as "mommy," this is overextension.

Mrs. Aragon is getting ready for her next reading unit activities which will involve more speaking and writing. Some of her ELLs have a beginner level of English proficiency. Which activities would be better for her ELLs when studying about authors?

using graphic organizers and sentence stems to talk about authors. Scaffolds such as graphic organizers and sentence stems help ELLs process information, especially those students at a lower level.

A standard language is the language:

utilized and accepted by formal institutions, like governments. A standard language is taught in schools and used in government documents and proceedings.

Which of the following terms best describes the native language or dialect of a specific group of people?

vernacular. Vernacular is the native language or dialect of a specific group of people.

To develop vocabulary intentionally, students should be explicitly taught both specific words and

word-learning strategies.

False Cognates

words from different languages that look and sound alike, but have different meanings. For example: The Spanish word "sopa" looks and sounds like the English word "soap," but its English translation is "soup."

An English learner at the beginning level of language proficiency is not yet able to:

write simple sentences using the past, present, and future tenses. This skill is too advanced for a complete beginner. Beginner level often uses present tense throughout their writing.

Standard English

written or spoken English that follows all grammatical rules and is spelled and pronounced according to the most widely-accepted norms.

PLD - Advanced

Ability to engage in grade-appropriate academic instruction with SLA support.

PLD - Advanced High

Ability to engage in grade-appropriate academic instruction with minimal SLA support.

Which of the following sentences is an example of a British dialect?

"Do you want a sarnie or bangers and mash?" This sentence is written in a British dialect. A "sarnie" is a thick bacon sandwich. "Bangers and mash" is a dish of sausages in mashed potatoes.

Word-learning strategies include how to:

* Apply word recognition skills to sound out and decode words. * Recognize multiple-meaning words (lexical ambiguity) and infer meaning from context. * Apply knowledge of text connectors/transition words used to compare, contrast, show cause and effect, emphasize, clarify, give examples, order, etc. * Use a dictionary to find the meaning, pronunciation, correct spelling, part of speech, collocations, etc. * Use morphemic analysis to derive a word's meaning by analyzing its meaningful parts, or morphemes (i.e. root words, prefixes, and suffixes). * Use contextual analysis to infer the meaning of an unfamiliar word by analyzing the text surrounding it.

The key elements to knowing a word include:

* Definitional - the meaning of a word. * Structural - the construction of a word. * Contextual - the influence of surrounding words and phrases on the meaning of a word. * Categorical - the category a word belongs in, such as part of speech. *Mnemonics - the system for remembering a word.

Motivational Strategies for Reluctant Readers and Writers:

* Have students complete a sticker chart as they read pages or chapters of a book. * Provide texts that are relevant and interesting to students; help students select texts they are interested in based on interest assessments. * Offer rewards to the students as they complete independent novels. * Assist the school with sponsoring free book drives for students and families. * When teaching a concept, have students choose from a group of read alouds presented to them. * Have students take part in engaging activities, such as dressing up as a character, performing a puppet show, interviewing a character at the front of the classroom, or creating a script out of a scene in a book to perform.

Reasons students may have for Reluctance in reading and/or writing:

* Lack of background knowledge needed for the reading or writing task. * Too many vocabulary words unfamiliar to the student. * Difficulty connecting with a text due to cultural bias. * Lack of interest in the topic asked to read or write about.

How Teachers Can Support Reluctant Readers and Writers:

* Share the experience of reading together in pairs or as a group. * Have a reader's theatre in which the teacher or students share the books they have read and recommend to others. * Make a trip to the school library and assist students as they select books to read. * Students who are auditory learners may find audiobooks more accessible. * Invite or skype with an author to motivate a student to engage with a text. * Use technology to research the history behind the setting or characters. * Provide a glossary or pre-teach vocabulary for additional vocabulary support before the reading is presented in class. * Provide texts at the student's independent reading level based on completed assessments.

Teaching Strategies for Beginning ELLs

*Allow students plenty of think time to absorb information. *Slow down speech and use short sentences. *Restate messages in the same way. *Use visuals and gesturing. *Provide comprehensible input.

Teaching Strategies for Advanced ELLs

*Provide opportunities to choose topics based on interests. *Provide frequent opportunities for group interaction.

Teaching strategies for Intermediate ELLs

*Provide scaffolded support for learning tasks. *Activate prior knowledge to encourage language transfer.

Independent Reading Level

A reading level in which a student can read and comprehend independently. They have difficulty with no more than one out of every twenty words.

A bilingual teacher keeps an anchor chart on cognates and false cognates in English and Spanish. Throughout each lesson, students are encouraged to note any cognates and false cognates they come across to add to the anchor chart. As part of today's lesson, she encourages her students to use the anchor chart to assist them as they read a short passage in L2 and write about what they read. What is the purpose of using cognates in this activity?

Cognates help students to turn texts into comprehensible input. Cognates provide an additional scaffold and help students to understand the idea being presented, despite any language barriers, when reading or listening to L2.

Mrs. Ling, a sixth-grade English teacher, is introducing an instructional assignment to promote her students' writing skills. Before she provides the writing assignment, she asks each student to think of a person they view as a role model and then list five characteristics they like about their role model. Once each student has completed the activity, she instructs her students to construct a three-paragraph essay about what makes a good role model. Which of the following is the most beneficial reason for the teacher to ask each student to list five characteristics of their role model?

It allows the teacher to identify a foundation to help the students begin their writing activity. Requiring students to think about a specific role model in their lives and characteristics they admire about that role model will help the teacher guide the students in constructing a three-paragraph essay about role models.

Comprehensible input

Language that is understood by the learner. Focuses on meaning first and uses simplified speech.

Auditory Learning

Learning primarily by hearing things.

PLD - Intermediate

Limited ability, simple language structures, high-frequency vocabulary, routine contexts.

PLD - Beginning

Little or no English ability.

Characteristics of Beginning ELLs

Little or no ability to understand spoken English used in academic and social settings. These students: * struggle to understand simple conversations and produce sentences. * Speak using simple words and short phrases using high-frequency words. * Read in short chunks accompanied by visual cues. * Frequently remain silent watching others for cues. * Can be difficult to understand.

dialects

Local or regional characteristics of a language. While accent refers to the pronunciation differences of a standard language, a dialect, in addition to pronunciation variation, has distinctive grammar and vocabulary

In which region of the United States do residents pronounce the English word "fog" as "fahg"?

Northern region. The northern region's residents would pronounce "fog" as "fahg."

PLDs

Proficiency Level Descriptors

Mr. Long begins the day by asking students to discuss what happened over the weekend. While Ethan is sharing with the class, Mr. Long hears him say, "I ain't gonna go to the beach no more." It is common in the area for adults to use "ain't" and "gonna" in their speech patterns. How should Mr. Long correct Ethan's speech and promote the use of Standard English in the future?

Review the expectations of speaking formally to the class and that they include the use of Standard English. Because these words are a regional norm, teaching students the appropriate times to use Standard versus Non-Standard English will be the most beneficial.

What is the greatest benefit in teaching English language learners' new vocabulary with interconnected communication rather than in an isolated format?

Students can use context clues to decipher meanings of words, providing them a context for the new word. This is the best response because students are able to use context clues to process the new words and having learned the word while it is being used allows for greater retention.

Appropriate levels of scaffolding and/or accommodations for Advanced ELLs

Students need light support at this level. As they develop, support may not be necessary for familiar tasks or topics using everyday English.

Second Language Acquisition

The acquisition of a second language while retaining the knowledge of the native language.

Mrs. Glass, a new teacher, notices the literature that 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?

The teacher should work with the students to help explain the meaning of the words so the students are exposed to a wide vocabulary. This is the best answer, as literature should not be simplified to accommodate the students. It is the role of the teacher to work with the students to build the students' vocabulary.

Which of the following is an example of code-switching?

a boy speaking formal English in class and informal English with his friends after school This is code-switching because the boy is switching his manner of speech based on the situation and his audience.

In a tenth-grade cross-curricular science/English project, students are asked to present a scientific concept from their recent studies to third-grade students from the local elementary school. These presentations will take place as a "science fair." Students are expected to first research and summarize the important information about their topic before creating their entries for the fair. In order for the third-grade students to learn as much as possible, the tenth-grade students will need to accurately demonstrate which of the following speech benchmarks?

adjust language for context and audience. Because of the age difference, students will need to successfully write and deliver their presentations using terms and vocabulary their young audience can comprehend.

Which of the following is the most important information to learn when teaching struggling readers?

the extent of each student's prior knowledge of reading. A teacher needs to know a struggling reader's prior knowledge of the subject to design the assignment and to effectively support the student's learning.

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:

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.

Which of the following areas of language development are most likely to be influenced by the sociocultural background of a child?

the manner in which the child presents and organizes oral narratives. This is the area influenced by sociocultural factors. Children from some backgrounds naturally organize oral narratives around association or analogy while children from other background organize oral narratives around a central topic.

Structural Ambiguity

the presence of two or more possible meanings within a single sentence or sequence of words For example: The sentence "Mom said that Chad ate in the kitchen" contains structural ambiguity. The reader questions, is this referring to where Chad ate or where Mom said it?

Lexical Ambiguity

the presence of two or more possible meanings within a single word. For example: The sentence "I saw her slide" contains lexical ambiguity. The reader questions, did you see a thing that belongs to a girl or an action the girl did?