ESL MTEL Mega Study Set #1

CALLA

Cognitive, Academic Learning Model -Like SIOP because both target the big content, but CALLA is less detailed, not as specific as SIOP model

Ratiocination

Editing strategy, teach focus area, code paper by circling

Sentence combining

Explicitly teach conjunctions

Level 5 listening and speaking can do

Identifying info from multiple sources, recognize key info, using technical vocab

Which of the following vocabulary-learning activities most clearly involves metacognition?

Identifying unfamiliar words in a reading passage.

Diane vs. California

If you are test for special services you must test in primary language

Sensory support in ELA

Illustrated word walls, magnetic felt elements, blocks, posters, cartoons, audio books, songs, chants

How do you build fluency?

Teach students at their independent level or lower

Think Aloud

Teacher models aloud for the students the thinking processes used when reading or writing. After creating an example, the teacher leads a discussion about how certain conclusions were reached about what was read or about how something was written.

Think alouds

Teacher talks thru though process while doing something

TESOL

Teachers of English to Speakers of Other Languages

Overgeneralization

taking a rule and over applying it to all situations

Pre-Preproduction

minimal comprehension, yes, no, draws, points

role of 1st language on 2nd language

more academic understanding you have in L1, more you can apply to L2; cognitive development in L1 at home helps L2

bound morpheme

morpheme that is attached to another word, prefix or suffix, no meaning on its own

unbound morpheme

morpheme that stands alone

Polysemous

multiple meanings

formal elements of written English

narrative, poetic, expository, persuasive

Lau vs. Nichol (1974)

the "sink or swim" approach to teaching LEP students violates the Civil Rights Act LEP must receive supplemental English instruction

selection of purposeful writing activities

writing about personal experiences, writing for a purpose, KWL< word wall, text reconstruction, sequencing sentences, cloze reading and writing, jumbled sentences

Which of the following informal listening comprehension assessment tasks would be most appropriate to use with a beginning level ELL?

The student identifies a picture that corresponds to a teacher's aural input.

Language Interference/Transfer

applying knowledge from one language to another language

Content Stems for Language Function

authentic use of content instruction and assessment

Refugees

forced to leave their home culture for political and/or economic reasons & have been granted asylum; often lengthy period of transience and/or upheaval caused by refugee camps; acculturation may take longer due to trauma & delays in education

ESL training

explicit, direct instruction of ELA skills; reading, writing, oral, listening. Cannot have only this component in MA.

Affective Filter Hypothesis

feelings can impact language acquisition

Initial Enthusiasam

first stage of language acculturation

Early Production

limited comprehension, 1-2 word responses, key words and familiar phrases, present-tense verbs

verbs for writing language objectives

listen for retell define find the main idea compare summarize rehearse persuade write - related to listening, speaking, reading, writing, or vocab development

receptive skills

listening and reading skills (developed before productive skills)

aural and oral learning

listening comprehension creates links between oral language and literacy development and should be an important part of the classroom (e.g., listening for main ideas and details, responding to verbal questions) design a learning environment that promotes meaningful and purposeful oral interactions. (Think-Pair-Share, cooperative learning [partner and group work])

semantics

meaning

Examples of Explaining

presentations, class discussions, projects, research papers that show understanding of relationships, causes and effects, components of systems, and natural or historic phenomena

frontloading

preteaching

Language objective

process-oriented statement (action verbs) of how students will use English with the content.

integrated language teaching

reading, writing and speaking are integrated; content and lanugage instruction are integrated; collaborative and supportive environment

ELP 3 - reading stategy

reciprocal teaching - summarizer, word wizard, connector

Discourse level

refers to a unit of language longer than a single sentence.

**Ballot Question #2: English in Public Schools

replaced previous law that provided for transitional bilingual education for ELLs; codified into state law as Chapter 71A of the MA General Laws

Circumlocution

the use of many words where fewer would do, often occurs at the developing level e.g. you know that thing where you type up assignments: computer

discourse

the use of words to exchange thoughts and ideas

Semantics

the way in which language conveys meaning, the nuance of language beyond literal meaning ex: idioms: "having cold feet," green with envy"

coherence

the way in which words and sentences are combined to produce coherent speaking and writing

syntax

the way in which words are put together to form phrases, clauses, or sentences.

syntax

the way words sentences are put together

Hymes

there is a connection between society, culture and language

Strategy for Teaching Vocabulary - Cloze Sentences

used to review vocabulary words in context by asking students to choose a word that fits in a blank

Helping Verbs

used with a main verb to express shades of time or mood ex: can, could, may, might, must, shall, should, will and would

promotion of content area learning

using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries

prosody

variations of pitch, loudness, stress, intonation, rhythm

productive vocabulary

vocab expressed

receptive vocabulary

vocab taken in

acquisition

vocabulary and basic rules of gammar are slowly and steadily absorbed, how small children learn their native lnaguage

Receptive Vocabulary

vocabulary within, larger than what can be spoken and delivered

morphology

way in which words are formed and used

comprehensible input

way of speaking and explaining that the students can understand (modeling, visuals, hands-on activities, demonstrations, gestures,body language

Pinker

we are predisposed to learn language; language is a human instinct

Pinker Language Acquisition Theory

we are predisposed to learn language; language is a human instinct

Pinker

we are predisposed to learn language; language is a human instinct (disciple of Chompsky)

Supportive strategies for migrants

welcome families, create a list of resources, encourage academic success

Zone of Proximal Development

what a learner can do with help vs what a learner can do without help

cognate

words that sound the same between languages or dialects

What is the Highest level of language acquisition?

writing

most effective way of reinforcing and enhancing reading skills (after reading an article)

writing about the events in the article in their own words

Formal Assessment

written, rubric, test

CALP

Cognitive Academic Language Proficiency - language to be successful in class

CALP

(Cognitive Academic Language Proficiency) ability to function in academic L2; takes 5-7 years

7 step process for preteaching vocab

(Some cows don't sing for every run) say it repeat, state word in context of text, dictionary definition, student friendly explanation, highlight features, engage in activity to develop word, remind how will be used. NO WRITING

Ways to prepare students for a unit

- Quick write - Anticipation guides

Relevant Mass Curriculum Framework Standards

Used to anticipate greatest need areas for ELL students.

What is Code Switching?

Speaking in both languages at once (switching back and forth) ex. speaking English with random words in Spanish

Four Domains of SEI

Speaking, Listening, Reading, Writing

Total Physical Response(TPR)

Used with early stages of language development-regardless of age- utilize movement and vocabulary

What are the 4 Stages of acculturation?

1. initial enthusiasm- excited, new experiences 2. Culture Shock- level of shock due to cultural differences 3. Recovery- Begin to immerse back into the culture 4. Integration- highest level

Supplementary Materials for Making Content Accessible for ELLs

Additional readings, first-language materials, audiovisual and multimedia devices.

Reaching Stage

Advanced fluency; speak at the same level as a native speaker

Close Captioning

Useful with video clips to help facilitate language transfer.

OR Lesson Plan - Vocab Strategy Example: 7-step process for pre-teaching vocabulary

1) Teacher says the word, student repeats. 2) Teacher states the word in context from the text. 3) Teacher provides the dictionary definition. 4) Teacher explains the meaning with a student-friendly definition. 5) Teacher highlights features of the word (polysemous, cognate, tense, prefix, etc.) 6) Teacher engages students in activities to develop word/concepts knowledge. 7) Teacher assigns peer reading with oral and written summarization activities. Teacher explains how new words will be used.

7 Steps to Vocab Instruction

1) Teacher says word, student repeats. 2) Teacher states word in context of the text. 3) Teacher provides dictionary definition. 4) Teacher explains meaning w/ student-friendly definition. 5) Highlights feature of word (polysemous, cognate, tense, prefixes, etc). 6) Engages students in activities to develop word/concept knowledge. 7) Teacher assigns peer reading w/ oral and written summary activities. Explains how word will be used.

exit criteria

a set of guidelines for ending special services for ELLs and placing them in mainstream classes

What is the best age range for ELL students to acquire a second language (L2)?

Ages 8-12 because students have firmly acquired their home language and can transfer cognitive functioning to English more easily

Reliability

All grading is the same for everyone

What is Interaction/Input?

All language follows a natural, predictable order or rules we all follow

Write Around

-Students in groups -Each student writes a topic sentence -Pass paper to the right -Student adds a sentence -Team then selects one paper to revise

Cognitive Academic Language Learning Approach(CALLA)

-Used to teach academic content -Advance levels of language development EXPLICIT AND DIRECT INSTRUCTION- Think aloud

Leo Vygotsky

-learning occurs within zone of proximal development (one step from mastery zone)

four stages in spelling development

-pre-phonetic, phonetic, transitional, and conventional stages

language acquisition model

-students have a predisposition to become literate but disagree about the influence of direct instruction -emphasizes the role of educators in solidifying students natural understanding of language and literacy -teacher provide explicit teaching strategies -includes a great deal of metacognition (thinking about thinking) -students are encourage to self-correct their learning process

Language Development(1yr)

1 word stage

sheltered strategies and reading intervention approaches

1) students should have access to early literacy programs in L1 2) early assessments in L1 for learning disabilities and literacy level 3) provide grade-level content in English by giving simple directions 4) comprehensible input 5) make connections and use clear baackground 6) teach reading strategies and focus on vocabulary 7) word webs and KWL charts

What are the four natural language acquisition levels?

1) understand 2) speak 3) read 4) write

WIDA ELD Levels

1)Entering 2)Beginning/Emerging 3)Developing 4)Expanding 5)Bridging 6)Reaching

Strategies to make input comprehensible

1- draw on students' first language 2- visuals 3- scaffold w/ graphic organizers 4- gestures & body language 5- speak clearly & pause 6- paraphrase 7- write down key words/ideas 8- use media, ppts, overheads, charts 9- make frequent comprehension checks 10- keep oral presentations & readings short

WIDA English Language Development Standards

1-Social Instruction 2-ELA 3-Math 4-Science 5-Social Studies

Discourse level analysis

1. Amount, structure, sentence types, density, organization, cohesion 2. Depth of content/meaning, clear ideas, textbook vs. literature e. Purpose of the structure, point of view

What are the stages of Language Development and at what age do they happen?

1. Babbling: 3-6 months 2. 1 word: 1 year 3. 2 word stage: 15-18 months 4. Multi word sentences: 2 years

Writing strategies

1. Cooperative paragraph 2. Expert groups 3. Outline 4. RAFT - role, audience, format, topic 5. Language experience approach - write what student says, read back and revise 6. Write around - students add detail sentences

Frayer model of vocabulary

1. Definition 2. Characteristics 3. Examples 4. Non-examples

WIDA Levels

1. Entering 2. Emerging/Beginning 3. Developing 4. Expanding 5. Bridging 6. Reaching

Aspects of vocabulary knowledge

1. Knows meaning when reading 2. Can produce and spell 3. Recognizes characteristics of word (multiple meanings) 4. Can explain meaning in context and use naturally when writing

5 Stages of Second Language Acquisition

1. Production

7 Step Vocabulary

1. Repeat 3 times 2. Use in context 3. Dictionary definition 4. Student definition 5. Highlight difficult aspects of word 6. TPS: Use word 7. Oral/written assignments

Text Mapping

A mapping technique in which both words and pictures are used to map a topic.

A person walks into a room with an open window, shivers, and says to others in the room, "Wow! It's really cold in here!" In this context, this utterance is most likely intended to function pragmatically as:

A request for someone to close the window.

CAN-DOS !!

A sampling of the language expectations of ELLS as they travel along the continuum of English language development- Starting point for determining what students can do in each language domain( listening, speaking, reading, writing)

Academic Language Skills: Comparing/Contrasting

Analyzing Problem Solving Cause and Effect

Monitoring hypothesis/strategies

Anything involving editing, both writing and speaking.

Which of the following should be an important consideration when a teacher is planning reading instruction for elementary school students?

Application of reading skills to authentic tasks in other modalities (listening, speaking, and writing) is an essential component of literacy development.

Shared Responsibility

Apply understanding of all educators' shared responsibility to educate and support all English language learners.

Rhetorical Register

Asking students to break out of their personal voice, and, more importantly, out of an artificial academic voice they have adopted over the course of academic work, stretches them to use language effectively and makes them better listeners, speakers, and writers.

What is the rule for assessing an ELL students for Speech/language Impairments?

Assess in their first language

Assessing content knowledge only

Assess independent of English proficiency

ACCESS

Assessing Comprehension and Communication in English-STATE-to-STATE

WIDA Model

Assessment that monitors ELL student progress

Essay Part 5

Assessment: Use DATA (Assessment) types: formal, informal, criterion, normative, validity, reliability, authentic

A middle school ESL teacher and a general education math teacher co-teach a class that includes transitioning-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal. The teachers want to support the English language learners' communicative language development by promoting their active participation in group activities and discussions during the project. Which of the following strategies would likely best address this goal?

Assigning each group member a role (activities director, graphics director, secretary, treasurer) with specific duties appropriate to his/her strengths.

Exceptional Students (Special ED)

Attempt interventions, collect data, and ask parents about struggles at home

Deep culture

Attitudes and Belief System: Thoughts, beliefs, superstitions, religion Concerns, hopes, fears, worries, ethics, and how you organize your thinking and world Symbolic and intangible aspects of identity Subtle interpersonal relationships as expressed in actions and words Day-by-day details of life as it is lived

Who was the behaviorist model of language acquisition developed by?

B.F. Skinner

Total Physical Response

Combining movement with instruction

CUP

Common Underlying Proficiency

CUP

Common Underlying Proficiency (Cummins) An ELL learner has knowledge of an academic concept in the first language quickly grasps the concept when it is introduced in English

Phrases

Commonly strung together word formations.

A teacher would like to promote third- grade students' use of syntactic and semantic context cues to determine the meanings of unfamiliar words in a passage. Which of the following should be an important consideration for the teacher to keep in mind when planning instruction to address this goal?

Contextual analysis strategies are more effective when combined with word analysis strategies.

What is Discourse?

Conversation

Double-Entry Journals

Distribute reading material to students and the double-entry journal pages. Have students read quietly until a quotation sparks a personal memory or experience and write quotation in the left hand column. Have students write the memories or experiences in the right hand column Circulate around room to give support and clarification when necessary.

US Department of Education's Office of Civil Rights (OCR)

Districts must: -Identify ELL students -Asses student's needs for ELL services -Develop a successful ELL program -Ensure that materials, stuff and facilities are in place and used properly -Develop appropriate evaluation standards -Assess success of program and modify as needed

As part of sheltered English instruction, an ESL teacher asks transitioning-level English language learners to read a content-area passage and then write a summary of the passage. Which of the following questions should be the teacher's most important consideration when evaluating the students' summaries?

Does a student demonstrate adequate comprehension of important concepts?

Language Objectives

Domain: reading, writing, speaking, listening, role play Content: properties of, requirements for Language function: compare and contrast, describe, retell, sequence, give instructions, justify Differentiation: word bank with different tiers, jigsaw, turn and talk, small groups

WIDA Levels Acronym

EBDEB Reaching (Entering, Beginning, Developing, Expanding, Bridging, Reaching)

ELP LEVEL 1 called:

Entering

Which of the following sentences contains errors in syntax?

Every day my brother older eats at home lunch. (simple)

ELP level 4 called:

Expanding

WIDA Level 4

Expanding

Level 4

Expanding - distinguish between multiple meanings - make an argument and use evidence to support it - inferences - revise - summarize - pros cons - POV - cause and effect Listening - distinguish between multple meanings or oral words or phrases - categorize examples of genres Speaking - take a stance and use evidence to defend it - explain content-related issues - pros and cons - point of view Reading - compare/contrast author POV - infer meaning from text - match cause and effect Writing - summarize - revise work based on oral or narrative feedback - defend ideas/opinions

syntax

component of language and speech, word order

Which of the following recommendations would researches of sheltered/structured English immersion (SEI) be most likely to make regarding the design of an effective SEI program?

Explore the strategies for keeping SEI class sizes small and for maximizing and/or extending instructional time for ELLs.

Misconceptions about ELLs

Exposure and interaction is enough; all ELLs learn at same rate; native speakers will learn same way; don't need verbal support.

Tier 2 Vocabulary Words - What are they?

Extended (Academic) Words that are essential to comprehension. High frequency across domains, polysemous, increased specificity and descriptiveness, such as idioms, cognates, clusters. Most important for direct instruction. (Ex: measure, fortunate, industrious)

Social distance

Extent to which individuals or groups are removed from participating in one another's lives

An ELL is extroverted and enjoys interacting with others. He is not afraid to try to communicate even when he is uncertain of the accuracy of his speech. These personality traits are likely to affect this student's English language acquisition in which of the following ways?

Facilitating language acquisition by promoting his willingness to take risks and his motivation to integrate into the new culture.

Summative

Final assessment of knowledge

FLNE

First Language Not English

What does it mean to Overgeneralize when developing a 2nd language?

Follow learned rules, but struggle with exceptions ex. Instead of ran says runned because of irregular past tense

Sheltered Instruction

For this lesson, what am I doing to make sure they understand?

Critical period according to Skinner

Ideal time to learn a second language 0-7/7-14

Assessments should be

Formative and Summarize / formal and informal

An ELL is at an advanced stage of English language acquisition. However, the student continues to make certain consistent syntactic errors despite a general level of proficiency. This phenomenon can best be explained as:

Fossilization of interlanguage structures.

Piaget

Four stages of development 1) Sensory- Motor (birth-2) 2) Proportional (2-7) 3) Concrete Operations (7-11) 4) Formal Operations (11-16)

Stages of Language Acculturation

Four: Initial Enthusiasm, Culture Shock, Recovery, Integration

ELP 3 - Vocab Strategy

General & some specific language - Retelling definitions form picture cues

Reliable

Grading precisely.

Sentence Level

Grammar in a text

Sentence level performance

Grammatical structures, mechanics

Which of the following should be the primary focus of instruction for English language learners in the prewriting stage of the writing process?

Helping students generate the vocabulary and structures they need to express their ideas.

As part of spelling instruction, an ESL teacher has English language learners go through the motions of "painting" a word on the wall as they recite the letters of the word. This strategy is likely to promote students' English spelling skills primarily by:

Helping students internalize learning through kinesthetic activity.

Tier 2 Vocabulary

High frequency multiple meaning words that occur across a variety of domains - important for direct instruction - Includes transition words and idioms

Tier 2 words(T2)

High frequency words used across a variety of subjects- May have multiple meanings(i.e. equation, experiment, liberal, nutrition, impulse, difference, masterpiece)

Which of the following words consists of a root word and inflectional suffix?

Hopping. (-ing, -s, -ed, -en, -est, -n't)

OR Strategy - 3b) Discourse-Level Analysis: Density - What is it?

How deep and how much content/meaning, how clear are the ideas, textbook vs. literature (i.e. figurative language)

Sheltered/structured English immersion (SEI) program models in the United States have been based on research on successful French immersion programs in Canada. In the application of this research, it is most important to take into consideration which of the following distinctions between Canadian French immersion and SEI?

In Canadian French immersion, majority-language students learn a minority-language, while, in SEI, minority-language students learn a majority language.

Vocabulary objectives should be

In groups and completed orally using vocabulary

Phonemes

In language, the smallest distinctive sound unit (ssss in snake). pat vs. pad vs. pass

Phonemes

In language, the smallest distinctive sound unit. (ex. sssss in snake)

Acquisition

Incidental and passing, acquire simple phrases

Inductive vs. Deductive

Inductive is specific observations (specific to general) while deductive is specific results predicted from general (general to specific).

Monitor Hypothesis

Krashen- editing your language- translating it in your head

Natural Order

Krashen- every language has a NATURAL ORDER(structure)

School Policies Related to ELLs

Initial identification of English language learners and required data, assessment, and support systems for current and former English language learners.

Chomsky

Innate. Humans unique because of language; learning is nor reflex but part of our experience

Quality formative assessments: IDEAL

Integrated, dynamic, enlightening, attainable, linked

Steps of CALLA model

Introduction/review, development, guided practice, closure, independent practice, evaluation

Reading/writing disabilities - first question.

Is student having similar issues in their primary language?

What is Test validity?

Is the test valid? Does it measure what it is supposed to?

What is descriptive language?

It Describes

Describe the theory of language acquistion called behaviorism.

It is behavioral. You respond to stimuli presented.

Common Underlying Proficiency

James Cummins believes that in the course of learning one language, a child acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon when working in another language. Dual Iceberg Theory

explicit instruction in academic language and vocabulary

KWL charts, vocab development, student experiences,illustrations, webbing

Reading comprehension strategies

KWL, word splash, meta cognitive reading strategies, activate background knowledge, chunking, graphic organizer, groups, guiding questions, check-ins, reciprocal teaching

Reading strategies

KWL, word splash, metacognitive Reading

OR Strategy - 1) Write a Content Objective - What do you need to remember about writing an objective?

Keep it SIMPLE and MEASUREABLE. (Examples: define, identify, lower on Bloom's)

Entering stage

Know a chunk of language, very limited vocabulary

Academic language proficiency

Knowing words is not enough, need to be able to combine this knowledge w other instructional language. Being able to write/think as scientists/mathematicians/historians.

5 ELD LEVELS

L1- entering L2- beginning L3- developing L4- expanding L5- bridging

Diane vs. CA

LA Unified, Supreme Court, Decision: You have to test kids in primary language for SpEd assessment

Lau vs. Nichols

LA Unified. Scenario: of 3,000 Chinese students, 1500 placed in full ESL, 1500 placed in English only. Decision: Sink or Swim (Immersion) NOT ok. ALL ELL's must have language support (connected to NCLB)

The Natural Approach to second-language instruction is primarily based on the theory that:

Language acquisition is a subconscious process that occurs when a language is used for natural, meaningful interaction.

Natural Approach to second-language instruction

Language acquisition is a subconscious process that occurs when language is used for natural, meaningful interaction

Sentence language features

Language form, conventions, grammar, tense, passive voice, pronouns

Sentence Level

Language forms and conventions.

LEP

Limited English Proficient

writing tools

Make the reading-writing connection by exposing ESL learners to a wide variety of literary forms in reading and then provide opportunities for learners to construct their own forms to share with others personal narratives diaries or journals to promote fluency in writing and to help students see writing as one means of self-expression narrative, expository, persuasive: lab reports, research reports mechanics, syntax, grammar, spelling collaborative writing, facilitated writing, shared writing, process writing, journal writing using graphic organizers, writing templates, semantic maps

Vocabulary Tiers

Makes up part 1 of essay portion; 3 tiers

Sensory supports in social studies

Maps, globes, compass, video clips

Summative

Meeting requirements

MPI

Model Performance Indicator what & how students can process and produce at a given proficiency level

MPI

Model Performance Indicator- How language is processed or produced within a particular context and at which proficiency level using the 5 levels of scaffolding

Ways to differentiate reading

Model, frequent checks for understanding, background knowledge, graphic organizers, groups, mentors, guiding questions, modeling, scaffolded questions

Steps of lesson

Modeling/explanation by teacher, guided instruction, collaborative work, independent work

Language Development(24 months)

Multi-word stage

MALP

Mutually adaptive Learning Paradigm -helps students learn western styles of teaching/learning -culturally responsive instructional model for struggling language learns -offers educators a concrete, practical set of guidelines to follow in designing and delivering instruction to this population

What is a Bound morpheme?

No meaning if not connected to a word, prefixes, suffixes i.e. -s, -ing

Lau vs Nichols

No sink or swim--language support must be provided

who pioneered the nativist model of language aquisition

Noam Chomsky

Level 1 can dos: entering

Point to pictures, words, phrases, follow 1 step directions, match oral statements to objects/illustrations, name objects orally, answer WH questions, match, identify text features, label objects, draw in response to a prompt

What is the Pre production stage of second language acquisition?

Pointing, gesturing, speaking louder

CHART: A fifth-grade intermediate-level English language learner is halfway through her second year of schooling in the United States. The student was in a sheltered/structured English immersion (SEI) class for her first year. Now she is in a general education class and is receiving an average grade in the class. Following is a score report summarizing the student's performance on the state standardized content-area assessment administered in English.

Providing her with individualized, differentiated academic instruction in her specific areas of weakness.

Syntax Surgery w/ Sentence Strips

Uses "sentence strips" and allows students to see the relationship of elements within a sentence that may be confusing to understand.

Reading Instructional Strategies

Pre-reading activities; Skimming and predicting; Summarizing; color coded highlighting

Content Objective

Predict local weather changes using data gathered from a wind vane and an anemometer

"Juicy Sentences"

Present complex sentences in a fun way to help ID challenging vocab.

What is Productive or expressive language?

Producing language

productive lang. learning

Productive skills are speaking and writing. You use the language that you have acquired and produce a message through speech or written text that you want others to understand.

Equal Educational Opportunity Act

Prohibits discrimination against faculty, staff, and students

Portfolio assessments

Samples of work, drawings, writing, teacher ratings

Making Comprehension of Authentic Content-Area Texts Accessible for ELLs

Scaffolding complex texts, breaking large passages into smaller chunks.

An ESL teacher teaches early-intermediate-level English language learners in a sheltered/structured English immersion (SEI) program. At the beginning of each SEI lesson, the teacher creates a graphic organizer, such as a semantic map, on the board to review concepts from previous lessons. The teacher then refers to content from the graphic organizer when introducing important concepts from the current lesson. This practice best illustrates which of the following key components of SEI?

Schema building.

Phonology

Sound of a word or group of letters

WIDA Level 3 - Developing

Sentences, word sorts, graphic organizers, signal words, sentence starters Vocabulary: word sorts by word part or concept for content area language Reading: Graphic Organizer and/or highlighting to support understanding of Main Idea/Detail or sequencing of processes Writing: Sentence starters, graphic organizer support of signal word development, reference sheet Speaking: can ask questions and contribute to discussion if rehearsed

Level 3 Reading

Sequence plots using visual support and share w/peer

Level 4 listening and speaking can do

Sequencing events, oral report, recognizing genre

Level 3 reading/writing can do

Sequencing, identifying main ideas, use key words, and phrases

SIOP

Sheltered Instruction Observation Protocol Model

Which of the following methods of second-language instruction would be most appropriate to use with middle school ELLs who are at the transitioning level of English language acquisition?

Sheltered content teaching.

Sentence frames for levels

Simple sentences for WIDA 1-2, more complex for WIDA 3, most complex for WIDA 4-5

Behaviorism

Skinnner- all language is a result of positive or negative reinforcement

Level 4 Reading

Summarize plots w/visual support and share

Word/phrase level includes

Technical language, terms, words/phrases, phrasal verbs, idioms, collocations

ACCESS for ELLs

Test to assess WIDA standards

Think Pair Share

Think about it alone, share our ideas with someone else, then share our ideas with the whole class.

Oracy Instructional Strategies

Think, Pair, Share; Jigsaw; Socratic Seminar

Scaffolding Lessons - Partner/Group Work for Interactive Support

Think-Pair Share, Clock Buddies, Jigsaw Reading, Carousel, Literature Circles

Castaneda vs. Picard

This case set a 3 pronged test to decide if school programs for ELLs complied with EEOA (theory/practice/results)

Cloze assessment

This consists of a portion of a text with certain words removed, where the participant is asked to fill in the blanks. This gives the teacher info about vocab level and reading comprehension skills.

Three Tiers of Vocabulary

Tier 1- basic words. Tier 2- high utility words. Tier 3- academic content words.

Relevant Fed and State Law for ELLs

Title III of the No Child Left Behind Act of 2001; Massachusetts General Laws Chapter 71A as amended by Chapter 386 of the Acts of 2002 [Question 2]; Regulations for Educator Licensure and Preparation Program Approval [603 CMR 7.00]; Education of English Learners Regulations [603 CMR 14.00]; Individuals with Disabilities Education Act [IDEA]

Transfer

Translating from the language in your head Can be POSITIVE(correctly) or NEGATIVE (incorrectly)

Examples of tier 2 words

Trunk: multiple meanings, show difference with gestures ,

Vocab and discourse strategies

Turn and talk, 4 corners, sentence frames, pre teach, clock buddies, parsing the text

use of pragmatics (discourse feature)

changing the word order changes the meaning

Labov

created the term of ebonics

Test validity

does the test measure what is intended to?

What is the Purpose of summative data?

end; last test for topic

syntax

grammar

verbs for writing content objectives

identify solve investigate distinguish hypothesize create select draw conclusions about - related to knowledge, comprehension, application, synthesis, and evaluation (bloom's taxonomy)

ELP 4 - reading strategy

identify main ideas throughout the text, summarize and share with group

Strategies for Scaffolding Reading - Jigsaw

in round 1 all "1s" are grouped, read a page and become experts. in round 2 groups are formed with "1s, 2s, 3s, 4s" etc. and each expert teaches the rest of the group.

Orthography

the conventions for a written language (spelling)

narrative

third level of discourse (writing): story

Intermediate Language Proficiency Stage

Students begin to make complex statements, state opinions, ask for clarification

Speech Emergence Stage

Students being to use dialogue and ask simple questions

Input Hypothesis

Levels should be slightly higher (one grade level) than students ability for academic purposes. Independent reading should be lower.

Create Sentence frames based on:

Levels. Provide word bank, pictures, props as needed. Make them basic to complex according to level.

What are the 3 Tiers of Vocabulary?

1. Words you can acquire i.e. fire, hello 2. Need some instruction i.e. blaze, create 3. Content specific- requires instruction i.e. inferno, Revolutionary War

Discourse level academic language examples

- Linguistic complexity and text type - Schema - Transitions

RTI Level II

15% of students will need supplemental instruction

What is Narrative language?

1st person story

What are Semantics?

2 ways to say the same thing (implied, slang, expression)

Beginning(Second Language Acquisition)

2nd stage- EARLY PRODUCTION- short controlled memorized conversations- on your terms- FUNCTIONAL LANGUAGE

Choral reading

3-5 min can be whole group or small group

Common errors made in the Expanding Stage

1) Over-generalization 2) Circumlocution 3)Code Switching

Lau vs. Nichols

3000 students from China to CA schools. Half received services. Determined cannot have sink or swim approach and must provide services.

Instructional Models

1) Sheltered Instruction 2)Total Physical Response(TPR) 3)Cognitive Academic Language Learning Approach(CALLA)

RTI Level III

5% of students need intense intervention and progress monitoring

Early Production (Stages of Language Acquisition)

-receptive and active vocab of 1000 words -use 1 or 2 word phrases -short language chunks have been memorized

Pre-Production

-silence, nonverbal, understand more than can produce, listen and copy (parrot) -focus is on listening comp. -Focus building receptive vocab -students benefit from repetition

Sentence level analysis

1. Grammatical structures: verbs, pronouns, word order, sentence structure 2. Conventions, Mechanics, Fluency: Spelling, punctuation, grammar, transitional phrases 3. Language forms and purpose: formal, informal, persuasive, descriptive

What % of words must a student know to comprehend a text

90-95%

Sensory support in math

Blocks, cubes, counters, coins, geo boards, protractors, models of figured, yard sticks

Formative tasks need an assessment tool- such as

Checklist, rating scales, rubrics, anecdotal records, paper/pencil tests, observations

ELP LEVEL 3 called:

Developing

Code-switiching

Go to between first and second language e.x Spanglish

4 Language Domains

Listening, Reading, Speaking, Writing

Civil Rights Act of 1964 (Title 6)

Prohibits discrimination on the base of race, nationality, or country of origin

Key academic features found in text

Sentence, discourse

Which of the following factors is likely to have the most significant impact on a transitioning-level English language learner's ability to comprehend a chapter from a grade-level content-area textbook?

The amount of prior knowledge the student has about the topic of the text.

Conversational Repair

The way that speakers use language to clarify previous utterances

Graphic supports

Venn diagram, T chart, semantic webs

Collocation

a group of words that go together; these phrases must be explicitly taught to an ELL; ex: "fast food," "burst into tears," "make a wish," blissfully ignorant"

Structured English Immersion

a technique for rapidly teaching English

syntax

ability to express oneself in spoken langague

cognates

derive from same root

morphology

forms of words

instructional models

include English Only, Multi-Level, Sheltered English, ESL Pull-Out/Push-In, Bilingual, Content-Based ESL, Self-Contained ESL

past progressive

indicates continuing action, something that was happening, going on, at some point in the past

Which type of assessment is not written?

informal

Strategies to Support Listening & Speaking - Think - Pair-Share

students process thoughts on own, test out language and content on a peer to gain ideas or build confidence, tell whole group; this strategy provides oral rehearsal

phonology

system of sounds

Relative clauses

that, which, when, why, where

Inductive Teaching

"Inquiry" or "discovery" teaching-- involves giving the students examples of language and working with them to come up with grammatical rules. specific examples to general rules this method is usually better than general to specific

Inductive Teaching

"Inquiry" or "discovery" teaching-- involves giving the students examples of language and working with them to come up with grammatical rules. STUDENT CENTERED approach to learning. BETTER! Higher ratio learning. Builds understandings.

Lau vs. Nichols

"Sink or swim" instruction for ELL students is a violation of their civil rights

Lau v. Nichols

"Sink or swim" instruction for ELL students is a violation of their civil rights -Minority students have a right to an equal education -Equal education can only occur in a setting where ELLs can understand the language of instrucation

OR Strategy - 3b) Discourse-Level Analysis: Organization and Cohesion of Ideas - What are the talking points?

"What is the purpose of the structure?" Expository (i.e. embedded definitions), Narrative (i.e. background knowledge and voice), Analytical, Persuasive, Point of View, Compare/Contrast

modal auxiliary verbs

"helper verbs" like could, have, should, can, might, must- promote speculation

Stages of Spelling Development (2) - Pre-Phonetic

"invented spelling" recognizes that letters correspond to sounds first and last sounds usually represented ex: OPN = open; U = you

Stages of Spelling Development (1)- Pre-Communicative

"made-up writing" just putting marks on a page writing is imitated but no letter-sound correspondence

affective filter

"shutting down" when anxious or feel info is out of reach

Lav vs. Nichols

"sink or swim"; divided ESL into 2 groups one received lang. support and one put in all English speaking only classes

Stages of Spelling Development (3) - Phonetic

"spells the way it sounds" each letter is a sound in the word struggling spellers need systematic, visual phonics program to move past this stage ex: DUN = done; telafon = telephone

W-APT

(WIDA - ACCESS Placement Test) - screener test given yearly

WIDA Performance Level 3 Developing - How do you recognize an L3?

(Word) general & some specific language, (sentence) expanded sentences oral or written, (discourse) errors impede communication but not as much meaning

WIDA Performance Level 2 Beginning - How do you recognize an L2?

(Word) general language, (sentence) phrases & short sentences, (discourse) errors impede meaning of multiple-step commands

WIDA Performance Level 1 Entering - How do you recognize an L1?

(Word) pictures or graphics, (sentence) chunks of language, one-step commands, (discourse) errors impede meaning of basic oral commands & simple statements

WIDA Performance Level 6 Reaching - How do you recognize an L6?

(Word) specialized technical language at grade level, (sentence) varying sentence lengths and complexity in extended oral or written, (discourse) comparable to English-proficient peers

WIDA Performance Level 5 Bridging - How do you recognize an L5?

(Word) specialized technical language, (sentence) varying sentence lengths and complexity in essays reports, (discourse) approaches English-proficient peers

WIDA Performance Level 4 Expanding - How do you recognize an L4?

(Word) specific & technical language, (sentence) varying sentence lengths and complexity in related paragraphs, (discourse) minimal errors that do not impede meaning.

Verb Tenses: Simple

(to be noted during Discourse-Level Analysis) PAST: I ate the pizza. {S+V2+O} PRESENT: I eat pizza everyday. {S+V+O} FUTURE: I will eat pizza tomorrow. {S+"will"+V+O)

Verb Tenses: Perfect Continuous

(to be noted during Discourse-Level Analysis) PAST: I had been eating the pizza for 2 hours. {S+"had been" Ving+O} PRESENT: I have been eating the pizza for 3 hours. {S+"have/has"+Ving+O} FUTURE: I will have been eating the pizza for 4 hours. {S+"will have been"+Ving+O)

Verb Tenses: Perfect

(to be noted during Discourse-Level Analysis) PAST: I had eaten all of the pizza when you arrived. {S+'had"+V3+O} PRESENT: I have eaten all of the pizza. {S+"have/has"+V3+O} FUTURE: I will have eaten all pizza by noon. {S+"will have"+V3+O)

Verb Tenses: Continuous

(to be noted during Discourse-Level Analysis) PAST: I was eating the pizza when you arrived. {S+"was/were"+Ving+O} PRESENT: I am eating pizza right now. {S+"am/is/are"+Ving+O} FUTURE: I will be eating pizza when you arrive. {S+"will be"+Ving+O)

Language Experience Approach (levels 1-3 only)

* Levels 1-3 only* -Ask students what they just learned after reading a text. -Write down exactly what they have said. -Read it back to them -Decide what changes to make with them. -Read and read it together

OR Lesson Plan - Reading Strategies - What are key points to remember about planning for reading strategies?

*Model!* • frequent checks for understanding • connect to background knowledge • consider modifications for volume, complexity and time as necessary

Vocabulary Strategies

- 7 Step - Semantic Map - Word splash - Find your match - Frayer model - Cloze reading

Pre-reading strategies

- Activate background knowledge - Identify challenging vocabulary

BICS

- Basic Interpersonal Communication Skills - "playground languge" - seen as easy to learn in social situations, context-embedded, and usually develops quickly - fluency in BICS may be mistaken as an indicator of ability, but BICS playground language is very different from BICS inside of a school (which needs to be taught) - faster development - 2 years

ACCESS score language classification recommendations: level 6 (reaching)

- By the time a student reaches level 6, he or she should no longer be classified as an ELL. Students in level 6 have achieved English language proficiency comparable to that of their peers and can be expected to perform ordinary class work in english

Written objectives

- Cite text evidence - Draw inferences - Support analysis - Summarize in writing

Ways to group or pair students

- Clock buddies - TPS - Small group - Jigsaw - I have, who has - Divide and slide

CALP

- Cognitive Academic Language Proficiency - context reduced, more cognitively demanding than BICS - actively developed through tasks that move from their current ability to the next (an application of Vygotsky's ZPD) - slower development - 5-7 years - BICS is seen as tip of iceburg, CALP is the much bigger part of the iceburg underneath the surface

Collectivistic vs. Individualistic culture

- Collectivist cultures focus on rote memorization/recitation, group work, and responsibility - US education involves creativity, analysis, and problem solving

Example Vocabulary objectives

- Determine meaning - Use vocabulary to answer questions - Orally summarize - Orally retell - Follow multi-step directions

SEI Characteristics

- Language rich environment - Cooperative learning - Integrates 4 language domains (reading, writing, listening, speaking) - Language objectives, content objectives, assessment

comprehensible output hypothesis

- Merrill Swain - language acquisition takes place when the learner notices a gap between what she knows and what she hears, reads, or wants to say. - sets the stage for learning something new 3 functions of output: 1. students notice the gap between what they want to say and what they know how to say 2. students make a hypothesis about the way to say hi and test the hypothesis by trying it out. students get feedback from the person they're speaking to and verify or reframe hypothesis 3. students think about the language they have used and internalize new knowledge

SIOP

- Sheltered Instruction Observation Protocol - strategy for teachers to help make subject matter understandable for students who are still developing English Language skills - content and language objectives are clearly posted and stated (students who do not know what they are learning or doing are more likely to fail) - must be observable and measurable

comprehensible input hypothesis

- Stephen Krashen's hypothesis - language acquisition occurs when a language learner receives a message at a level that s/he can understand. - input should be just a bit beyond the comfort level of the learner, also known as i + 1 - the learner has to reach for the language, but it is not so difficult as to frustrate the learner

Numbered heads together protocol

- Students are placed in groups and each person is given a number (from one to the maximum number in each group). - The teacher poses a question and students "put their heads together" to figure out the answer. - The teacher calls a specific number to respond as spokesperson for the group. - By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

Ways to process content/purpose of reading

- Thinking notes - Numbered heads together - Graphic organizers - Content Vocab round table

Sentence level academic language examples

- Types and variety of grammatical constructions - Punctuation, tense, passive voice, connecting pronouns to antecedents

ZPD

- Zone of Proximal Development - Lev Vygotsky, 1978 - The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or work with more capable peers

Age affects language acquisition

- age 8-12 students require less time to attain academic achievement bc they have firmly acquired their home language for transfer of cognitive functioning to english - entering prior or post 8-12 window often results in slower language progress due to increased challenges in cognitive language transfer - consistent home use of 1st language results in more effective tranfser to english as cognitive and vocab development in first language provides a base for learning in english - inconsistency in home use = slowing progress

factors affecting SLA (Second Language Acquisition)

- cognitive: age, language transfer, BICS/CALP, learning styles, prior schooling, literacy in L1 - linguistic: differences between L1 and L2, distance - psychological: self-esteem, motivation, anxiety, attitude - sociocultural: acculturation, language status, value system, dialects, identity, context

cross-cutting strategies

- cooperative (group) learning, journals, logs, instructional conversations, graphic organizers, - tools that can be used across content areas

Reading comprehension objectives

- determine theme/main idea conclusions - Summarize text - Analyze structure - Identify point of view or purpose

Sentence Features

- difficult to trace the pronoun "its" and "it" - many uses of "to & verb"

Discourse Feature

- embedded definitions, "meteorologists are scientists" - transition words/phrases --> needless to say, therefore - paragraph 1 switches among present, past progressive, simple past tense verbs

vocabulary: what words should we teach?

- frequency in text is not always a good guide to deciding what words to teach - most tier 1 words are known by ELLs in their L1 and can be quickly translated or taught w/ images - words in tier 2 should be targeted for instruction (transition words (if, so, at, into, within), cause/effect words, contrast words, comparison words, polysemous words) - false cognates - idioms

Types of ELLs

- immigrants: chose to leave culture of origin, generally ready to acculturate to US society - refugees: forced to leave home and potentially traumatized. take longer to adapt due to trama/or unwillingness to leave home culture behind - migrants: children usually have gaps in language or content instruction from so much movement/lack of stable learning environment - sojourners: temporary residence in the US. generally embrace US culture bc they know they get to go home eventually

Text features

- non-fiction texts use these to help reader make sense of what they are reading - ex: captions, comparisons, glossary, graphics, images, index, labels, maps

Strategies for vocab review

- numbered heads together - expert jigsaw (groups each get a different set of laminated vocab words and definitions. everyone in the group learns, then goes to different group to test and teach those students) - conga line - vocab write around (one pencil and paper passed around and students keep adding sentences with new words) - amazing race - students are given a polysemous word to look up in the dictionary and must write 3 sentences using the word in different ways

Lesson sequence for integrating reading and oral language development with subject matter

- prep for reading (objectives, background knowledge, rubric for lesson, modeling, tier 1, 2, and 3 vocab) - partner reading (read aloud, annotate, inferences) - teacher debrief (class or small group discussions about themes, important details, etc.)

cornell notes

- provide structure for students to organize thoughts and notes in response to text - focus on main ideas, summarization, and details

Mass General Law Chapter 71A as amended by Chapter 386 of the Acts of 2002 (Ballot Question #2: English in Public Schools)

- replaced previous state law that provided for transitional bilingual education for ELLs - requires, with limited exception, that ALL PUBLIC SCHOOL CHILDREN MUST BE TAUGHT IN ENGLISH & PLACED IN ENGLISH LANGUAGE CLASSROOMS - ELLs shall be educated through sheltered English immersion during a TEMPORARY transitional period that normally does not exceed 1 year - recommends: placing ELLs of different grade levels but similar language fluency in the same classroom; reclassifying ELLs with a "good working knowledge of English" and able to regular school work as former ELLs - Parents may apply for a waiver from the sheltered English immersion program to place their child in mainstream English or bilingual classrooms -schools w/ 20 or more children that request a waiver for bilingual education are required to offer the class

Reciprocal Teaching

- roles: summarizer, questioner, clarifier, predictor - teacher reads a section of text and then stops - questioner poses questions, summarizer highlights the most important lines, predictor predicts, clarifier clarifies - roles then switch one person t the right and the next section is read

Jim Cummins Quadrant Model

- sorts communicative tasks as easy or difficult depending on where they fall on 2 dimensions: cognitive demand (up or down) and contextual support (right and left) - context embedded communication (objects, gestures, or intonations are available to students in face to face interactions) - context-reduced communication (few to no communicative cues or clues to support the interaction) - cognitively demanding communication (occurs frequently in classrooms where students are required to analyze and synthesize info quickly) - cognitively undemanding communication (may occur in a playground or a local shop when talking about everyday events or simple ideas) - teachers can use this model to evaluate the language demands of various activities and ensure students are being challenged without overwhelmed - teachers should disperse activities across all 4 quadrants

DESE Regulations for Educator Licensure & Preparation Program Approval [603 CMR 7.00]; RETELL initiative

- starting in 2016, or a year after teachers are placed in a RETELL cohort, teachers of ELLs and their administrators must earn the Sheltered English Instruction Endorsement (educators who possess and ESL license or graduate degree in the field are exempted) - In order to renew or advance their licenses, MA educators must obtain at least 15 PDPs in professional development related to the teaching and learning of ELLs - candidates seeking to obtain an ESL license must pass the ESL MTEL & also complete a 150 hr practicum - those seeking a license for the first time (in an Ed Prep program) will be assessed as part of their evaluation and the knowledge and standards will be part of their education program so they will graduate with endorsement SEI Teacher Endorsement (a) Awarded upon a demonstration of the subject matter knowledge and skill requirements set forth in 603 CMR 7.08 (3) (a)-(e), and 603 CMR 7.14(1)(b), through one of the following: - Successful completion of a Department-approved course of study specific to providing sheltered English instruction. - The Department will issue guidelines to govern approval of this course of study. - Passing a Department-approved assessment. - A bachelor's degree in a major approved by the Department, or other graduate level training approved by the Department. - Possession of an English as a Second Language license or an English Language Learners license.

ACCESS score language classification recommendations: level 5 (bridging)

- students performing at level 5 may have acquired enough English language skills to be considered English proficient. Level 5 students who meet the following criteria should no longer be classified as ELLs: 1. earning an overall composite score of at least 5, and reading and writing scores of at least 4 on ACCESS for ELLs 2. demonstrate the ability to perform ordinary class work in English - However, increasingly complex and varied language demands on ELLs in late elementary, middle, and high school may support the decision by school-based teams to maintain the classification of ELL of a level 5 student

requirements of Title III NCLB for funding

- teachers of ELLs must be certified as English-language proficient - ELL instruction must be based on research and demonstrated to be effective - English language proficiency benchmarks must be established, and ELL's academic achievement & progress in attaining language proficiency must be assessed and monitored annually - state English Language Proficiency standards must be established; content area standards must be aligned with state language proficiency standards - parents must be notified about program placement, academic achievement, and language proficiency progress

language objective

- tells how the students will learn and/or demonstrate their mastery of the lesson by reading, speaking, writing, or listening ex: you will be able to explain the connection between the french and indian war and the american revolution

content objective

- tells what students will learn during the lesson ex: Today you will learn about the causes of the American Revolution

Affective Filter

- when comprehensible input is above i+1, or a student's ZPD, they may not provide much output (if any) because they feel uncomfortable or ill-prepared to produce the expected response so affective filter is raised - they are affected by negative emotions (stress, anxiety, grief, fear) that may work to limit the language input they take in and process - lower affective filter by providing a safe, respectful encouraging classroom environment. One way to do so it to teach BICS

WIDA Can-Do Performance Definitions

- wrote "know these" underlined on page

Syntactic features of math word problems

-Comparatives (less than or equal to) -Prepositions (by how much...) -Passive voice (zero was originally used by...) -Logical connectors (if...then) -Dense sentences

Educator Licence and Preparation Program 603 CR

-Schools must provide ELLS with SEI and place in English language classroom unless student has a waiver -Teachers must have SEI endorsements by June 30, 2016

natural order hypothesis on writing instruction

-ability to write will lag one or two levels behind oral proficiency -students will begin by learning to write words and simple phrases before completing sentences -some the mistakes made in oral language will occur in writing as well

Chapter 71A

-all public school children be taught English in English language classrooms -ELLs educated through SEI -parents can apply for waivers and file suits -MA participates in the NCLB Title III grant program

Discourse Analysis

-amount, structure, variety of sentence types, density, organization, and cohesion of ideas - What is the purpose of the structure?

Intermediate Fluency (Stages of Language Acquisition)

-begin to use more complex sentences -ask questions to clarify what they are learning -comprehension of content material and more complex concepts is increasing at this stage

emergent literacy model

-children have a natural tendency towards language learning -children are constantly exposed to concepts of print, reading and oral language and therefore do not need a great deal of explicit instruction on the subjects -students do not need a great deal of external motivation -adults and teachers should create a good environment for learning then stay out of the way

Jim Cummins view on language aqcuistion

-coined the term "basic interpersonal communicative skills (BICS) language in informal and social settings -cognitive academic language proficiency (CALP) use of language in the classroom

Speech Emergence (Stages of Language Acquisition)

-communicate with simple phrases and sentences -initiate short conversations -Sound out stories phonetically, read short text in content areas -complete assignments w/ word banks or matching -Understands 2 step directions -Write and illustrate simple sentences

English print orientation understanding

-english is read from left to right -lines of print are read in descending order -return sweep (movement from the right end of one line to the left end of the line beneath)

four basic concepts of print

-meaning of print -direction of text (letter, word, and sentence representation) -book orientation -fundamental concept of print is that it has meaning

Advanced Fluency (Stages of Language Acquisition)

-near native students ability to perform in content area learning

Reading readiness model

-opposite of emergent -great emphasis on direct instruction/explicit instruction -this model denies that literacy can spontaneously emerge from long exposure to texts and language

Yopp-Singer Test of Phonemic Segmentation

-oral test -teacher reads 22 words aloud and students states the component sounds in order -test has simple, one syllable words that the student likely already knows -it is a good yardstick reference for general progress in phonemic awareness

Equal Educational Opportunity Act (EEOA)

-prohibits discrimination including racial segregation of students -Districts required to take action to overcome barriers to Ss equal projection -Gives ELLs right to file viil suited if denied equal educational opportutnities

reinforcing print meaning activities

-writing on the board -reading a book aloud -pointing out words on common traffic signs -important to understand that print appears in many places besides books and magaizines

What are the three vocabulary tiers (essay)

1 - sight words; learned through context. Typically not taught (fire, flame) 2 - have to teach, involve critical thinking (blaze, fiery) 3 - specific, higher level words (inferno)

OR Lesson Plan - Reading Strategy Examples: What are strategies for PRE-READING?

1) Activate background knowledge (reference point, visuals) 2) identify challenging cocabulary

Tiers of exceptional students.

1) Benchmark (80% - respond well to core curriculum and receive benchmark progress like midterms and finals) 2) Strategic (15% - do not respond to tier 1 interventions and are provided with supplemental instruction) 3) Intensive (5% - do not respond to tier 1 and 2 interventions and are provided with core intensive interventions and progress is monitored).

Proficiency Levels

1) Entering 2)Emerging 3)Developing 4)Expanding 5) Bridging 6) Reaching

What are the four types of discourse?

1) Exposition (tell, don't show) 2) Description (show, don't tell) 3) Narrative (tell a story) 4) Argumentative (persuasion)

What are the three language registers?

1) Formal 2) Informal 3) Neutral

What are the four stages of language acculturation?

1) Initial enthusiasm (excitement) 2) Culture shock (often shuts down) 3) Recovery (starts to participate) 4) Integration (fully integrated)

3 parts of MPI

1) Language Function-How ELL's process/produce Language 2)How they receive/convey a message- Formal/Informal 3)Specific grammar/vocabulary

Stages of Language Acquisition

1) Pre-Production: 2) Early Production 3) Speech Emergence 4) Intermediate Fluency 5) Advanced Fluency

What are the six second language acquisition stages?

1) Pre-production (grunts) 2) Emerging (words/phrased) 3) Entering (simple conversation) 4) Developing (more complex conversation, can be incorrect but understandable on both sides) (5) Bridging (can learn technical terms) 6) Reaching (essentially fluent)

OR Lesson Plan w/Scaffolds - What are key points of the Lesson Plan?

1) Scaffold for students at different levels 2) model, model, model (picture, think aloud, etc.) 3) sensory, graphic and interactive supports (up until WIDA L5) 4) work in pairs or groups

7 steps to pre-teaching vocabulary

1) Teacher says and shows word, students repeat 3 times 2) Teacher reads and shows the word in text context 3) Teacher gives dictionary definition 4) Teacher gives student friendly definition 5) Teacher highlights aspects of word ex: cognates, suffix, prefixes, antonyms, synonyms, connection, tense 6) All students use word orally usually in a ping-pong style 7) Say word again and highlight an aspect of it e.g. spell word and point out something about the spelling and pronunciation

Seven Steps for Vocab

1) Teacher says word, student repeats. 2) Teacher states word in context of the text. 3) Teacher provides dictionary definition. 4) Teacher explains meaning w/ student-friendly definition. 5) Highlights feature of word (polysemous, cognate, tense, prefixes, etc). 6) Engages students in activities to develop word/concept knowledge. 7) Teacher assigns peer reading w/ oral and written summary activities. Explains how word will be used.

OR Lesson Plan - Reading Strategy Examples: What are strategies for AFTER READING?

1) frequent comprehension checks (guiding Qs, teacher check-ins, strategy modeling), 2) ask differentiated Qs (reference purpose, require evidence, provide evidence, scaffolded Qs)

strategies for teaching subject matter and for developing ELL CALP

1) providing comprehensible input 2) providing explicit instruction 3) integrating content and language objectives 4) supporting students' use of English to discuss and consider subject matter content

OR Lesson Plan - Reading Strategy Examples: What are strategies for DURING READING?

1) purpose for reading (annotation focus, chunking, graphic organizer) 2) interactive supports (pairs/groups, mentors)

Reasons to teach language through content

1) students get both language & content 2) language is kept in its natural context 3) students have reasons to use language 4) students learn the academic vocab

Factors to consider when choosing vocab to teach

1. Importance and utility for understanding text 2. Instructional potential (can you work with this word) 3. Conceptual understanding (can you connect it to a student's experience)

Reading comprehension strategies

1. KWL chart 2. Narrative input chart 3. Story map/graphic organizer (story face) 4. Question Answer Relationship (Right there questions, think/search, author/you, on my own) 5. Reciprocal Teaching

What are the 6 Stages of Second Language Acquisition?

1. Pre production 2. Entering 3. Emerging 4. Developing 5. Bridging 6. Reaching

Steps in Lesson Plan for SEI

1. Prepare - find tricky vocab, language, text 2. State Content and Language Objectives Clearly 3. Build Background - connect to previous lessons, preview the text with a picture walk or graphic organizers, explicitly teach vocab 4. Comprehensible Input - scaffold verbally - think aloud, model, question, T-P-S 5. Interaction - scaffolded practice in pairs or groups 6. Review key concepts and vocabulary 7. Assess - exit slips, thumbs up/down, observations using standards checklist

4 Prong approach to instruction

1. Rich and varied language experiences 2. Teach individual words 3. Teach word-learning strategies 4. Foster word consciousness (multiple meaning words)

GLAD (Guided Language Acquisition Design)

1. Teach to the Highest >> safe space 2. Brain Research--Metacognition >> activate prior knowledge, scaffold, organize, think aloud (teacher or student) 3. Brain Research and Second Language Acquisition >> A student set purpose for learning; motivating, stated result or goal; Chances to negotiate meaning from language and text; cooperative activities 4. Reading and Writing To, With, and By Students >> Reading that stresses the purpose and joy before the skills; Direct teaching of concepts, vocabulary, and necessary skills; text patterns, academic language, writing patterns; decoding skills; Writing that stresses the metacognitive use of reading and writing as a process; use of clustering/brainstorming to initiate writing; acceptance of developmental level of writer; editing and revising done in appropriate places in the process. No over-editing in early drafts; not all writing brought to editing stage; use of conferencing methods to guide student through the process; use of logs for personal responses to texts or issues; use of interactive journals; Language functional environment; language charts, poetry kept on walls - read and used by students 5. Active participation in all components of the unit, (ratio) 6. A theme, year planning, and strategies that foster standards-based learning respect, trust, identity, and voice. The use of personal interaction values oral ideas and cross-cultural respect. 7. Ongoing assessment and evaluation using a variety of tools to provide reflection on what has been learned, how it was learned and what will be done with the information.

5 Stages of Oral Language Development

1. The Silent Period, 2. Early Production 3. Speech Emergence Stage 4. The Intermediate Language Proficiency Stage 5.

Three types of language objectives

1. Vocabulary/Discourse 2. Reading 3. Writing

What are the 3 Sentence Levels?

1. Word level- like bricks of a house 2. Sentence level- grammar, punctuation 3. Discourse level- putting it all together; content specific; background knowledge and pre teaching needed

WIDA Standards

1. communicate for social and instructional purposes 2. communicate for academic purposes - Language Arts 3. communicate for academic purposes - Math 4 . communicate for academic purposes - Science 5. communicate for academic purposes - Social Studies

Stages of Human Language Development

1. cooing and babbling - 6 to 9 months old 2. one word utterance - 1 year old 3. multi-word utterance - 15 months to 2 years old 4. normal speech - 5 plus years old

3 step peer scaffolding reading process

1. newcomer sits between two students and listens to each of them read 2. after about a wee, next step is to ask newcomer to shadow read (read softly along or repeat after partner in soft voice) 3. newcomer takes turns reading on his own. should go after each partner in rotation so he gets twice as much reading time

reciprocal teaching

1. summarizer 2. questioner 3. clarifier 4. predictor

Stages of Natural Language Acquisition

1. understanding (receptive language) 2. speaking (expressive language) 3. reading 4. writing

Entering(Second Language Acquisition)

1st stage- PRE-PRODUCTION- can use words or phrases-FUNCTIONAL LANGUAGE

Information gap

2 grids with different info on each, student use each others to complete whole grid

Language Development(15-18 months)

2 word stage

Castaneda v. Pickard

3 prong test to see if ELL programs are EEOA compliant 1) Theory 2) Practice: resources allow theory to be applied 3) Results: Schools must not persist in programs that don't work

Developing(Second Language Acquisition)

3rd stage-SPEECH EMERGENCE- can think and play with words- FUNCTIONAL LANGUAGE-

Expanding(Second Language Acquisition)

4th stage- BEGINNING FLUENCY-Speaking and getting the gist FUNCTIONAL LANGUAGE -INTRODUCTION TO ACADEMIC LANGUAGE

How many stages do children go through in development of their primary language skills

5

Communicative Competence

5 stands - accuracy, fluency, complexity, appropriacy, capacity

Bridging(Second Language Acquisition)

5th stage- INTERMEDIATE FLUENCY- mostly correct, can understand academic content with support

Reaching(Second Language Acquisition)

6th stage- ADVANCED FLUENCY- can understand academic content and can support opinions with facts

Pre-lesson vocab strategy

7 Step process: 1. Teacher says word in English 2. Teacher states word in context from the text 3. Teacher provides definition from dictionary 4. Teacher provides another example that clarifies meaning 5. Students repeat words at least 3 times to build phonological representation 6. Activity with partner 7. Students say word again or whole sentence where it is found

How many exposures do students need to learn a word?

7-20 (depends on if it is a cognate, abstract, etc.)

Examples of Vocab and Oracy strategies

7-step, word splash, semantic map, word wheel, lexical array, word form chart

total ELL enrollment in MA

70% increase since 00-01 could be 20% of total by 2021

RTI Level I

80% of students are at this level most students will respond to a good curriculum

Some final assessment strategies

A Flash Card Deck Startling Statements Concept Map Diner Menu Cloze Sentences Mix & Match Headlines Ticket Out the Door

Which of the following examples provides the strongest support for the nativist notion that all children are born with an innate sense of universal language principles that can be applied to the acquisition of any language?

A child can produce structurally complex novel utterances at a very young age.

Clause

A collection of words that has a subject that is actively doing a verb. The following are examples: since she laughs at diffident men I despise individuals of low character when the saints go marching in Obediah Simpson is uglier than a rabid raccoon because she smiled at him.

Phrase

A collection of words that may have nouns or verbals, but it does not have a subject doing a verb. The following are examples: leaving behind the dog smashing into a fence before the first test after the devastation between ignorance and intelligence broken into thousands of pieces because of her glittering smile

An ESL teacher is designing a cloze assessment of fourth-grade transitioning- level English language learners' academic reading skills. The teacher selects a 250-word passage and omits every fifth word from the passage. Students will complete the assessment by supplying a word for each omitted word in the passage. Which of the following reading passages would be most appropriate for the ESL teacher to use for this cloze assessment with these students?

A section of a grade-level content-area text.

Reciprocal Teaching

A strategy designed to develop comprehension where students and teachers exchange roles in developing meta cognitive strategies, means that students take turns explaining to and learning from each other.

Based on findings in reading research, which of the following second-grade students would likely experience the greatest difficulty comprehending a grade- level text?

A student who has good listening comprehension skills but poor automatic word recognition skills.

Extended Text

A text that merits two to three weeks of concentrated focus and is "aligned with the complexity and range specifications of the standards for that grade level."

Fluency

Ability to read effectively with respect to speed, word recognition and prosody.

Fluency

Ability to read effectively with respect to speed, word recognition, and prosody.

What is Cognitive Academic Language Proficiency (CALP)?

Ability to use language in the classroom for academic purposes

What is Receptive language?

Able to receive and understand; Always larger than expressive

What happens in the Bridging stage of 2nd language acquisition?

Academic content can now be introduced

The main goal of sheltered/structured English immersion (SEI) instruction is to develop ELLs':

Academic language proficiency in English in order to achieve grade-level academic learning standards.

Positive/negative transfer

Accurately moving from one language to another vs inaccurately doing so

Acquisition vs. learning

Acquisition is passive (words you hear in the environment), learning is active (having a conversation and formulating sentences correctly).

2 goals of assessment

Acquisition of knowledge and skills and development of academic language

Making Content Accessible for ELLs

Activating and building background knowledge, using visual and contextual aids, using graphic organizers, checking for understanding.

Total Physical Response

Active movement, quick vocabulary building, K-12 approach, EARLY English language learning (A: the one that involves the MOST physical activity!)

Describe the cognitive or metacognitive Theory of language acquisition.

Active use of your mind

Active vs. passive voice

Active voice has a subject - make sure to use active voice with lower WIDA levels

Natural Order

All languages follow a natural, predictable order

Ballot Question #2

All public school children to be taught in English and place din English language classroom, with limited exception -educated through SEI not to exceed 1 year -"Moral obligation" in MA schools to be taught in English -All children shall be taught as rapidly and effectively as possible

Rime

All the sounds (after the onset) from the vowel to the end of the word. For example the rime in the word cat is at. (The onset is c.)

Rime

All the sounds of a word after the onset, ex. "an" in man

Which of the following would be a permissible assessment accommodation for English language learners on the state standardized content-area assessment?

Allowing students to use an approved bilingual word-to-word dictionary.

If no intervention has been tried, what should happen?

Always try to intervene in classroom first.

individualism

American Society: -focusing on the individual experiences I statements are important rights to privacy speak one's mind take care of yourself mentality education = learning how to learn tasks prevail over relationships

OR Strategy - 3b) Discourse-Level Analysis - What are the talking points?

Amount, Structure, Variety of Sentence Types, Density, Organization and Cohesion of Ideas (Examples: how many descriptive structures, comparative structures, activating background knowledge for comparisons, purpose of the passage)

Discourse level includes

Amt of text, voice, mood, logical connectors (conjunctions, linking words)

Which of the following situations best illustrates James Cummin's theory of Common Underlying Proficiency (CUP)?

An English language learner who has knowledge of an academic concept in the 1st language quickly introduced in English.

Theory of common underlying proficiency

An English language learner who has knowledge of an academic concept in the first language quickly grasps the concept when it is introduced in English

"As soon as they got to school," the students fed the fish in the classroom's aquarium. The underlined portion of the sentence is an example of:

An adverbial clause.

Validity

An assessment measures what it is meant to

An ESL teacher wants to assess third- grade English language learners' understanding of a sheltered science unit on physical properties of matter. The teacher has students work in class to create displays of objects that possess various physical properties and complete tables describing the objects' properties. The teacher evaluates the students' work using a scoring rubric and takes notes as students orally describe their displays. The primary benefit of this type of assessment is that it provides:

An authentic, multidimensional indicator of student's academic performance.

A second-grade teacher is teaching a series of reading comprehension lessons focused on helping students recognize basic elements of story grammar. During one lesson, the teacher guides students in retelling familiar stories aloud using a story grammar chart to scaffold their retellings. The teacher's inclusion of this activity in the lesson best illustrates:

An effective use of an oral language activity to enhance development of a reading skill.

AMAO

Annual Measurable Achievement Objective

Level 2 Reading

Answer WH- questions using visual support

Think pair square share

Answer, share with partner, share with another partner/group, share our to class

Cooperative Learning

Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn.

Sheltered Instruction Observation Protocol

Approach, not the same as accommodation, of not leaving students behind. Consists of intentional activities during lesson plus lesson plan itself

Prosody

Appropriate expression when reading. Includes pitch (intonation), loudness, stressing phrases, etc.

Prosody

Appropriate expression while reading (ex. pitch (intonation), loudness, stressing phrases)

An ESL teacher is planning to assess ELLs communicative language skills by conducting structured oral interviews. The teacher will use a rubric to score student responses in such areas as describing a personal experience and expressing a person opinion. Which of the following guidelines would be most important for the teacher to follow when administering this type of oral language assessment?

Avoid making assumptions based on knowledge of a student or on the student's past performance and base judgments on the language produced in the interview.

Vocab tier 1

BASIC WORDS, rarely require direct instruction, Don't have multiple meanings, sigh words, General, social, known in L1 words

Basic Interpersonal Communication Skills

BICS, basic expressions and linguistics an individual will need to conduct themselves in normal situations, being to develop these between 6 and 24 months of beginning language study

Language Development(0-3)

Babbling

MA State policy ballot question

Ballot Q 2 chapter 71A: all public school children be taught in English and be placed in English language classrooms, taught thru English immersion

Massachusetts General Laws Chapter 71A as amended by Chapter 386 of the Acts of 2002

Ballot initiative approved - governs English learners Requires districts to determine the number of English learners and classify them, requires sheltered English immersion, provides waivers, requires assessment

BICS

Basic Interpersonal Communication Skills

BICS

Basic Interpersonal Communication Skills -language skills needed in social situations -1->2 years

What language skills do you develop first?

Basic Interpersonal Communication Skills (BICS)

BICS

Basic Interpersonal Communication Skills - communication on bus or playground

BICS

Basic Interpersonal Communication Skills- Language on the Playground- the language skills we have to communicate with others

BICS

Basic Interpersonal Communication Skills. Language used amongst peers.

BICS

Basic Interpersonal Communication Skills: surface skills students pick up in 1-2 years of being around native L2 speakers

BICS

Basic Interpersonal Communicative Skills -arose from the early work of Jim Cummins (1984) -social language, includes non verbals, not an intellectually demanding

Tier 1 Vocabulary Words - What are they?

Basic everyday words that most children know in L1. Rarely have multiple meanings or require explicit teaching. Words you "learn when you go to another country". (Ex: book, girl, sad, run, dog, orange)

Developing stage

Basic fluency; able to speak; build vocabulary and language capacity not academic content

BICS

Basic interpersonal communication skills

Tier 1 Vocabulary

Basic vocabulary words that do not have multiple meanings and rarely require direct instruction

Tier 1 words(T1)

Basic words, rarely require explicit instruction (i.e. line, animal, book, run, numbers, solve, law)

Scaffolding Reading - Graphic Organizer

Before Reading - matches the text structure and used as a previewing activity; can be filled in or not depending on needs During Reading - matches the text structure and can be used to fill in main ideas/details

Pre-production stage

Before learning a language; characterized by gesturing, increased volume, and exhaustion in the classroom

WIDA Level 2

Beginning

WIDA Level 2 - Beginning

Beginning Reading - sequence illustrated text, locate main idea in a series of simple sentences, find information from text structures (illustrations, graphs), follow text read aloud, sort and group pre-taught words, use word banks to complete simple sentences, use bilingual dictionaries Writing - complete pattern sentences, extend sentence starters, connect simple sentences, complete graphic organizer with personal information, respond to yes/no and some wh questions

Onset

Beginning of word. Any sound or sounds that may occur before the vowel in a syllable ex: "M" in "man"

Onset

Beginning sound of a word, ex. "m" in man.

Pragmatics

Behavior--the unwritten rules about how we behave

Skinner

Behavioral. Learn through positive reinforcement.

Expressive Language

Being able to put thoughts into words in a way that makes sense and is grammatically accurate

receptive vs. productive

Both are key elements in language acquisition. Students have different strengths. Both types should be emphasized in the classroom. Make the plan transparent to students so that they know that to have mastery of a word, they need to be able to read, hear, write and say it accurately.

Bound vs. unbound

Bound cannot stand on their own. Believeable (able is bound to believe, believe is unbound)

Semantics

Branch of linguistics and logic that concerns meaning

ELP level 5 called:

Bridging

WIDA Level 5

Bridging

Level 5

Bridging - identify and react to subtle differences in speech - give oral presentation - engage in debates - metacognitive strategies - research papers and original pieces - peer edit and critique Listening - interpret cause and effect scenarios - make inferences - identify and react to subtle differences in speech Speaking - give oral presentation - engage in debates - explain meta-cognitive strategies for solving problems (ex: tell me how you know it) - negotiate meaning in pairs or group discussion Reading - interpret grade level literature - draw conclusions - infer significance of data - identify evidence of bias or credibility Writing - research papers - original pieces - peer edit and critique - explain processes or phenomena with details

WIDA Level 5 - Bridging

Bridging Reading - differentiate and apply multiple meanings of words, apply strategies to new situations, infer meaning from modified texts, critique materials, sort grade level text by genre Writing - create expository text to explain, produce research reports, being using analogies, critique literacy essays or articles

WIDA Level Five (L5)

Bridging. Discourse Level: Rich discourse w/ complex descriptive sentences. Sentence Level: Compound/complex grammar (multi phrases/clauses). Broad range of sentence patterns characteristic of content area. Word/Phrase Level: Tech/abstract content area language. Words/expressions w/ meaning for content area.

A middle school ESL teacher is beginning a sheltered multidisciplinary thematic unit on the tropical rain forest with early- intermediate-level English language learners. The teacher introduces the rain-forest unit by reading aloud the picture book The Great Kapok Tree, a story in which animals of the Amazon rain forest convince a man not to cut down a native kapok tree. This use of literature as part of sheltered content instruction promotes the English language learners' content learning primarily by:

Building their knowledge of content-specific vocabulary.

What is the developing stage of second language development?

Building vocabulary and beginning to understand. Learning fluency.

Comprehensible input isn't just using simple words but also....

By using context or visual cues, or by asking for clarification, students enhance their knowledge of English

Partner reading

Can be Sentence by sentence, builds confidence, read them summarize then ELL can silent read and try to reinforce strategy

WIDA Level 5 - Bridging

Can read/summarize/compare multiple sources, can write reports with technical language and narratives from personal experience, understands nuance/bias/formality in conversation

Plyler vs Doe

Cannot charge tuition for a public education; educational records cannot contain proof of citizenship/immigration status

Graphic supports

Charts, graphic organizers, tables, graphs, timelines, number lines

Formative

Check for understanding

Chomsky Language Acquisition Theory

Chomsky says that children are born with a knowledge of the principles of the grammatical structure of all languages, and this inborn knowledge explains the success and speed with which they learn language.

Innateness

Chomsky- language is a result of UNIVERSAL GRAMMAR- as humans we have the ability to communicate

An ESL teacher is designing a listening lesson for 6th grade intermediate-level English language learners. Which of the following guidelines should the teacher follow in order to align the lesson with the comprehensible input hypothesis?

Choose an aural selection that is slightly above the students' comprehension level.

How should you form language objectives?

Choose the language structures and functions that support the CONTENT

Level 6 listening and speaking can do

Chronology, compare/contrast, summarizing discussions, expanding on topics with vocab

Academic Language Skills: Summarizing/Informing

Classify Justify and Persuade Evaluate

Level 2 listening and speaking can do

Classifying time-related language orally, 5 W's using narrative and illustrations, retelling short stories

CALLA

Cognitive Academic Language Learning Approach

CALLA

Cognitive Academic Language Learning Approach. Scope and sequence of ESL/ELL/SEI strategies.

CALP

Cognitive Academic Language Proficiency - Jim Cummins -context-reduced language of the academic classroom

CALP

Cognitive Academic Language Proficiency listening, speaking, reading and writing about subject area content material -5->7 years

What language skills do you develop second?

Cognitive Academic Language Proficiency (CALP)

CALP

Cognitive Academic Language Proficiency- Language in the Classroom- ability to understand academic language

CALP

Cognitive Academic Language Proficiency. Academic language used in classroom.

CALLA

Cognitive academic language learning approach. Can introduce academic vocabulary. Introduce concept, guided practice, independent practice. Best used on language acquisition stages 5 and 6.

CALP

Cognitive academic language proficiency

Piaget

Cognitive. Learn through use of mind (writing, self-monitoring)

CALP

Cognitive/Academic Language Proficiency

Normative

Comparative, usually nationwide

Level 4 can do's:::: expanding

Compare/contrast, analyze and apply, cause and effect, interpret info/data, find details to support main ideas, discuss stories, give speeches/oral reports, offer creative solutions, summarize in writing, edit/revive writing, identify word families and figures of speech, create original ideas

What is a Normative assessment?

Compared to others, nationwide, Bell curve

Which of the following is an example of an authentic writing assessment task for English language learners?

Composing a response to a letter from a teacher.

Writing objectives should be...

Composing a statement and differentiated for EL type

An ESL teacher who works with a group of second-grade intermediate-level English language learners wants to use a particular book with students because of its engaging content and useful vocabulary. However, the book is written above most students' instructional reading level. Which of the following strategies for using the book would be most appropriate in this situation?

Conducting an interactive read-aloud of the book in which students listen to the book and participate in activities related to the content of the book.

Level 4 reading and writing can do

Connect details to main ideas and theme, identify conclusions, transition words, synthesize info

What is Reliability?

Consistent; am I grading the same way for everybody

Formative assessments can assess both

Content / language

Essay Part 1

Content Passage, Tiers, Language Objective 1. Pick a passage, identify level 1, 2 and 3 words, 5 or 6 of each 2. Sentence levels: word level (brick), sentence level (wall), discourse level (house) 3. Same passage: Basic grammar, sentence level, using tier 3 vocab: more complex language - discourse levels 4. Content objectives

What is a Criterion assessment?

Content based (not comparing to others)

Tier Three Vocabulary

Content specific and requires instruction

Vocab Tier 3

Content specific terms - All kids are learning them. crayon analogy: box of 120, tumbleweed

Content obj vs language obj

Content tells what they will learn in that lesson, language tells How they will learn and demonstrate mastery

Criterion

Content-based

A middle school ESL teacher is beginning a sheltered multidisciplinary thematic unit on the tropical rain forest with early- intermediate-level English language learners. The teacher has decorated the classroom with realia related to the rain forest, such as artificial tropical trees and pictures of tropical animals, and has labeled objects with content-area vocabulary related to the rain forest. The teacher wears safari attire and plays music with sounds of the rain forest. This use of realia best demonstrates the teacher's understanding of how to:

Contextualized content in ELLs.

What is the Emerging stage of second language acquisition?

Controlled conversations ex. "How are you?" "I'm good" If it doesn't stick to the script the learner doesn't understand

Cooperation vs. Competition

Cooperation is BETTER! Involves two or more children working together to achieve a common goal.

Content-based ESL instruction

Core content is the basis of instruction--curriculum is the framework

Trick to identifying tier 2 words

Could the student describe what it means in their own words, but does it give them a more mature way of saying it

**2002 Title III of No Child Left Behind

Created a grant program to support ELL instruction. To receive funding: certified teachers, research based instruction, benchmarks and progress monitored and assessed annually, standards align with content, parents notified about placement

SEI Classroom Environments

Creating a visually supportive and text-rich environment, promoting meaningful communication, reducing the environmental affective filter, discerning when to emphasize fluency and communication and when to emphasize explicit error correction).

Which of the following strategies would be most effective in promoting a first- grade student's reading fluency?

Creating frequent opportunities for the student to engage in oral reading of decodable texts.

RAFT

Creative way to assign writing: role, audience, format, topic.

Writing strategy: Cut and grow

Cut writing into sentences, reorganize/expand

Pragmatics

Deals with language in use and context - i.e. taking turns in conversation, text organization, presupposition, implicature

A high school English language learner has limited literacy skills in both the primary language and in English. An ESL teacher could best promote this student's English reading development by first developing the student's:

Decoding and word recognition skills using meaningful print texts that have real-life functions.

Examples of Lang obj

Describe a photo using adjectives, pursuance using modals, quiz with WH Qs, prediction future tense, use math vocab to explain steps

W-APT (WIDA ACCESS Placement Test) - Purpose

Determine ELL eligibility - any student who speaks another language at home is screened

OR Strategy - 4) Language Objectives - What are examples of Reading Comprehension objectives?

Determine the theme/main idea/conclusions of a text. Provide an accurate summary of the text. Analyze the structure an author uses to organize a text Distinguish between fact, opinion, reasoned judgment and speculation in a text. Identify aspects of a text that reveal an author's point of view or purpose.

An ESL teacher who teaches sheltered English administers weekly teacher- created math quizzes that assess the content taught during the week's math lessons. The teacher could most appropriately use the results of such quizzes to:

Determine whether a student has mastered a given math concept and is ready to receive instruction in a new concept.

WIDA Level 3

Developing

Level 3

Developing - suggest ways to solve problems - compose short writing pieces - understand rubrics - compare/contrast - fact v opinion - make predictions Listening - evaluate info in social and academic conversations - distinguish main ideas from supporting points - use learning strategies Speaking - suggest ways to resolve problems - compare/contrast features - sequence events - conduct interviews or gather info orally - make predictions Reading - identify topic sentences - answer questions about explicit info in texts - fact v. opinion Writing - compose short narrative/expository pieces - understand rubrics

WIDA Level 3 - Developing

Developing Reading - identify topic sentence, main ideas, and details, multiple meaning of words in context, use context cues, make prediction with illustrated texts, identify affixes and prefixes, difference between fact and opinion, answer explicit questions, use English dictionary Writing - produce short paragraph with TS and some details, create compound sentences, explain steps in problem solving, compare and contrast information, give opinions with reasons.

WIDA Level Three (L3)

Developing. Discourse Level: Discourse w/ series of extended sentences. Related ideas. Sentence Level: Compound and complex grammatical instructions. Sentence patterns across content areas. Word/Phrase Level: Specific content/word expressions.

Alternate option for L1 or L2 written discourse

Diagram, map, web, chart, matrix, graphic organizer, timeline, drawing

An ELL observes that some native English speakers drop the third person singular inflection -s from present tense verbs and asks an ESL teacher for an explanation. The teacher could best address the student's inquiry in the context of a discussion about:

Dialect diversity in English.

Sheltered English Instruction

Differentiate to ensure all students have access to the curriculum

SEI

Differentiated instruction that includes approaches, strategies, and methodology that makes the content comprehensible and promotes academic English language development

WIDA 4 Levels-Expanding

Discourse Level: Connected discourse w/ variety of constructions/ expanded related ideas. Sentence Level: Variety of complex grammatical constructions. Sentence patterns characteristic of content area. Word/Phrase Level: Specific/tech content language. Words/expressions w/ multiple meanings/collocations/idioms used in content area.

WIDA 3 Levels-Developing

Discourse Level: Discourse w/ series of extended sentences. Related ideas. Sentence Level: Compound and complex grammatical instructions. Sentence patterns across content areas. Word/Phrase Level: Specific content/word expressions.

WIDA 2 Levels- Beginning (Emerging)

Discourse Level: Multiple related simple sentences. An idea w/ details. Sentence Level: Compound grammatical constructions. Repetitive phrase and sentence patterns. Word/Phrase Level: General/specific/social/instructional content words/expressions (including cognates).

WIDA 5 Levels-Bridging

Discourse Level: Rich discourse w/ complex descriptive sentences. Sentence Level: Compound/complex grammar (multi phrases/clauses). Broad range of sentence patterns characteristic of content area. Word/Phrase Level: Tech/abstract content area language. Words/expressions w/ meaning for content area.

WIDA 1 Levels-Entering

Discourse Level: Single statements/questions. Idea within words/phrases/chunks of language. Sentence Level: Simple grammatical constructions (commands/questions/declarations). Word/Phrase Level: General content related words. Everyday social and instructional words/expressions.

OR Strategy - 3a) Sentence-Level Analysis: Conventions, Mechanics, Fluency - What to do?

Discuss spelling, punctuation, capitalization, grammar. Fluency: use of transitional phrases and punctuation Example: "funky" punctuation within the passage.

OR Strategy - 3a) Sentence-Level Analysis: Match Language Forms to Purpose/Perspective - What to do?

Discuss whether formal, informal, persuasive, descriptive, etc.

What is Social Distance?

Distance between 2 groups because of pre conceived notions (cultural, race, sex)

Social Distance

Distance between two groups due to preconceived notions

Affective Filter

Don't want to hurt a student's feelings when participating either intentionally or unintentionally

Level 5 can do's—- bridging

Draw conclusions, construct models, make connections, engage in debates, give explanations, express and defend POVs, conduct research from multiple sources, draw conclusions, react in writing to multiple genres, author multiple forms of writing

Goals of formative asssessment

During instruction to provide feedback to adjust teaching and learning to improve achievement of outcomes. NOT TO ASSIGN A GRADE!

title 3 NCLB

ELL's are also responsible for learning content

Mass Gen Laws Chapter 71A

ELL's must be in sheltered content classes - mainstream

Monitor Hypothesis (Krashen)

ELLs can use the rules of language (learning) to edit their speech (acquisition) fluent language can be impeded by an over-corrective monitor

WIDA ELD Standard One

ELLs communicate for social and instructional purposes in school.

WIDA ELD Standard Two

ELLs communicate info, ideas, and concepts necessary for LA.

WIDA ELD Standard Three

ELLs communicate info, ideas, and concepts necessary for math.

WIDA ELD Standard Four

ELLs communicate info, ideas, and concepts necessary for science.

WIDA ELD Standard Five

ELLs communicate info, ideas, and concepts necessary for social studies.

Dialect diversity in English

ELLs learn more than 1 standard English, many dialects

Phonics and ELLs

ELLs who know about phonics in their native language can transfer the skill to English - ELLs who have poor literacy skills in their native language should only be taught phonics as needed and always in the context of reading

phonics

ELLs who know about phonics in their native language can transfer this skill into English. Can be used with older ELLs who have poor literacy skills in their native language should only be taught phonics as needed and always in context of what they are reading

ACCESSS

ELP annual test

W-APT

ELP screener

Instructional Models - English Only

ESL Pull out/Push In Sheltered English Instruction (SEI)

Multi-level instruction

ESL setting with students at various levels

ESL vs. SEI

ESL taught by ESL licensed individual and based on ESL curriculum, SEI taught by core curriculum teacher and language objectives are aligned with content objectives

Gersten SEI Theory

Early Exit Bilingual: some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly

reasons ELL students are in US

Economic, political, educational

What is Monitor Hypothesis?

Edit, Revise and think about it to make sure there is positive transfer

Student: (pointing to word in a book) What does it mean invisible? Teacher: Look at the parts of the word. Student: I know in- means "not" and vis is like "visual," something you see with the eyes. I remember -ible is like -able, right? Teacher: Right. Now look at the sentence. Student: (reading) "The creature was practically invisible, hidden in the dense foliage." "Hidden" is like to hide. I guess if it is invisible, it means you're not able to see it because it is hiding. This student's performance most clearly demonstrates which of the following cognitive processes involved in language acquisition?

Elaboration and inference

ELP level 2 called:

Emerging

Level 2

Emerging - ask WH questions - describe people, places, and things - know and use time frames (next, after, finally) - follow instructions - locate main idea Listening - match or classify oral descriptions to read life experiences or examples - sort oral language statements according to time frames - sequence visuals according to oral directions Speaking - describe people, places, or events - ask WH questions to clarify meaning Reading - classify/organize info presented in graphs - follow instructions - match sentence-level descriptions to visuals - locate main idea Writing - make list of words or phrases - take notes using graphic organizer - formulate yes/no, choice, and WH questions

WIDA Level Two (L2)

Emerging. Discourse Level: Multiple related simple sentences. An idea w/ details. Sentence Level: Compound grammatical constructions. Repetitive phrase and sentence patterns. Word/Phrase Level: General/specific/social/instructional content words/expressions (including cognates).

Middle school English language learners watch an episode of a popular television program without sound and work in small groups to create scripts of what they think the characters in the episode are saying. Then, students make audio recordings of their scripts to be played along with the video. This activity promotes the students' communicative language competence primarily by:

Encouraging their oral language production in a meaningful context.

Title III of NCLB 2011

English Language Acquisition, Language Enhancement, and Academic Achievement Act: targets LEP youth - states that LEP students must not only attain English proficiency but also meet the same academic standards as their peers in all content areas. Federal funding provided to SEAs and LEAs in meeting these requirements.

ELD

English Language Development

ELL

English Language Learner - unable to communicate fluently or learn effectively in English. They require specialized or modified instruction

ESL

English Second Language - Learning English by a non-native speaker regardless of the environment

Which of the following statements is most accurate regarding English language learners' development of phonemic awareness in English?

English language learners may have particular difficulty acquiring phonemic awareness of English phonemes that do not exist in their primary language.

A high school ESL teacher regularly conducts instructional conversations with transitioning-level English language learners in a sheltered/structured English immersion (SEI) class. During each instructional conversation, the teacher leads a small group of students in a guided discussion of a content-area topic. Which of the following guidelines should the teacher follow in implementing instructional conversations in the SEI setting?

Ensure that the amount of student talk in instructional conversations is greater than the amount of teacher talk.

WIDA Level 1

Entering

Level 1

Entering - visuals - answer yes or no questions - provide identifying info about self - repeat short chunks of language - label diagrams with word banks Listening - point to or show basic objects or people - match everyday oral info to pictures, diagrams, or photographs Speaking - answer yes/no or choice questions - provide identifying info about self - repeat short chunks of language Reading - match visual representations to words/phrases - read signs, schedules, symbols Writing - label content-related diagrams from word banks - provide personal info on forms - short answer Q's with visual support

WIDA Level 1 - Enetering

Entering Reading - associates letters with sounds, match objects to pictures or words, identify common symbols, recognizes concepts of print, wh questions, picture dictionary Writing - draw content related pictures, produce high frequency words, label pictures or graphs, generate list of pre-taught words/word banks

Speaking (WIDA Can Do Descriptors by ELD level)

Entering (1) - answer yes/no questions within context of a lesson; name everyday objects and pre-taught vocab Beginning (2) - give features of content-based material Developing (3) - compare/contrast features, traits, etc; estimate, predict, pose hypotheses from models Expanding (4) - take a stance and use evidence to defend it Bridging (5) - explain meta-cognitive strategies for problem solving ("tell me how you knew it")

Reading (WIDA Can Do Descriptors by ELD level)

Entering (1) - match pictures to word/phrase Beginning (2) - match sentence-level descriptions to visual representations Developing (3) - answer questions about explicit info in texts Expanding (4) - interpret visually- or graphically- supported info Bridging (5) - synthesize grade-level expository text

Listening (WIDA Can Do Descriptors by ELD level)

Entering (1) - point to basic parts, features, etc named orally; group visuals by common traits named orally Beginning (2) - match/classify oral descriptions to visually represented content-related examples; sequencing visuals based on oral directions Developing (3) - categorize content-based examples described orally Expanding (4) - compare traits based on visuals and oral descriptions using specific or technical language Bridging (5) - interpret cause & effect scenarios from oral discourse

Writing (WIDA Can Do Descriptors by ELD level)

Entering (1) - supply missing words in short sentences (fill in the blanks) Beginning (2) - take notes using graphic organizers Developing (3) - outline ideas and details using graphic organizers Expanding (4) - produce content-related reports Bridging (5) - explain, with details, phenomena, processes, and procedures

WIDA Level One (L1)

Entering. Discourse Level: Single statements/questions. Idea within words/phrases/chunks of language. Sentence Level: Simple grammatical constructions (commands/questions/declarations). Word/Phrase Level: General content related words. Everyday social and instructional words/expressions.

WIDA Level 4 - Expanding

Expanding Reading - order paragraphs, identify summaries, identify figurative language, interpret modified or adapted text, match cause to effect, identify language of specific genres, use an array of strategies Writing - multiple paragraph essays, justify ideas, produce content related reports, FREDS, transition words, paraphrase or summarize text, take notes

WIDA Level Four (L4)

Expanding. Discourse Level: Connected discourse w/ variety of constructions/ expanded related ideas. Sentence Level: Variety of complex grammatical constructions. Sentence patterns characteristic of content area. Word/Phrase Level: Specific/tech content language. Words/expressions w/ multiple meanings/collocations/idioms used in content area.

Psychological Distance

Expectations vs. reality

Tier 3 Vocabulary Words - What are they?

Expert Words that are low frequency, content-specific, glossed in the back of a textbook (Ex: isotope, oligarchy, crepe)

What is Exposition language?

Explain; expository, advertisement, textbooks, beg., middle, end

ESL

Explicit, direct instruction in English to promote English language development

Supportive strategies for newcomers

Explicitness about rules of the school

Results on the Massachusetts English Proficiency Assessment (MEPA) indicate that a newly arrived English language learner is at the beginning level of oral language proficiency in English. The student exhibits above-average oral language proficiency in the primary language. Based on this information, which of the following approaches by the ESL teacher would best promote this student's oral language development in English?

Facilitating transfer of skills and strategies from the student's primary language to English by building on existing primary-language skills.

collectivism

Family Unit Based Society: people belong to families which protect them/ they are loyal to "we" consciousness, belonging/ membership to group decisions determined by the "in-group" - collective decision making focus on "I" or individual is avoided education = learning how to do relationships > tasks

Title III of NCLB (ESSA)

Federal gov grant funding to support instruction for ELLs and immigrants -provide high quality langauge instruction and PD -Show AYP -For districts English proficiently is the goal

A middle school ESL teacher wants to support intermediate- and transitioning- level English language learners' academic vocabulary development through their independent reading. The teacher could best address this goal by providing which of the following types of reading materials in the classroom library?

Fiction and notification books on a variety of high-interest topics.

Which of the following types of instructional activities would be most appropriate for ELLs at advanced stages of English language development?

Frequent opportunities for the student to use English in challenging, authentic situations.

Education of English Learners Regulations

Further explains 71 A - specifics of identifying and assessment students, as well as teacher requirements and parental rights

Diane vs. CA

Gave IQ test in english, did terribly. Special ed services must be done in primary language.

WIDA 3-Developing

General and some specific for content areas expanded sentences in oral interactions or written paragraphs Oral language w/ phonological, syntactic and semantic errors that often impeded meaning, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive supports Overgeneralization often occurs Circumlocution Code-switching

ELP 2 - Vocab Strategy

General language - Act out the word - like charades

WIDA 2-Begining

General language related to content areas phrases or short sentences Oral language w/ phonological, syntactic and semantic errors that often impeded the meaning of the communications when presented w/ one-to-one multiple step commands, directions, questions or a series of statements w/ sensory, graphic or interactive support.

Content vocab round table

Gets content vocab for writing, write it pass it around, creates a word bank

OR Lesson Plan - Vocab Strategy: What are strategies to teach individual words?

Give definition and context • actively process new meanings • multiple exposures to new words

Deductive Teaching

Give students the rules and work with them to produce language. general rules to specific examples

Deductive Teaching

Give students the rules and work with them to produce language. TEACHER CENTERED approach to learning. WORSE! Lower ratio. Involves memorization of rules.

Cooperative assessment strategies

Give-one, Get-one Partner Cornell Notes Small Group T-Charts Think-Pair-Share Roam the Room Round Robin Cooperative Concept Maps Text Recall

Self-Contained ESL Instructional Model

Goals: core curriculum AND language skills, reduce affective filter but propagates social barrier

Transfer

Going from first language to acquiring language

OR Lesson Plan - Writing Strategy Examples: What are strategies for Structuring & Scaffolding writing?

Graphic Organizers • Sentence Starters, Sentence Frames • Word bank • Exemplar/model • Extended time or shortened prompt • Alternate option for L1 or L2 (diagram, map, web, chart, matrix, graphic organizer, timeline, drawing)

Word Wheel

Graphic organizer showing words that are related in some way with a focus word in the center and related words surrounding.

During reading strategies

Graphic organizers or interactive supports

Numbered heads together

Groups discuss then an assigned student number is called out to answer- provide sentence frames/starters.

Word Families

Groups of words that have the same ending sound (rime) but a different beginning sound (onset), such as can, man, fan.

Word families

Groups of words that have the same ending sound (rime) but a different beginning sound (onset). (ex. can, man, fan)

After reading strategies

Guiding questions with differentiated questions

Vocab tier 2

HIGH FREQUENCY, multiple meanings:::: General academic language, irregular tense, multiple meanings, idioms, cognates. More likely to appear in text than verbally

What is an Unbound morpheme?

Has meaning on its own i.e. root word- door

Cognitive Academic Language Learning Approach (CALLA)

Has three interrelated components: High-priority content topics, academic language development based on the content, and explicit instruction in learning strategies that can help students understand and remember both the content and language.

Sponge activities

Have generic discussion questions for partners

Newcomer Trio

Have lower ELL student work with two grade-level students.

What are transnational families and why do they come here?

Have roots in the countries where they come from. Economic reasons (send $ home), political (Syria), educational (tend to be wealthier)

Noam Chomsky

He came up with a new theory in the 1960s that babies are born with an innate system of grammar already.

He was a hard, stubborn old man. A smile rarely broke through the hard features of his face. He had worked hard all his life, but life had been hard on him. It never gave him a break. He struggled to break the hard ground year after year. He asked the earth to give a little back, but it repeatedly broke his heart. He took it hard. This passage best illustrates which of the following concepts related to English vocabulary that can pose challenges for English language learners' comprehension and development of communicative language competence?

High-frequency English words often have multiple meanings.

Discourse Level

How everything fits together, what background information is needed to understand the concepts and content

Supports for Language Function

How language is scaffolded- Through graphic, sensory, graphic or interactive supports

Discourse level analysis (WIDA)

How we arrange sentences to create more comprehension

Sentence level analysis (WIDA)

How we put words together

Chomsoky

Human brains have a LAD (language acquisition device)-innate mechanism or process that allows children to development language -All children are born with a universal grammar which makes them receptive to the common features of all languages.

Diana vs. California

IQ testing done for purposes of Special Needs placement must be done in primary language

Level 2 reading writing can do

Identify 5 Ws with partner, list steps, list positive/negative events of text

OR Strategy - 2) Analysis of Vocabulary - How do you analyze vocabulary?

Identify Tier 1, 2 and 3 vocabulary words. Mark polysemous words with a (p).

Level 3 listening and speaking can do

Identify beginning, middle, end, present content info after rehearsing, main idea

Level 5 Reading

Identify cause and effect

Level 6 reading and writing can do

Identify overall structure, highlight in expository text, summarize, extend stories

Level 1 Reading

Identify words and phrases associated with a topic w/visual support using word banks

Level 1 reading/writing can do

Identify words during oral reading with pictures, highlighting phrases, communicate thru drawings, summarize with illustrated text

Psychological Distance

Imagination vs reality; what a person thinks vs what really happens

An ESL teacher works with a multilevel class of English language learners. The teacher engages students in the following collaborative writing activity. 1. One student in the class—the "interviewee"—agrees to be interviewed by class members. 2. Each class member serves as an "interviewer" by asking the interviewee a prepared question (e.g., "What is your favorite food?"). 3. The interviewee responds to each interviewer's question (e.g., "I love chocolate") or says "pass" if he/she does not want to respond to a question. 4. Each interviewer paraphrases the interviewee's response to his/her question (e.g., "His favorite food is chocolate"). 5. The teacher records each interviewer's paraphrase on chart paper using correct mechanics and grammar. 6. Once each interviewer has asked his/her question, students discuss the sentences on the chart paper, using a coding system to categorize the sentences by topic (e.g., personal preferences). Which of the following adaptations of this activity would most effectively promote the writing development of transitioning- level English language learners in the class?

In step 5, transitioning-level students, with guidance from the teacher, record the interviewers' paraphrases on the chart paper.

Principles of sheltered/structured English immersion (SEI) are primary based on learners learn best when:

Instruction is adjusted to accommodate students' level of language proficiency.

Principles of SEI are based on the assumption that second-language learners learn best when...

Instruction is differentiated/adjusted to accommodate students' level of language proficiency

Bilingual Instructional Model

Intention not to replace 1st language, but to improve/enhance both languages EQUALLY

Krashen

Interaction/Input hypothesis. Instruction should be higher than ability, independent work should be lower.

Three Kinds of SEI Supports

Interactive-Visual-Sensorial

Bridging Stage

Intermediate fluency; may start to introduce academic concepts

An ESL teacher is designing a cloze assessment of fourth-grade transitioning- level English language learners' academic reading skills. The teacher selects a 250-word passage and omits every fifth word from the passage. Students will complete the assessment by supplying a word for each omitted word in the passage. The ESL teacher could best use the cloze assessment to obtain information about students' reading proficiency in which of the following areas?

Knowledge of syntax and vocabulary.

Interaction/Input

Krashen -instruction should be delivered at a slightly higher level than ability AND reading fluency should be slightly below

Acquisition vs. Learning

Krashen- acquiring a word here and there(PASSIVELY) vs. knowing it

Affective Filter

Krashen- stifles language learning when its damaged

OR Strategy - 4) Language Objectives - What are some elements of language objectives?

Language functions: describe, explain, compare, justify, hypothesize. Identifying grammar or language structures:comparative language, passive voice. Identifying essential vocabulary: words in order to talk, read and write about a topic. Use language learning comprehension strategies: questioning, making predictions, using text.

Describe the innatenessTheory of language acquisition.

Language is not behavioral. Communication is part of who we are. This is called universal grammar.

OR Strategy - 4) Language Objectives - What are they?

Language objectives articulate HOW the student will demonstrate content mastery through academic language skills. Language function + content objective = language objective

Level 5 reading and writing can do

Language of genre, produce content reports, create narratives connecting personal and content

Cognitive Academic Language Proficiency (CALP)

Language of the classroom; more challenging for ELLs

What are Basic Interpersonal Communication Skills (BICS)?

Language skills between one another

Basic Interpersonal Communication Skills (BICS)

Language skills between people socially; occurs before academic language

Ramirez SEI Theory

Late Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English

Ramirez

Late exit bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English

Supportive strategies for refugees

Learn about students, integrate culture into class routines, pair with buddies

OR Lesson Plan - Vocab Strategy: How to provide a rich & varied language experience?

Learn through reading, writing, listening, speaking • in early proficiency it is important to listen and speak

Dictaglos

Learning activity where students write down as much of a written piece as they can remember after hearing it multiple times. Jigsaw after for complete recreation.

What is Acquisition learning?

Learning language Incidentally

What is Learning?

Learning language by knowing it

Double entry journal

Left teacher side (differentiated by WIDA level), students asked to write/illustrate, right side for comments and reactions

SIOP Model

Lesson Preparation » use pre-tests and data to inform instruction. Building Background » explicit connections to previous learning (we already talked about fractions and equations, today we'll put that together), explicitly and repeatedly teach relevant vocabulary, ask students to recall any connections/ past experiences with a topic. Comprehensible Input » clarity, slow aural, visual aids, scaffolding, graphic organizers, highlighted words, study guides, multiple explanations, partner reading/ paraphrasing Strategies » Instructional - activities in the classroom: author's chair, partner work Learning - strategic thinking when learning, underline important info, structure, know when you need to re-read, etc. Metacognition Interaction » Ratio, students speaking with each other through lesson and day. Activities: discussion, complete tasks together, etc. Practice and Application » doing these techniques Lesson Delivery » Think aloud, strong ratio, scaffolding strategies Review and Assessment » Portfolios to self assess student growth and development, have students reflect on their growth over time.

Observation Protocol

Lesson plan based on/built around Sheltered Instruction

Reccommended hours of 1. ESL instruction 2. SEI based on ACCESS scores

Level 1 and 2: - 2-2.5 hours to a full day of direct ESL instruction from licensed ESL teacher - all other hours as available outside ESL instruction Level 3: - 1-2 hrs per day of direct ESL instruction delivered by licensed ESL teacher - ELA or reading from SEI teacher, other hours as available for other subjects Level 4: - 2-2.5 hours to a full day of direct ESL instruction from licensed ESL teacher - ELA or reading from SEI teacher, other hours as available for other subjects Level 5: 2-2.5 hours to a full day of direct ESL instruction from licensed ESL teacher - same hours of content area instruction as native speakers delivered by SEI teacher

WIDA Performance Definitions (6 Levels)

Level 1- entering - single words/phrases Level 2- emerging- phrases/short sentences Level 3- developing- short and some expanded sentences Level 4- expanding- expanded sentences, organized expression of ideas, variety of grammar structures Level 5- bridging- multiple complex sentences, technical and abstract content area knowledge Level 6- Reaching- language that meets all criteria through level 5

Close reading w/ text dependent questions

Leveled questions: 1- main idea, 2- 5 Ws, 3-specific Vocab and text structure, 4-authors purpose, 5-inferences, 6-opinions/ arguments

No Child Left Behind Act Title III

Limited English Proficient (LEP) students must attain the same academic standards as their native-speaking peers school districts must inform parents about ESL programs

NCLB

Limited english proficient students must meet same standards as all other students

WIDA Entering Performance Definitions

Linguistic Complexity

Discourse Level

Linguistic complexity.

Discourse level

Linguistic complexity—- Words, phrases, organized expression, variety of sentence types

LCD

Linguistically and Culturally Diverse

Level 3 can do's: developing

Locate/select/order info from oral descriptions, follow multi step oral directions, categorize/sequence using pictures and objects, form hypothesis, make predictions, describe procedures, retell stories orally, sequencing, identify main ideas, use context clues to determine meaning of words, produce minimal expository/narrative texts, compare/contrast info, describe events

OR Strategy - 3a) Sentence-Level Analysis: Types and variety of Grammatical Structures - What to do?

Look for verbs, pronouns, word order, sentence structure, syntax. Example: pronoun tracking

Tier 3 words(T3)

Low frequency words, technical terms, and subject specific(i.e. Isotope Amino Acid, Parabola, Feudalism, Isosceles, Lathe, Peninsula)

Tier 3 Vocabulary

Low-frequency words that are context-specific

formal methods to assess oral language

MELA-O, Woodcock Munoz Language, IDEA

Guiding Questions

Made for focusing students' attention and motivating them to silently read.

An elementary school ESL teacher asks a beginning-level English language learner to describe a personal experience. As the student speaks, the teacher records the student's words verbatim on a sheet of paper. Then, the teacher guides the student in various reading exercises using the dictated text. This strategy promotes the student's reading development primarily because it helps the student:

Make corrections between spoken and written English.

Level 1 listening/speaking can do

Matching, stating key words with visual, communicating personal experiences orally

Morphology

Meaning of a word or group of letters

What does Morphology mean?

Meaning of words

Semantics

Meaning of words and sentences

Morphology

Meaning of words.

Validity

Measuring what's intended

An ESL teacher wants to promote English language learners' ability to use the cognitive learning strategy of outlining the contents of content-area textbooks. Which of the following steps would be most appropriate for the teacher to take first when teaching the strategy to students?

Modeling for students the outlining process by thinking aloud while creating an example outline of a sample textbook passage.

MALP

Mutually adaptive learning paradigm - combines collectivism and individualism to close the achievement gap Get to know students personally and make education relevant to students. Emphasis on oral language and group work.

Case Histories

NCLB, Diane vs. CA, Lau vs. Nichols, Plyler vs. Doe

Normative

Nationwide and comparative assessments

Multi-Level Instructional Model

Native speakers AND different levels of ELL all in same group

Tier Two Vocabulary

Needs some instruction (establish, create, analyze)

Affective filter

Negative reinforcement that delays rate of language learning (laughed at after making a mistake)

Special Populations of ELLs

Newcomers, refugees, long-term English language learners, English language learners with disabilities, students with interrupted formal education [SIFE] or limited formal education, undocumented immigrants, migrants, English language learners with trauma, English language learners with low socioeconomic status

Identifying and analyzing text features

Nonfiction scavenger hunt

Post-lesson strategy

Numbered Heads together - teacher gives list of all tiered words and students must make sure that everyone in the team knows the definition, spelling, pronunciation, and how to use the words in a sentence

surface culture

Observable aspects of culture: Music, visual and performing arts, drama Holiday celebrations and folklore Food/drink Traditional dress Historical contributions Outward displays of behavior and identity

Informal

Observations, question and answer session--not written

Examples of formative assessment

Observing a student following procedures of an experiment, A journal entry, research project, observing students during an activity, listening to student conversations, asking students to provide examples

Summative assessments

Occasional/often annual, that provide parents educators and policymakers w student progress in regard to a course/standard. ex) ACESSS for ELLs

Formative assessment

Ongoing, provides feedback, observation, self-assessment, project rubric

Bound

Only has meaning if attached to a word

WIDA 1-Entering

Oral language w/ phonological, syntactic and semantic errors that often impeded meaning when presented with basic oral commands, direct questions or simple statements with sensory, graphic or interactive support. pictorial or graphical representation of language One step with directions Choice w/ yes or no question or statements with sensory, graphic or interactive support

Academic Language Skills: Inquiry

Ordering and Sequencing Inferring, Predicting, and Hypothesizing Synthesizing

Phonology

Organization of sounds in language

Performance Definitions

Outline how ELLs process and use language for each level of language proficency

Stages of Language Acquisition

PRE-STAGE 1) Entering(pre-production) 2) Beginning(early production) 3) Developing(speech emergence) 4) Expanding(beginning fluency) 5) Bridging(intermediate fluency) 6) Reaching(advance fluency)

Pre-Production(Second Language Acquisition)

PRE-STAGE-Can't speak language- pointing, signaling, gesturing

Vocab Strategies

PRE: 7 step for preteaching, POST: word wheel, lexical array, word form chart

Early-intermediate-level English language learners are practicing producing simple descriptive sentences in speech and in writing. All of the students are able to produce full sentences orally and most can write full sentences with some teacher assistance. Several students, however, are at beginning stages of literacy development and are unable to write full sentences. Which of the following adaptations to the activity would be most effective in promoting these students' beginning writing skills?

Pairing each of the students with a more advanced classmate and having them dictate descriptive sentences for their partners to write.

Interactive supports

Pairs, small groups, whole group, cooperative groupings, internet/websites/apps, native language L1, mentors

Title 3 grant

Part of NCLB, high quality language instruction, PD for teachers, family participation

linguistic bias

People sometimes, inadvertently, express words that reveal their stereotypes or prejudices. For example, if someone says "This accountant is not boring", this person most likely assumes that accountants tend to be boring; otherwise, this individual would have said "This accountant is exciting". Words that reflect the stereotypes and prejudices of individuals are, collectively, called linguistic biases.

Social Distance

Perceived difference between people (of different cliques)

Authentic

Performance based

Authentic

Performance based assessment

What is Authentic?

Performance based, actually doing it, observed

Interim assessments

Periodic, provides students/parents/teachers w info on unit attainment/progress across units

What is Argumentative language?

Persuasive, why you should _______

1. A teacher pronounces pairs of words (e.g., thorn/torn, mother/ mother, boat/both). 2. Students identify whether the words are the same or different. 3. The teacher presents written sentences that contain a missing word (e.g., "The ______ man needed a new heart"). 4. The teacher reads each sentence, inserting a given word (e.g., "tin") for the missing word. 5. Students select from a choice of two words (e.g., tin/thin) which word the teacher inserted in the sentence. This type of assessment primarily provides information about English language learners':

Phoneme discrimination.

According to the findings of the National Reading Panel (2000), a key component of an effective early reading program is explicit instruction in:

Phonemic awareness skills.

A kindergarten teacher leads an activity in which students practice counting on their fingers the number of separate sounds they hear in simple words. This activity promotes development of which of the following literacy skills?

Phonemic awareness.

Cognitive Theory

Piaget- language is a result of us actively using our minds, memorization, and critical thinking that occurs on our own

Assessing level 1 and 2

Picture sequences, who/what questions, assess no more than 3 items at a time for l1 and l2

ELP 1 - Vocab Strategy

Pictures or graphics - Drawing or providing visual displays when given oral prompts

WIDA Level 1 - Entering

Pictures, Matching, Words or Chunks of language Vocabulary: matching pictures to words or phrases Reading: Simple texts with picture support and pretaught vocab highlighted Writing: produce writing with pictures and one word/short phrases Speaking: Assign a buddy to do word work and share drawing

WIDA Level 2 - Emerging

Pictures, Phrases, Word Bank with Pictures, Sequencing Vocabulary: word bank to match words to pictures or short phrases Reading: Simple texts with picture support STP for who, what, when, where STP for procedural steps in nonfiction Buddy Read Writing: Listing short phrases Speaking: Buddy with pretaught sample oral responses

An ESL teacher has early-intermediate- level English language learners engage in daily free-writing in which students write as much as they can about a familiar topic without paying attention to grammar or spelling. This practice supports the English language learners' writing development primarily by:

Promoting their writing fluency in Enlgish.

A sixth-grade teacher includes explicit instruction in common Greek and Latin roots (e.g., flex, struct) and affixes (e.g., pre-, -ology) as a regular part of vocabulary instruction. This strategy supports students' reading development primarily by:

Prompting student's use of morphology to determine the meanings of new words.

A middle school ESL teacher and a general education math teacher co-teach a class that includes transitioning-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal. The ESL teacher videotapes the project presentations and then meets individually with each English language learner to view the recording of the student's portion of the presentation. In addition to helping the teacher make an accurate assessment of a student's language proficiency, this assessment strategy has which of the following benefits for English language learners?

Prompting students to self-monitor their oral language production.

Sentence Frames

Provide structure for practicing and extending English language skills; and they help students use vocabulary they learn in grammatically correct and complete sentences.

Sentence Frames

Provide structure for practicing and extending English language skills; and they help students use vocabulary they learn in grammatically correct and complete sentences. The similarities are....

Cornell notes

Provides structure for students to organize thoughts and notes in response to text- focus on summary, main ideas and details

A tenth-grade intermediate-level English language learner has a strong primary- language background in math and a good grasp of grade-level math concepts. However, he often performs poorly on math tests in English because he has difficulty comprehending story problems. Which of the following teacher strategies would be most effective in addressing this student's difficulty and facilitating his development of cognitive-academic language proficiency?

Providing him with individualized guided practice in breaking down and paraphrasing math story problems in English.

An ESL teacher is planning to have English language learners assess one another's writing in a peer-editing session. Which of the following teacher strategies would best promote the effectiveness of this type of writing assessment?

Providing students with a rubric or checklist to complete as they review their peer's writing.

Writing Instructional Strategies

Questions; New words in context

OR Strategy - 4) Language Objectives - What are examples of Written Discourse objectives?

Quote accurately/cite specific textual evidence when explaining what the text says explicity, drawing inferences, or supporting analysis of historic/technical texts. Summarize in writing.

ELP level 6 called:

Reaching

WIDA Level 6

Reaching

Interactive Read Aloud

Read with enthusiasm, using gestures and voices, and review the events of each day's reading at the end of the session. Discuss predictions for the next day's reading and involve the students in relating the events in the story to personal or literary experiences.

promote oral lang and fluency

Reader's theater Multiple readings Partner reading low risk, safe situations

An ESL teacher wants to support early- intermediate-level English language learners' development of reading comprehension and literary response skills. Which of the following types of reading activities would be most appropriate and effective for this purpose?

Readers theatre activities in which students work together to read and dramatize a script of a folktale.

Essay Part 3

Reading Strategies - 2 strategies. For each strategy, tell ABOUT the strategy, and explain WHY it is effective

Which of the following are key indicators of a student's reading fluency development?

Reading accuracy and reading rate.

An ESL teacher is conducting an informal observation of an English language learner's reading skills. The teacher takes notes as the student reads a grade-level text aloud and responds to comprehension questions related to the text. Following is an excerpt from the teacher's notes. • comprehension is incomplete • recalls details from the text but seems to have difficulty making connections between ideas from one paragraph to the next • reads very slowly but accurately • tends to read in a monotone with little attention to punctuation Based on this assessment information, this student would likely benefit most from instruction designed to develop the student's:

Reading fluency.

Assessing speaking/ reading

Reading w partners, retelling stories, role playing, telling a story sequence with pictures, written prompts, debating in groups, games

Realia

Real life objects to demonstrate meanings

Sensory supports

Realia, manipulatives, photographs, print materials, physical activity, videos, models

Receptive vs. productive vocabulary

Receptive - understanding what we hear. Productive - reading and writing.

receptive language learning

Receptive skills include understanding when you listen and when you read. You receive the language and decode the meaning to understand the message.

teacher collaboration

Recognize the role of the SEI teacher as a partner to ESL staff and the importance of consulting and collaborating with ESL staff to provide English language learners with comprehensive, challenging educational opportunities.

WIDA 4 Key Uses of Language

Recount, Explain, Argue, Discuss (READ)

Results of William Labov's research on standard and nonstandard varieties of spoken English have served primarily to:

Reduce the stigma attached to speaking a nonstandard dialect of English.

While conducting research on a controversial issue for a class assignment, a high school student who is a proficient English speaker finds a legal brief that addresses his research topic. Although he reads above grade level in English, he has significant difficulty comprehending the language of the legal brief. This example best illustrates which of the following sociolinguistic concepts?

Register Variation.

A teacher could most effectively promote a beginning reader's ability to read phonetically irregular words by teaching the student to notice which of the following features of a word first?

Regular, decodable elements in the word.

Massachusetts General Laws Chapter 71A as amended by Chapter 386 of the Acts of 2002 [Question 2]

Requires districts annually to determine the number of English learners in the district, and to classify them according to grade level, primary language, and the English learners program in which they are enrolled. Unless a waiver is granted or the student is placed in a two-way bilingual program, requires students in grades 1-12 who are English learners to learn English through a sheltered English immersion program for a period of time not normally intended to exceed one school year. Requires the following tests to be administered annually to students who are English learners: (a) a standardized, nationally-normed written test of academic subject matter in English ex: MCAS (b) a nationally-normed test of English proficiency ex: ACCESS

ELL & Exceptional Students

Research, Data, Time! RTI. No matter the question, the answer is, try something in the classroom first! Strategies, collect data BEFORE SpEd referral. ALSO: find out from parents if student struggled in 1st language. Also refer to case histories. What kind of data? See assessment varieties

RETELL

Rethinking Equity and Teaching for English Language Learners

RETELL initiative

Rethinking equity and teaching for English language learners- SEI endorsement required for teachers

RAFT

Role, Audience, Format, Topic

Reciprocal teaching

Roles summarizer, questioner, clarifier, predictor

SEI vs ESL

SEI is sheltered English instruction that promotes English language development for all ESL is explicit/direct instruction in English to promote language development

Rossel and Baker SEI Theory

SEI: students of diff. L1s together; teachers use English and aids to focus on content rather than language

Special populations of ELLs

SLIFE (students with limited or interrupted formal education), long term Ell. ELL with disability, gifted and talented, well-schooled ELLs

An ESL teacher who is planning to implement the Cognitive Academic Language Learning Approach (CALLA) with early-intermidiate- and intermediate-level ELLs decides to begin with the lessons that address science content. Which of the following best describes the primary rationale for this decision?

Science concepts tend to be more concrete than those of other content areas and therefore lend themselves to contextualized, hands-on discovery learning.

Sensory supports in science

Scientific instruments, physical models, substances, tools

SLA

Second Language Acquisition - the process by which people learn a second language

What is the Deep culture?

Secret; what a culture is really like

Examples of written formative assessments

Self-assessments, short tests/quizzes, homework exercises, in-class assignments, role-playing, student conferences

Sentence level vs Discourse level

Sentence - basic grammar. Discourse - highest level of storytelling

Scaffolds for writing

Sentence framers or sentence starters, extended time or shortened prompt, Diagrams or graphic organizers

An ESL teacher wants to adapt a social studies text by rewriting it to make it more comprehensible for sixth-grade intermediate-level English language learners. Which of the following guidelines would be most appropriate for the teacher to follow when adapting the text for this purpose?

Simplify the language of the text and provide concrete definitions of important vocabulary using familiar words and visual representations.

An ESL teacher works with a multilevel class of English language learners. The teacher engages students in the following collaborative writing activity. 1. One student in the class—the "interviewee"—agrees to be interviewed by class members. 2. Each class member serves as an "interviewer" by asking the interviewee a prepared question (e.g., "What is your favorite food?"). 3. The interviewee responds to each interviewer's question (e.g., "I love chocolate") or says "pass" if he/she does not want to respond to a question. 4. Each interviewer paraphrases the interviewee's response to his/her question (e.g., "His favorite food is chocolate"). 5. The teacher records each interviewer's paraphrase on chart paper using correct mechanics and grammar. 6. Once each interviewer has asked his/her question, students discuss the sentences on the chart paper, using a coding system to categorize the sentences by topic (e.g., personal preferences). Which of the following additional activities related to the sentences would most effectively promote the students' understanding of informational text structures in English?

Small groups of students organize and rewrite the sentences into paragraphs with topic sentences.

Morpheme

Smallest meaningful unit in language

Morphemes

Smallest meaningful unit of speech: simple words, suffixes, prefixes (ex. red, hot, calm, pre-, -ed)

Morphemes

Smallest meaningful units of speech; simple words, suffixes, prefixes; examples: red, hot, calm, -ed, pre-

Phoneme

Smallest unit of speech that can be used to make one word different from another word

Cultural Capital

Social status of an individual in community (popularity)

Level 2 can do's: beginning

Sort pictures according to oral directions, 2-step directions, match, ASK WH questions, describe orally, restate facts, locate/classify info in reading, identify facts, make lists in writing, produce drawings, phrases and short sentences

What does Phonology mean?

Sound of words

Phonology

Sounds of words

Emerging stage

Speak the language, but it is controlled and memorized

Code Switching

Speaking both languages simultaneously

Diane vs California

Special Education assessments must be administered in the primary language

WIDA 4- Expanding

Specific and some technical language of the content areas variety of sentence lengths and linguistic complexity in oral discourse or multiple, related sentence or paragraphs Oral language w/ phonological, syntactic and semantic errors that do not impeded meaning of the communication when presented with oral or written connected discourse with with sensory, graphic or interactive supports

Stages of first language acquisition

Stage 1- between 6 and 8 months; babbling stage (repetitive patterns of sound with their mouth) Stage 2- 9 to 18 months, one-word/ one-morpheme/one-unit/ holophrastic stage (basic word stems and single open class words Stage 3- 18-24 months, two word stage (miniature sentences with simple semantic relations) Stage 4- 24-30 months, telegraphic stage (sentence structures) Stage 5- after 30 months, multiword stage (functional structures of primary language emerge)

input hypothesis

Stepeh Krashen, individuals need to be given information slightly above their ability, as the individual acquires the ability to understand the given material the level should be raised, the addition of incomprehensible material will encourage the learner to continue expanding his vocabulary

two most prominent (living) theorists on human language acquisition

Steven Pinker and Jim Cummins

Strategies for Scaffolding Reading - STP

Stop. Think. Paraphrase. in a small group or with a partner to check for understanding and focus on main ideas

Writing strategies

Story map, outline, rubric, check list, word wall, graphic organizer, sentence starters and frames, exemplar model, ext time, shortened prompt

Written discourse strategies

Story map, outline, rubric/checklist, word wall

S.I.R.

Strategic Implementation Report- Done before executing a lesson to determine whether or not it has hit ALL POSSIBLE DOMAINS.

Writing strategies

Strategies for planning, writing and editing/ have students write summaries, write collaboratively with peers, set goals, combine sentence skills, model good writing

OR Lesson Plan - Vocab Strategy Example: Word Wheel - What is it and how to use it?

Strategy for approaching Tier 2 words. Put word in the center, students will add words around the central word that are related to or synonyms of the word.

OR Lesson Plan - Vocab Strategy Example: Lexical Array - What is it and how to use it?

Strategy for expanding vocabulary. Identify word that could be made more precise. Identify more sophisticated words that are synonymous. Example: hard/difficult/challenging/laborious, make/build/construct

OR Lesson Plan - Vocab Strategy Example: Word Form Chart - What is it and how to use it?

Strategy to display forms of vocabulary words that are frequently transformed. Ex: prohibit, prohibition, prohibitive, prohibitively

SIFE

Student with Interrupted Formal Education - 2 or more years in home country. Students who have gone to school, in US, left, and came back. Students who have jumped between L1 and L2 instruction. Students will ineffective instruction. Students who have moved school often.

An ESL teacher regularly reads aloud a variety of fiction and nonfiction texts to early-intermediate-level English language learners. Which of the following best describes why this practice is especially beneficial for English language learners' reading development?

Students are exposed to the natural rhythm of English and to a range of English vocabulary.

Which of the following statements best describes the stance most researches of sheltered/structured English immersion (SEI) have taken toward the use of students' primary language in the SEI classroom?

Students can benefit from minimal use of their primary language to clarify communication and to enhance motivation and self-esteem.

Use of first language in SEI classroom

Students can benefit from some use of their first language to clarify communication and to enhance motivation and self-esteem

Advance Fluency Stage

Students can participate fully in classroom activities. Students speak English using grammar and vocabulary of a native speaker

The Silent Period Stage

Students don't talk, may not be able to say their name

Paragraph frames

Students fill in information in a group of transitional words, etc

An ESL teacher introduces transitioning- level English language learners to the poem "Where I'm From" by George Ella Lyon in which the author begins, "I am from . . ." and goes on to list items and phrases that characterize her background. The teacher asks students to choose a line from the poem that they find interesting and discuss their choices in small groups. Then the teacher has students create their own "Where I'm From" poems. Which of the following additional steps during the lesson would best support the students' writing development?

Students orally generate "I am from..." statements and share them with one another.

ACCESS score language classification recommendations: level 4 (expanding)

Students performing at level 4 typically require continued linguistic and instructional supports to access content area instruction delivered in english. nevertheless, some level 4 students may be ready for reclassification if they meet the following 2 areas: 1. scored at least proficient (240) on MCAS ELA 2. demonstrate the ability to perform ordinary class work in English

ACCESS score language classification recommendations: level 1-3 (entering, emerging, developing)

Students performing at levels 1-3 require significant support to access content area instruction delivered in English. Such students should remain classified as ELLs.

An ESL teacher assesses English language learners' reading fluency by having students complete a daily silent reading of a 100-word passage and monitoring the amount of time it takes each student to complete the reading. Which of the following additional assessment tasks would best help the teacher to obtain an accurate measure of students' reading fluency?

Students read the passage aloud and the teacher keeps a running record.

An ESL teacher who teaches sheltered English has English language learners maintain a daily learning log. Each day, students write about new concepts and words they learned in the day's lessons and how the new concepts and words relate to those learned in previous lessons. Which of the following additional learning log tasks would most effectively promote the students' self-assessment of their content-area learning?

Students record questions they still have about lesson material and describe learning strategies they used during the day's lessons.

Self-contained ESL instruction

Students stay with one ESL teacher all day

Early Production Stage

Students use yes, no maybe able to answer who, what, where questions.

Reading Objective

Students will be able to analyze the mentor text, working in a triad, to explain how a weather vane and an anemometer measure weather.

Writing Objective

Students will be able to compose a statement, working a group, describing a weather forecast for their soccer friends using data gathered from weather vanes and anemometers.

Examples of Content Objectives

Students will be able to distinguish between solids, liquids, and gases. Students will be able to distinguish between the steps in water cycle. Students will be able to classify triangles based on their angles. Students will be able to draw conclusions about how geography affected Incan life. Students will use the greater than, less than, and equal sign to make each number sentence true. Students will draw conclusions about how fertilizer affects the environment.

Vocabulary Objective

Students will be able to identify and define the key terms that goes into making a weather prediction within a small group of 3.

Content objective

Students will be able to...

Content objective

Students will be able to....... (keep it simple and measurable)

SIFE

Students with Interrupted Formal Education

SLIFE

Students with Limited or Interrupted Formal Education

SLIFE

Students with limited or interrupted formal education - they learn by spoken word, in the US we focus on the written word

Lau vs. Nichols

Supreme Court decided "sink or swim" instruction for ELLs is violation of civil rights

Surface vs. deep culture

Surface - stereotypical assumptions, public perception of a culture. Deep - things an outsider would not know.

The Iceberg Concept of Culture

Surface Culture (above sea level) - emotional load relatively low Deep Culture (below sea level) - unspoken rules - emotional load very high - unconscious rules - emotional load intense

Code- switching

Switch between two languages in the same conversation

Sentence level includes

Syntax, grammar, structure, tense, questions

An ESL teacher is implementing a lesson on English parts of speech with intermediate-level English language learners. The teacher prompts students to associate each grammatical category with a different color (e.g., nouns are "blue words," verbs are "green words"). Then the teacher has students use colored pens or highlighters to mark words in simple English sentences with their corresponding colors. This activity best promotes the students' understanding of English:

Syntax.

Which of the following statements best describes the relationship between spelling and phonics instruction in an effective, research-based reading curriculum?

Systematic spelling instruction is coordinated with and reinforces explicit phonics instruction.

Circumlocution

Talking around a concept due to lack of vocabulary

Bilingual Model of Instruction

Teach both languages simultaneously

Teach nonfiction text features

Teach features and purposes

OR Lesson Plan - Writing Strategy Examples: What are strategies for providing feedback for writing?

Teach spelling and grammar in context • Balance of accuracy with fluency and motivation

Phonics

Teaching children to connect sounds with letters or groups of letters. Example: (K) can be represented by C, K, or Ch spellings.

What does Input Hypothesis mean?

Teaching students at a level slightly higher than their independent level

What is Observation Protocol?

Template you use to plan sheltered instruction lesson

Plyler vs. Doe

Texas case. Scenario: School board had required schools to verify documentation of students, or family would receive $1,000 tuition bill. Decision: 1)Cannot charge tuition for public education, 2) Right to education: Education records CANNOT contain immigration status

Discourse language features

Text features, types of sentences, transitional words, type of text, inferences, background knowledge needed

IDEA

The IDEA Oral Language Proficiency Test assesses four basic areas of English oral language proficiency: Vocabulary, Comprehension, Syntax, and Verbal Expression which includes Articulation; testing for mainstreaming

What is Psychological distance?

The Imagined distance between 2 groups

Language Function

The PURPOSE for communication (compare/contrast, persuade, ask ?'s, cause/effect, sequencing, predicting, agree/disagree, greeting people, etc)

Phonemic Awareness

The ability to hear, identify, and manipulate the individual sounds (phonemes) in oral language.

Which of the following factors is likely to have the most significant impact on the degree to which an ELL is able to acquire native-like pronunciation in English?

The age at which the student begins learning English.

Word level analysis (WIDA)

The brick that increase specificity of language

Joshua Fishman's sociolinguistic research on the language use of Yiddish speakers contributed most to an understanding of:

The connections among language, nationality, and personal identity.

What is Sheltered Instruction?

The differentiated instruction you do to make sure everyone understands the content of the lesson

Research has shown that which of the following factors has the most significant impact on a student's vocabulary growth during the upper-elementary grades?

The frequency and amount of the student's independent reading.

"This remarkable species of lichen makes its home in the inhospitable terrain of the Atacama Desert." (remarkable/inhospitable) Knowing the usage of the suffix -able in the words remarkable and inhospitable would best help a student identify:

The grammatical function of the words.

An ESL teacher uses a writer's workshop approach in which small groups of English language learners regularly work together to brainstorm ideas for writing, conference about one another's writing, and prepare their writing for publication. Which of the following statements best describes the most important benefit of this approach for English language learners' writing development?

The interactive nature of writer's workshop supports student's progress through the various stages of the writing process.

An ESL teacher is selecting a formal listening comprehension assessment to use with early-intermediate-level English language learners. Each of the potential tests requires a student to listen to audiotaped aural input and respond to written comprehension questions. Which of the following features would be most important for the teacher to consider when selecting an assessment for this purpose for students at this level?

The linguistic difficulty of the test questions.

Oracy

The listening comprehension and oral production of language. Being able to speak and listen as well as read and write. Oracy lays groundwork for reading and writing. Strong Oracy skills= strong literacy level

Iceberg Theory(interdependence)

The majority of culture is below the surface SURFACE CULTURE- emotional load is relatively low DEEP CULTURE- unspoken rules- partially below sea level- emotional load is very high unconscious rules- completely below sea level- intense emotional load

An ELL overgenerates the regular past tense -ed to irregular verbs, such as holded or held. This student is most likely demonstrating:

The process of internalizing a grammatical rule.

Familiarity with the pragmatics of a language would best help a language learner understand which of the following aspects of the language?

The role of intentional silence in interpersonal interactions in the language.

An ELL has difficulty distinguishing between the sounds /b/ and /v/ in English words (e.g., bet/vet, boat/vote) because in the student's first language the sounds /b/ and /v/ are spoken interchangeably in words. Which of the following provides the most accurate explanation of this linguistic phenomenon?

The sounds /b/ and /v/ are distinct phonemes in English, while they are allophones of the same phoneme in the student's 1st language.

A first-grade teacher writes the following sentence on the board and asks students to copy it in their notebooks. Living things need food and water. One early-intermediate-level English language learner with limited literacy skills writes the following. L lvlngthln gSn eedfO Odan dWat er Based on this writing sample, which of the following conclusions would be most appropriate to draw about this student?

The student has not yet grasped the concept of how word boundaries are represented in print.

CHART: A fifth-grade intermediate-level English language learner is halfway through her second year of schooling in the United States. The student was in a sheltered/structured English immersion (SEI) class for her first year. Now she is in a general education class and is receiving an average grade in the class. Following is a score report summarizing the student's performance on the state standardized content-area assessment administered in English. Which of the following conclusions would be most appropriate for a teacher to draw about this student based on these assessment results?

The student is performing within the expected range for her level of English proficiency but has had limited exposure to the content being tested.

An ESL teacher administers an Informal Reading Inventory (IRI) to a sixth-grade intermediate-level English language learner. The student is able to answer comprehension questions related to a fifth- grade narrative passage with 95 percent accuracy but struggles to read and answer comprehension questions related to a fourth-grade expository passage. Which of the following is the best interpretation of these assessment results?

The student is processing normally in reading development but lacks experience and practice with the language of academic texts.

An ESL teacher asks an ELL, "Where is your pencil?" The student replies, "He is on my desk." Which of the following best explains this error in the student's use of the personal pronoun he to refer to an object?

The student speaks a 1st language in which inanimate objects are marked for gender.

False Cognates

The word in another language may have the same origin but will have a different meaning, spelling and pronunciation. Ex. exit- to go out, leave (English); exito- success (Spanish).

During a teacher read-aloud of a big book, a first-grade English language learner is able to correctly point to an illustration of a horse when he is asked the question, "Where is the horse?" However, in an oral retelling of the story after the read-aloud, he searches for but is unable to recall and produce the word horse. Which of the following provides the best explanation for the student's difficulty?

The word is in his aural receptive vocabulary but has not yet been incorporated into his oral expressive vocabulary.

Affective filter

Theoretical construct in second language acquisition that attempts to explain the emotional variables associated with the success or failure of acquiring a second language

Piaget's Theory

Theory: 4 stages of cognition

Chomsky's Theory

Theory: universal grammar (brains have lang. acquisition device that allows kids to dev. language)

Vygotsky's Theory

Theory: zone of proximal dev (once step above mastery/interaction to learn/no vacuum)

pragmatics of language

This refers to the social language skills we use in our daily interactions with others. They include what we say, how we say it, our body language and whether it is appropriate to the given situation.

Scaffolding assessments

To demonstrate content knowledge thru exhibits, drawings, graphic organizers, extra time, accept shortened response

What is the best way to teach English? Total Physical Response (TPR)

Total Physical Response (TPR), which is active, student involved, movement, dance

TPR

Total physical response. Best used in language acquisition stages 1-4.

What are the four common mistakes that occur in the developing acquisition stage?

Transfer (positive/negative), overgeneralization, circumlocution (wordiness), code switching (spanglish)

What is Negative Transfer?

Transfering from thoughts to words incorrectly in mind

What is positive Transfer?

Transfering from thoughts words correctly in mind

Lambert SEI Theory

Transitional Bilingual: initially instruction is 90% L1 then shifts towards English

Lambert

Transitional bilingual: initially instruction is 90% L1 then shifts towards English

Semantics

Two ways to say the same thing, the understood meaning of a word

Semantics

Two ways to say the same thing.

Informal

Typically not written. Can be observational or verbal

Phonemic awareness

Understanding that spoken words are made up of separate sound units that can be manipulated

Natural language acquisition

Understanding-> Speaking -> Reading -> Writing

Vocab tier 3

Unlikely to know, Content specific, glossary

Cultural capital

Unspoken things that give status in a culture such as money, education, profession

What are Pragmatics?

Unwritten rules of how we behave i.e. how close we stand to eachother

Pragmatics

Unwritten rules of language and culture

Plyler vs. Doe

Upset at perceived undocumented students and fined them. Determined no public school can charge for education.

A high school ESL teacher regularly conducts instructional conversations with transitioning-level English language learners in a sheltered/structured English immersion (SEI) class. During each instructional conversation, the teacher leads a small group of students in a guided discussion of a content-area topic. The practice of conducting instructional conversations in the SEI classroom supports the goals of SEI primarily because instructional conversations provide English language learners with opportunities to:

Use academic English interactively in meaningful ways.

Active vs passive voice

Use active with lower levels. Science and history texts don't use "I"

Reading objectives should...

Use analysis, be completed in groups, and include decoding vocabulary

Overgeneralization

Use one rule for everything

OR Strategy - 4) Language Objectives - What are the 4 language skills?

Use the 4 language skills (listening, speaking, reading, writing). 2x2 matrix - written/spoken vs. input/output. Listening (spoken input), Speaking (spoken output), reading (written input), writing (written output)

An ESL teacher observes the following dialogue between two English language learners. Student A: You gonna use the scissor? Student B: (smiling) OK. Student A: I need a cut this.I can use the scissor? Student B: (looking confused and shrugging) Student A: That! I can have that scissor! (angrily pointing to a pair of scissors sitting on the table) Student B: Oh. (handing the scissors to Student A) Based on this dialogue, Student B would benefit most from oral language instruction in:

Using conversational repair strategies.

Content-Based ESL Instructional Model

Using curriculum as foundation of language instruction; goal is still language

Comprehensible input

Using teaching techniques that ensure each student regardless of English proficiency will understand each part of the lesson. Students need to understand what is being asked or presented to them

An ESL teacher works with a multilevel class of ELLs. Which of the following instructional practices would likely best promote the oral language development of all students in the class?

Utilizing a range of question types from those that prompt a nonverbal response to those that prompt an elaborate verbal response.

OR Strategy - 4) Language Objectives - What are examples of Vocabulary/Discourse objectives?

Vocab: determine the meaning of unfamiliar words; utilize content-specific vocabulary to answer questions about the text. Discourse: orally summarize, orally retell, follow one/two/multi-step directions

Language objective types

Vocabulary & oracy, reading comp, writing discourse

Essay Part 2

Vocabulary Building Strategies - 2 strategies. For each strategy, tell ABOUT the strategy, and explain WHY it is effective

OR Strategy - 4) Language Objectives - What are the 3 types we need to write?

Vocabulary and Discourse Objective (oral), Reading Comprehension Objective, Written Discourse Objective - Look for language already embedded in the tasks of the lesson.

Word/Phrase Level

Vocabulary usage.

OR Lesson Plan - What are the parts of the lesson plan?

Vocabulary, Reading, Writing, Assessment

Word/phrase level

Vocabulary,, content-related words, expressions, multiple meanings, technical language, idioms, collocations

Example of Language Objective

Vocabulary: Students will orally summarize for a partner how a weather vane and anemometer measure weather using vocabulary from the text. Vocabulary: Students will be able to orally describe characteristics of solids, liquids, and gases to a partner. Reading: Students will be able to analyze short descriptions of triangles and their angles. Reading: Students will analyze information from paragraph 1 to answer questions about how weather vanes are used to forecast weather. Writing: Students will summarize in writing the steps in the water cycle using sequencing signal words. Writing: Students will compose a paragraph length weather forecast using helping verbs.

Language objectives need to include

WHAT AND HOW they will do it (in groups, orally, differentiated, with a partner)

EBDEB R

WIDA Levels of English language proficiency 1) Entering 2) Beginging 3) Developing 4) Expanding 5) Bridging 6) Reaching

Which of the following utterances would be most typical of an ELL who is in the early production stage of language acquisition?

Want crayon.

NCLB

We have to have language support. English only is not OK

What does it mean to have an Affective filter?

We need to protect a student by having a supportive classroom environment

Supportive strategies for migrants

Welcome families, create a list of resources

Which of the following English words is most commonly pronounced with the vowel sound /e(upside-down)/ (i.e., schwa)?

What

Sheltered Instruction

What a teacher does to ensure all students understand a concept; differentiation

Sheltered Instruction

What am I doing in my class to make sure that the student understands(lesson plan called SIOP(sheltered instruction observation protocol) i.e stopping the movie to check for understanding, drawing a diagram, using sentence frame

Content Objective

What are the goals for factual and conceptual knowledge in a lesson? Ex: processes, vocabulary words

Language Objective

What are the language goals embedded in the content? Ex: define and use key vocabulary or academic words, record main idea and detail, summarize in writing

Language Transfer

What occurs when the structures of L1 help in the acquisition of the structures of L2. Teachers should have knowledge of how the structure of L1 compares and contrast to L2 and prepare for misconceptions/ capitalize on overlaps.

Sheltered English Observation Protocol

What the teacher does to insure they don't leave any students behind.

Which of the following questions should be an ESL teacher's most important consideration when developing language objectives for a sheltered/structured English immersion (SEI) math lesson?

Which language structures and functions support the math content of the lesson?

Examples of Informal Assessments

White boards, thumbs up/thumbs down, observations, questioning, exit slip (all with standards checklist for a formative purpose)

Genre characteristics and text organization

Will help comprehension: narrative, expository or argument ?

SEI Vocab Development Strategies

Word guesses, semantic maps, interactive word walls, drama and chants; technology; teaching word parts/analysis, pre-teaching content vocabulary, teaching concepts versus labels, reinforcing vocabulary through meaningful exposure to and opportunities to use new vocabulary in context.

False cognates

Word in another language that may have the same origin but will have different meaning, spelling, and pronunciation. (ex. exit = to leave, exito (Spanish) = success)

Syntax

Word order

What does Syntax mean?

Word order

OR Lesson Plan - Vocab Strategy: What are strategies to teach word learning?

Word parts • context and inference • dictionary • cognate knowledge

Vocabulary instructional strategies

Word web, Graphic Organizers, Personal Dictionaries, vocabulary games

Vocab activities

Word web, concept definition map, 4 corners vocab sheet, word sort, vocab match up cards

2. Beginning/Emerging Description

Word: General Language Sentence: Phrases and short sentences Discourse: Errors impede meaning of multi-step commands

3. Developing Description

Word: General and some specific language Sentence: Expanded sentences oral or written Discourse: Errors impede communication more than meaning

1. Entering Description

Word: Pictures/graphics Sentence: Language chunks and one-step commands Discourse: Errors impede meaning

5. Bridging Description

Word: Specialized technical language Sentence: Varying sentence lengths and complexity in essays Discourse: Approaches English-proficient peers

6. Reaching Description

Word: Specialized technical language at grade level Sentence: Varying sentence lengths and complexity in oral or written Discourse: Comparable to English-proficient peers

4. Expanding Description

Word: Specific and technical language Sentence: Varying sentence lengths and complexity in related paragraphs Discourse: Minimal errors that do not impede meaning

What is Bad Syntax?

Words in wrong order- i.e. "I to the bathroom go."

Polysemous Words

Words that have more than one meaning

Polysemous Words

Words that have more than one meaning.

Cognates

Words that look similar and have the same origin in two languages (ex. abrasion and abrasion in French)

Cognates

Words that look similar and have the same origin in two languages. abrasion-abrasión

Tier One Vocabulary

Words you can acquire, requires no teaching

Middle school intermediate-level English language learners are working on an essay-writing assignment. Students have brainstormed ideas and written first drafts of their essays. An ESL teacher could most effectively guide the students through the writing process by having them participate in which of the following activities next?

Working in pairs to read one another's drafts and suggest revisions to improve the clarity and organization of the essays.

WIDA

World -Class Instructional Design and Assessment

WIDA

World Class Instruction Design and Assessment

WIDA

World-Class Instructional Design and Assessment

WIDA ELD Standards

World-Class Instructional Design and Assessment WIDA's Standards outline the progression of English language development and exemplify how to teach academic language within the context of content area

Writing strategy: language experience approach

Write down exactly what they say after reading, then read it back to them, have them read it back, decide changes, re read together

Essay Part 4

Writing Strategies - 2 strategies. For each strategy, tell ABOUT the strategy, and explain WHY it is effective

RAFT

Writing technique: Role, audience, format, and topic

Formal

Written assessment

Formal

Written assessment (score, rubric)

A student learning to read in English who has grasped the alphabetic principle recognizes that:

Written letters in English represent the component sounds in spoken words.

ACCESS for ELLs - Purpose

Yearly standardized test to measure ELL progress

What does Circumlocation mean?

You Do not have the right vocabulary yet, so you talk in circles very wordy, extra descriptive, don't quite have the right words

What does it mean to Transfer or translate?

You Think in 1st language, but then speak in 2nd

Plyler Vs. Doe

You cannot charge tuition for public education whether they are a citizen or not; educators job is not to look for proof of immigration status

What happens in the final Reaching stage of 2nd language acquisition?

You develop advanced fluency

Circumlocution

You don't know the word so you describe it

Common Collocation

a combination of words that are commonly used together; the simplest way of describing collocations is to say that they 'just sound right' to native English speakers. Collocations include noun phrases like ' stiff wind' and'weapons of mass destruction', phrasal verbs such as'to get together' and other stock phrases such as'the rich and famous' collections of collocations include "do...; take...; catch...; etc.

Sheltered Instruction Observation Protocol - SIOP

a lesson plan for sheltered instruction which includes: 1. Prepare 2. Build Background Knowledge 3. Comprehensible Input 4. Scaffolding of Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment

Cognitive Academic Language Learning Approach- CALLA

a method of direct or explicit instruction teacher activates prior knowledge, explains and models, prompts use of strategy, gives feedback, evaluates, aids in transfer of strategies students attend to the lesson, participate in lesson, apply strategies with guidance, use strategies on their own, evaluate themselves, transfer strategies to new experiences

Total Physical Response - TPR

a method of language instruction for students in pre-production stage the teacher gives commands to a student and models an associated action students respond to different commands with different actions and eventually say words on own the best way to teach language is to include active movement

Sheltered Instruction

a method of teaching that develops grade level content and academic skills in English Language Learners teacher uses clear, direct English, scaffolding strategies, connections to prior knowledge, collaboration with peers, content equal to peers, lessons delivered at their proficiency level

Natural Approach

a methodology for 2nd language learning which focuses on communication skills 4 stages 1) preproduction 2) early production 3) speech emergence 4) intermediate fluency

schema (schema building)

a network of prior knowledge a process in which new info is integrated into a network of prior knowledge so that students recognize connections to previously learned material and apply to new situations

affective filter hypothesis

a number of emotional factors contribute to the acquisition of a second language including self confidence, anxiety and motivation- establish a positive and welcoming environment

ACCESS for ELLs

a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs) given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English.

imperative sentence

a sentence that is a command, the subject is unwritten but is assumed to be "you"

declarative sentence

a sentence that makes a statement and ends with a period

theoretical orientation to ESL reading instruction

a set of assumptions and beliefs that prescribe goals and expectations for students, three approaches: the phonics approach, the skills or balanced approach, and the whole language approach

Sheltered Instruction

a teaching method that employs a wide variety of strategies for teachers to modify their instruction. Meaningful context embedded in content. There are 4 corner stones - Hands on Activity, Guarded Vocab, Visual Cues, and Cooperative Learning.

Strategy for Teaching Vocabulary - Word Web

a vocabulary graphic organizer that has the target word in the middle surrounded by several boxes for meanings/characteristics/synonyms of the word

Strategy for Teaching Vocabulary - Concept Definition Map

a vocabulary graphic organizer that includes: what is it? what isn't it? what are some examples?

Linguistic Performance

a way a language system is used to communicate

sight vocabulary

a word is in sight vocabulary when the student no longer has to break it down or sound it out one syllable at a time

Polysemous word

a word with multiple meanings

oracy

ability to express oneself fluently and with correct grammar

communicative competence

ability to understand appropriate behaviors and language for various situations

iceburg concept of culture

above sea level = surface culture - emotional load is relatively low below sea level = deep culture - unspoken rules have high emotional load - unconscious rules have intense emotional load

The main goal of SEI is to develop English language learners...

academic language proficiency in English to achieve grade-level academic learning standards

Krashen's acquisition learning hypothesis

acquiring a language by subconscious process as a result of exposure (as opposed to learning a 2nd language by conscious process through direct instruction)

Acquisition vs. Learning (Krashen)

acquisition - the passive, sub-conscious process of picking up a language learning - active process of taking focused lessons in grammar and vocab acquisition is preferable to learning

natural order hypothesis

acquisition of a second language will follow predictable patterns, certain grammatical structures will almost always be acquired before others, bilingual programs should follow a specific order of instruction, natural order over appropriate specific order

Pre - Reading Strategy

activate background knowledge, identify challenging vocabulary

supplementary materials/ accomodations

additional readings, first-language materials, audiovisual and multimedia devices scaffolding complex texts, breaking large passages into smaller chunks

bridging

advanced fluency

interpretations and use of assessment information

affects placement, focus on mechanics and content strategies, future lessons

psychological distance

affects the extent to which we think about an event, person, or idea as high or low level, and this will influence how concrete or abstract those thoughts are: High level construal is when people think abstractly. When thinking on this level, people are looking at the bigger picture; not focusing on details. At the high level, people focus on central features that capture the overall gist of the situation or object.[2] Low level construal is when people think more concretely and is associated with psychological proximity. When people are engaged in low-level construal, they are focusing on the present in great detail. At the low level, people focus on the peripheral, secondary features that are less essential to the overall gist of the situation or object

factors that affect L2 acquisition

age, motivation/attitude towards L2, learning style, environmental factors, personality, status of L1 and culture in L2

Instructional Models - Self-contained ESL

all content taught by ESL teacher with no interaction with native English speaking students may transition to regular classroom

SEI

all instruction in english, but ideally in a way that permits active participation. Native language can be used to clarify.

Ballot Question 2 (2002)

all public school kids be taught English in English language classrooms (law as chapter 71A of MA general laws)

Code Switching

alternating between two or more languages in conversations

reliability

am I grading it consistently?

validity

am I measuring what I intend to measure?

discourse

amount structure density organization and cohesion of written or spoken text

nativist model of language acquisition

an attempt to explain how people are able to understand and produce a seemingly infinite number of linguistic expressions -people are born with universal grammar wired into their brians -all a child needs to learn is the specific way in which his native language utilizes the rules of universal grammar -the specific parameters of each language are acquired in the first few years of life

modal verb

an auxiliary verb that expresses necessity or possibility (must, shall, will, should, would, can, could, may, might) make note during sentence level analysis

Scaffold

an educator's intentional act of building upon students' already acquired skills and knowledge to teach new skills

what does both the nativist and social interactionist interpretation of language acquisition not provide

an explanation for the ability to improvise language exhibited by even very young children

inflectional suffixes

an inflection that is added at the end of a root word

meaning-based textual analysis

analyzing the rhetorical structure of a text, deconstructing sentences, unpacking a text clause by clause to investigate language patterns used in the text

external factors influence learning

apply an understanding of physical, cognitive, and educational factors (e.g., age, prior schooling in the first language, first-language literacy level, metalinguistic/metacognitive awareness, continuity of schooling) that can influence English language learners' acquisition of English, including factors that affect the rate at which English language learners acquire fluent English proficiency.

Over-generalization (over-regulation)

applying grammar rules in the wrong way ex: "goed" for "went" "tooths" for "teeth"

Overgeneralization

applying rules to all instances without accounting for exceptions: Mens play soccer or womens play soccer

Language Experience Approach

approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

Logical connectors

are used to join or connect two ideas that have a particular relationship. These relationships can be: sequential (time), reason and purpose, adversative (opposition and/or unexpected result), condition

syntax

arrangement of words and phrases to create well-formed sentences

syntax

arrangements of words and phrases to create sentences

Identifying Exceptional Students (ELLs with disabilites)

ask questions that separate difference from disability ELL students should go through RTI process before being referred to Special Education; in-class interventions first ex: "Does the child experience learning difficulties in their native language?"

interrogative sentence

asks a question and ends with a question mark

interpretation of oral language results

assess student in both language and see if the problem is just in on language, look for educational history and family history, pysch exam in L1

Pre-Production strategies

assign a buddy, build vocabulary

Assimilate vs. Accomodate

assimilate - ideas are fit into a known word; ex: all fuzzy creatures are cats accommodate - mental containers are reshaped to fit a new concept; ex: some fuzzy creatures are not cats

culture of access and inclusion

attitudes, practices and strategies

language development stages

babbling, word, 2 words, multiple words/complex native - 2yo

Narrative

background knowledge & voice

BICS

basic interpersonal comm skills (social skills 1-2 years)

Basic Interpersonal Communication Skills

basic language ability required for face-to-face communication "playground English" often accompanied by gestures, cognitively undemanding, relies on context

MEPA

basic reading and writing skills

Tier 1 Vocabulary

basic vocabulary most students know in primary language can be connectors or compounds can be demonstrated e.g. bug, butterfly, stairs, water, mother

Stages of Spelling Development (4) - Transitional

beginning knowledge of spelling/grammar rules and applies them to writing

2nd critical period

behaviorism - 7-14

critical period 2nd language acquisition

behaviorism - birth to 7, best time to learn 2nd language

When is the Ideal time to learn a language?

birth to 7 years

Critical Period

birth to 7 years old - best time to learn a language from 7 - 14 - a strong window still exists after 14 - difficult to achieve native grammar and accent

Code - switching

blending languages switching back and forth between languages ex: Spanglish

knowledge of writing process for ELLs

brainstorming, outlining, drafting, revising and editing; teaching revision can be hard for students to rearrange and rephrase ideas

sociolinguistics

bubbler v. fountain

approaches for teaching writing instruction

building background, modeling text type, guided practice and independent writing

WIDA Level 6 - Reaching

can interpret technical language, can write reports supported by facts/specific info, can identify text structure

Sheltered Instruction Observation Protocol Model

checklist to determine instructional effectiveness of a lesson for ELLs - preparation - instruction - review/assessment

analytic phase of phonics knowledge

children begin to look closely at the components of words, they begin to notice that words that sound alike often have a similar appearance as well. this phase is also a good time to focus on rhyming words, this phase is the most intense period of phonic development

Piaget

children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world

Piaget Language Acquisition Theory

children think before they speak; speaking just reflects this thinking; language is a way for children to represent their world

Immigrants

chose to leave their culture of origin; usually more willing to acculturate to US society

What is the Entering stage of second language acquisition?

chunks of language and phrases are acquired

Explain

clarify the "why" or "how" of ideas, actions, phenomena

Vocab Tier 1

cloud, wind, people, tall

CALP

cognitive academic lang prof (content material 5-6 yrs)

basic interpersonal communication skills

comes before CALP, informal language used amongst our peers, non-academic

context-embedded language

communication that occurs in a context of shared understanding, where there are cues or signals that help reveal the meaning (gestures, expressions, etc)

context-reduced language

communication where there are few clues about the meaning of the communication (textbook reading, classroom lecture)

normative assessment

comparative, maybe nationwide, often expressed in percentile

semantics

component of language and speech, different ways to say the same thing, can vary by location

pragmatics

component of language and speech: social use of language (ELL students can struggle with this ... unwritten rules of language/communication)

morphology

component of language, meaning

phonology

component of language, sound

morphemes

component of speech, meaning

phonics

component of speech, sound

SL Impairments

components of language are categories for impairments: phonology, morphology, syntax, semantics, pragmatics

semantics

concerned with meaning

strategies for teaching reading for literate ELLs

connections between reading strategies, teach alphabetic and phonemic differences, use read alouds, partner reading and modeling, and explicit instruction of vocabulary

A ___________identifies what students should know and be able to do at the end of the lesson and leads to assessment. It is linked to engaging activities and to the learning outcomes.

content objective

Criterion

content of the material being assessed

Criterion-based assessment

content, ex., vocabulary - if you learned it, you got it

pragmatics

context for language (demanding v. asking)

Labov

created the term of ebonics, African American English has its own rules and should be respected

Labov Sociolinguistic Theory

created the term of ebonics, African American English has its own rules and should be respected

ELP 4 - writing strategy

creating a statement with examples and varying sentence structure

ELP 5 - writing strategy

creating a statement with varying sentence lengths and complexity

effective reading instruction

creating literacy-rich classroom environments, promoting students' metacognitive and metalinguistic awareness during literacy tasks, activating and building background knowledge, encouraging close reading, using multicultural and high-interest reading materials, using computers and multimedia activities to encourage reading

draw on strengths of native cultures

cultural assumptions, beliefs, and values; communication patterns; socioeconomic differences; cultural views on literacy impact how a student learns belief that families and communities can and do support students' learning and achievement.

MALP-Mutually Adaptive Learning Paradigm

culturally responsive instructional model for struggling language learners.

Examples of Argument

debates, oral presentations defending points of view, creating persuasive texts, editorials, critiques, opinion pieces and SCIENTIFIC ARGUMENTS

zone of proximal development

describes the difference between what a person knows and what a person could know if given a bit of assistance from someone else (giving aid includes scaffolding, modeling, providing cues, and encouraging the person)

Modes of Discourse - Descriptive

describing an object or experience using sensory details, vivid language, and emotion

Purpose of W-APT (WIDA ACCESS Placement Test)

determine ELL eligibility - any student who speaks another language as indicated on the home language survey is screened

cognitive model of language acquisition

developed by Piaget, individuals develop linguistic skills in order to control their environment -sensorimotor intelligence (zero to two years of age) when the child learns to physically handle the objects of the external world -preoperational thought (two to seven) the child improves physically and begins to think conceptually -concrete operations (seven to eleven) the child develops logical thinking skills -formal operations (eleven to fifteen) the child begins to think abstractly and can develop mental hypothesis --children uses a known word to describe an object or concept until he is corrected, then the child learns to correct his own errors then the child uses the right word to describe the object

Instructional Models - Bilingual Models

developing literacy in two languages simultaneously

Bronefenbrenner ecological model

development in terms of four nested models microsystem- childs immediate environment mesosystem- interactions between components of microsystem exosystem- more general elements of the child's environment macrosystem- overarching environmenta influences like cutural beliefs

Strategy for Vocabulary - Content Word Wall

display words alphabetically and revisit them during future lessons, include a picture with the word

phonemes

distinct units of sound that distinguish one word from another (p, b, t, d in pad, pat, bad, bat)

Gersten

early exit bilingual; some initial instruction in L1, primarily for reading but also for clarification, instructions in L1 are phased out rapidly

beginning/emerging

early production

Stages of Acculturation - Stage 4 Integration

emotional equilibrium is restored they value both old and new cultures show humor and trust

affective factors influence rate of language aquisition

emotional factors which influence learning. They can have a negative or positive effect. Negative affective factors are called affective filters and are an important idea in theories about second language acquisition. Ex: motivation, inhibition, personality, social distance,

Affective Filter (Krashen)

emotions affect learning anxiety, low self-confidence, and stress can prevent inputs from reaching the brain teachers should create a positive environment that allows students freedom to mess-up and make mistakes

social interactionist interpretation of language acquisition

emphasizes the relationship of the newborn with their caregivers, the child will learn to speak in the manner and syntax of those people who speak to him, the child will begin to establish goals in the world and will need to devise strategies for achieving them

Purpose of Title III of NCLB

ensures the LEP attain proficiency and meet state standards in content-area classes

EEOA

equal education opportunity act - result of lau and nichols - requires equal access for ELLs

Tier 2 Vocabulary

essential to comprehension words that have importance and utility polysemous words (multiple meanings)-trunk or ring idioms process provide specificity cognates e.g. ordinary, always, boarded up

Dual-Iceberg or Interdependence Hypothesis (Cummins)

every language contains surface features however, underlying those surface features are proficiencies that are common across languages, called Common Underlying Proficiencies (CUP) literacy, content learning, abstract thinking and problem-solving are examples of CUPs

Intermediate Fluency

excellent comprehension, makes few grammatical errors

psychological distance

expectation vs. reality

Modes of Discourse - Exposition

explaining the characteristics of a topic, "telling" ex: 5 paragraph essay with thesis statement

comprehension strategy instruction

explicit teaching of techniques that are effective for comprehending text - direct instruction - modeling - guided practice - application

Scaffolding Reading - Activate Schema

explicitly link concepts in the text to students background or to previously learned concepts

adaptation of reading instruction

explicitly teach vocabulary, grouped reading, multiple assessments, culturally relavant instruction, age-appropriate instruction, teach phonemic awarness and phonics

family engagement

families are cultural and heritage-language resources for supporting student learning and development both at home and at school establish and maintain strong school-home-community partnerships and communicating in a linguistically and culturally relevant manner with families (e.g., translation of written communications, effective use of interpreters).

Transnational families

families connected to two countries 1. economic reasons - migrants 2. political reasons - refugees 3. educational reasons - move to give kids better education

Ethnic Minorities

families who maintain their cultural heritage while surrounded by the dominant culture

Title III of No Child Left Behind

federal grant funding high quality lang. instruction to ELLs and immigrants

Title III No Child Left Behind Act (NCLB) 2001/2002

federal grant program to support ELL instruction

bridging

fifth stage of 2nd language acquisition, after developing. Intermediate, can begin to introduce academic language

exposition

first level of discourse (writing): tell (facts)

preproduction

first stage of second language acquisition, used to communicate needs, wants; pointing, gesturing, signaling. effective strategy: buddy system, vocab building

language acquisition stages

first understanding, highest writing

Prosody

fluency timing, phrasing, emphasis, and intonation in oral reading

oral language and fluency

fluent readers do not have to slow down in order to concentrate on decoding the individual words in a text, they can focus their attention on the text's meaning. In this way, fluency acts as a bridge between word recognition and comprehension, and this relationship is reciprocal. As students practice reading English text accurately, automatically, and prosodically, they are gaining valuable information about the sounds and cadences of spoken English, and they are also developing vocabulary skills that can contribute to oral language fluency, as well as reading and listening comprehension.

communicative language approach

focus on students communicating naturally in second language; conversation instead of grammar; teaching strategies: role play, games, interviews, negotiation

Vocab Tier 3

forecast, anemometer, wind vane, propeller, gauge, meterologists

Which type of assessment is written (i.e. rubric)?

formal

total fluency

formal discourse AND social language skills

language registers

formal, informal, or neutral levels of speaking or writing

What are the 3 language registers?

formal- i.e. cover letter (can be spoken or written informal- i.e. text to friend (can be spoken or written) neutral- without emotion i.e. recipe, instructions (must be written)

argumentative

fourth level of discourse (writing): convince

Integration

fourth stage of language acculturation, approaching belonging. To promote this stage, use rich and varied materials, guest speakers, anything to incorporate diverse perspectives

developing

fourth stage of second language acquisition; beginning fluency. mistakes made but comprehension. transfer, overgeneralization, circumlocution and code-switching

Reading Hypothesis (Krashen)

free, voluntary reading increases literacy and vocabulary and decreases the affective filter

advantages of reading assesment

frequent leveling to scaffold students to higher levels

effective strategies for oral skills

frequent testing and surveys, speaking and vocabulary games for practice, flashcards, commands, visuals

Equal Education Opportunity Act (EEOA):

gave ELL students right to file civil suits if denied equal education opportunities

Speech Emergence

good comprehension, simple sentences, grammatical and pronunciation mistakes

adaptation of content material for ELLs

graphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks

student discussion of subject matter content

group discussion, hands-on, engaging, partners, independently, students can apply content and language objectives, 4 corners, send a problem, jigsaw

Unbound

has meaning without help

refugees

have been forced to leave their home culture for political or economic reasons and have been granted asylum in the US. Acculturatoin may take longer due to trauma or unwillingness to leave the culture of origin. May be difficulty in adapting. Children may face combination of issues due to the trauma of forced migration thus causing a delay in adapting to US schooling

Immigrants

have chosen to leave their culture of origin and are usually willing to acculurate to US society and have a positive frame of reference for approaching the challenges leading to successful cultural adaptation. Typically adapt well to schooling.

ELP 5 - Vocab Strategy

have students try to come up with their own example of how the term can be used in a sentence

polysemous

having multiple meanings

Cognitive Academic Language Proficiency - CALP

having the academic language and vocabulary to function in a classroom takes 5 - 7 years to acquire

Basic Interpersonal Communication Skills - BICS

having the language needed to converse with people in social situations takes 6 months to 1 year after arriving in a new country

classroom practices

help ELLs understand and successfully navigate the differences between the home and school cultures draw on ELLs cultural and linguistic resources to inform instruction.

Vocabulary Tier 2

high frequency words used by mature language users across content areas; include multiple meaning words, idioms, transition words, and collocations

Vocab Tier 2

high frequency, somewhat academic words. Native speakers know them, ESL usually don't. Ex: create, data, define. crayon analogy: box of 24, sand

cognitive academic language proficiency

higher than BICS, language used in classroom

ELP 1 - Reading Strategy

highlight key words in the text

Scaffolding Reading - Highlighting

highlight transitional words and phrases to show how ideas are connected

affective social distance

how much or little sympathy the members of a group feel for another group. Emory Bogardus ''[i]n social distance studies the center of attention is on the feeling reactions of persons toward other persons and toward groups of people.''

Cohesion (discourse feature)

how sentences connect structurally (ellipsis, conjunctions, etc.)

coherence (discourse feature)

how topic is organized as a whole

Steve Linker view on language acquisition

human beings are born with an innate capacity for language -this capacity is a result of evolution

pre-phonetic stage

incomplete understanding of the relationship between sounds and letters, children will not understand that every sound in a word must be represented by at lease one letter so children will often leave out syllables in their attempt at spelling

relationship between academic success in the primary language and English

increase in cognitive academic language proficiency in the primary language allows the students to acquire similar skills in English by increasing the range of comprehensible input.

behaviorist model of language aquisition

individuals learn as a direct response to stimuli, certain words or patterns of language produce certain activities, over time the individual develops a mental response to those stimuli

Inductive v. deductive

inductive: inquiry or discovery based, deductive: teacher based

neutral register

informational, any audience

interaction / input

instruction should be higher than level (ZPD), but independent text should be at or below to increase reading fluency

cognitive

instructional approaches that require active use of mind

expanding

intermediate fluency

informal methods to assess oral language

interviews, oral reports, summaries, descriptions, presentations, dialogue journals

social distance

intimacy (or lack thereof) between peer groups; perceived as different from peers OR perception of that perception

ACCESS for ELLs

is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners

Academic language

is the language necessary for success in school. It is related to a standards-based curriculum, including the content areas of math, science, social studies, and English language arts.

Test reliability

is the test graded fairly?; if a student took the test again will they score the same?

Oral Language

is what we say (mouth or speaking)

Difficult to trace pronouns

it, its, they

Migrants

itinerant workers who move from place to place seeking work oppurtunities. Leads children of school age to experience gaps in language and content instruction

Migrants

itinerant workers; transient & mobile lifestyle often leads children to have gaps in language & instruction

Dialogue Journal

journal kept by two people, usually student and adult

ESL Pull-Out Instructional Model

just language skills, not other content

MODEL(Measure of Dev. Eng. Lang)

k-12 English proficiency assessment

vocabulary

key for unlocking meaning in content lessons, important for academic achievement, and access to knowledge and academic language development.

Effective ELL Support Should include

knowing cultural profiles and understanding how background experiences impact academic potential

Stages of Spelling Development (5) - Correct/Competent

knows rules of the orthographic system including irregulars, suffixes, prefixes, silent consonants and applies them to writing

Examples of Recounting

lab reports, informational reports, research papers, biographies, historical accounts, personal narratives

ELP 1 - writing strategy

labeling images

Aural Language

language as we hear it (hearing or ear)

Theory of Natural Language Acquisition - Cognitive Theory (Piaget)

language can't be learned until it is understood; language is learned through critical thinking children learn a concept and then map language onto it; ex: fuzzy creature that purrs is mapped as "cat"

Language objective

language function + content objective = language objective

ESL Push-In Instructional Model

language instruction/support within the content classroom

Natural Order Hypothesis

language is acquired in a natural order ie - positive statements before negative ones, vowels before consonants

Natural Order Hypothesis (Krashen)

language is acquired in a predictable order that cannot be influenced by direct instruction if a learner is not ready

problems with behaviorist language aquistion

language is an improvisation act so is therefore difficult to see as a response to stimuli in many cases, also does not take into account the complexity of language, difficult to have responses reinforced because linguistic responses do not always have clear rewards and punishments

Input Hypothesis (Krashen)

language is learned only when given comprehensible input the input should be one level above their current language ability, "i + 1"

Theory of Natural Language Acquisition - Innateness (Chomsky)

language is learned through biological influences (nature) language is learned through an inborn Language Acquisition Device humans have a "hard-wired" background in grammar called Universal Grammar

Theory of Natural Language Acquisition - Behaviorism (Skinner)

language is learned through rewards (nurture) language is learned by association (sounds are connected to objects, actions, and events) language is learned through imitation (copying) and reinforcement (praise or punishment) by parents

Bernstein

language is part of class and people use certain codes when speaking

Bernstein Sociolinguistic Theory

language is part of class and people use certain codes when speaking

Input Hypothesis

language learners need input that is just beyond their current level for continued acquisition

A _____________ is a process-oriented statement (action verbs) of how students will use English with the content. May Include- listening, speaking, reading, writing

language objective

basic interpersonal communication skills

language skills required in social situations

Lau v. Nichols Lau Remedies

lawsuit filed by Chinese parents in SF in 1974 identical education does not constitute equal education school districts must take 'affirmative steps' to overcome educational barriers faced by ELLs

supportive strategies for refugees

learn about students integrate culture and country into classroom routines increase exposure to language pair with trained buddies

Dictaglo

learning activity in which students listen to a passage two times 1st time: just listen 2nd time: write down as much as they can Reconstruction with a partner

Vygotsky sociocultural theory

learning begins as a result of interpersonal communication and is the internalized as intrapersonal

monitor hypothesis

learning the rules of grammar encourages the individual to refine and polish his speech, most language learners will learn the basic rules of grammar over time whether they are explicitly learned

Discourse Level Analysis - What to Discuss

length of text cohesion of text; ex: transition words that show text structure(s) density of text embedded vocabulary variety of sentence types parts that require background knowledge parts that require inference Modes of Discourse - Expository, Descriptive, Narrative, Argumentative

Reason for writing Language objectives

lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson.

Double Entry Journal

let side is teacher prepared, asking student to do something based on WIDA Level -draw an illustration -answer a question

alphabetic principles

letters making a word have corresponding sounds, letters and sounds can be placed together to build words

ELP 2 - writing strategy

listing ideas with graphic organizers

factors that affect L2 reading development

literacy and literate background in L1, learning disability, academic experience, cultural background knowledge

What are Problematic English sounds for ELL's?

long e, /v/, /ch/ To correct- model it through correct use of it during normal conversation

Sentence Analysis

look for verbs, pronouns, word order, sentence structure, syntax. discuss spelling, punctuation, capitilization, grammar discuss whether formal, informal, persuasive, descriptive, informative, etc.

Tier 3 Vocabulary

low frequency words content specific words words students are unlikely to know in their first language e.g. meteorology, peninsula, isotope

Vocabulary Tier 3

low frequency words that are content specific; technical terms; ex: meteorologist, anemometer, gauge, propeller

comprehensible input

make content comprehensible while building language

What does morph stand for?

meaning

semantics

meaning of words and setnences

morpheme

meaningful unit of language that cannot be further divided (in, come, ing forming incoming)

cognitive processes needed to internalize language rules and vocabulary in L2

memorization; categorization and generalization (categorize and generalize vocabulary); metacognition

purpose of teacher using think alouds during differentiated reading instruction

modeling the use of various reading strategies for students

differentiate assessments for English language learners

modifying formative assessments by reducing the linguistic load while maintaining high content and knowledge expectations), including acceptable assessment accommodations (e.g., bilingual dictionaries, linguistic modifications)

primary purpose of WIDA assessing comprehension and communication in English is to

monitor ELL progress in attaining English proficiency

WIDA Level 4 - Expanding

multiple related sentences connected with transition words, multiple paragraphs Vocabulary: Word Wheel or Concept definition map to deepen understanding of content vocab Reading: Jigsaw or Buddy Read with guiding questions Writing: paragraph/report with graphic organizer and signal word reference sheet

natural approach

natural genuine learning situations where they use both conscious understanding of a language and subconscious (take cues from visual and commands)

Advance Fluency

near native level of speech

conventional stage of spelling

near perfect spelling and massive sight vocabulary, they will spell irregularly written but common words correctly almost all of the time, they will often detect a spelling error even before precisely locating it in the sentence, students are ready to learn content-specific words

Stages of Language Acquisition in L1

needs interaction (nativisit vs. nurture)

Expository

non-fiction text meant to inform, analyze, explain or give additional detail about a topic

Cultural Capital

non-financial social assets that give one status or mobility ex: education, intellect, dress, style of speech, age, physical appearance

cultural/ social capital

non-financial social assets that promote social mobility beyond economic means. Examples can include education, intellect, style of speech, dress, or physical appearance.

transitional stage of speling

once a student has developed a small sight vocabulary and a solid understanding of the correspondence between english letters and sounds, it should be easy to understand a written message composed by the student, students may be capable of writing short sentences with no spelling mistakes at all

MELA- O

oral assessment (not required in MA)

Basic Inventory of Natural Language (BINL)

oral language test for tracking language development and progress; tests oral language proficiency

phonology

organization of sounds in language

US Department of Education's Office of Civil Rights (OCR)

oversees whether school districts ensure equal educational opportunities for ELLs. Districts must identify students, develop a program, develop evaluation standards, assess program

ELP 5 - reading strategy

paraphrasing with own words how a weather vane and anemometer measure weather

Family Educational Records Privacy Act

parents and students over 18 can view their educational records

code-switching

part of all stages of language acquisition - switch back & forth between 1st & 2nd language within the same conversation

overgeneralization

part of developing stage - extending grammar rules to everything, ex., adding "ed" to all verbs to express past tense

transfer

part of developing stage - thinking in primary language, translate in head. positive or negative

circumlocution

part of developing stage - use what you have if you don't have necessary vocabulary. ex. ironing board anecdote

learning

part of interaction/input, refers to active/intentional acquisition

monitor

part of interaction/input, refers to mental editing of ELL during writing or conversation

acquisition

part of interaction/input, refers to passive learning, absorbing language heard in environment

Examples of Discussion

participating in academic conversations on various topics, small or large group activities & projects

ELP 2 - reading strategy

partner reading sentence by sentence - summarize after every couple of sentences

Monitor Hypothesis

people use their knowledge of the rules of language to check what they say or write easier to do when revising written work because more time

Annual Measurable Achievement Objective

per NCLB, each state to determine these they indicate how much English language proficiency children served with title III funds are expected to gain each year

Authentic assessment

performance-based - not "do you know what you should do?" but "let me see you do it"

Modes of Discourse - Narrative

personal storytelling written using the pronoun "I"

Phonology

phono = sound phonemes are the basic unit of sound in a language

behaviorism

positive reinforcement

integration of content and language objectives

practice strategies for marking up the text, review objective several times in class

entering

pre-production

reading strategies

predicting skimming scanning visualizing questioning monitoring for understanding summarizing identifying important info using visual/graphic features

think aloud reading stategies

predicting, skimming, scanning, visualizing, questioning, monitoring for understanding, summarizing, identifying important information, using visual/graphic features

foundational reading skills

print concepts, phonological awareness, phonics and word recognition, fluency

Examples of Formal Assessments

program made test/quiz, teacher made test/quiz, district-wide common benchmark assessment

civil rights act

prohibits discrimination based on race, nationality, birthplace

Equal Educational Opportunity Act (EEOA)

prohibits discrimination including racial segregation - gave ELLs the right to file if denied equal education opport's

Strategies for Scaffolding Writing - Graphic Organizers

provide a visual aid that reflects the structure of the text for note-taking purposes

4 prong approach

provide rich and varied language experiences ("wide reading", read alouds, partner reading" teach individual words (7 steps) teach word learning strategies (dictionary, morphemic analysis, contextual analysis, cognates) fostering word consciousness (where have you heard kinetic before?)

Formative Assessment

provides feedback during instruction to assess student progress and instructor effectiveness

fluency

rapid word & word group recognition students spend less time decoding and more time on meaning teachers should provide a variety of readings to better determine student fluency

effective vocabulary instruction

recognizing the three tiers of vocabulary, selecting words for vocabulary instruction that may pose special challenges for English language learners [e.g., idiomatic expressions, cognates and false cognates], teaching word parts/analysis, preteaching content vocabulary, teaching concepts versus labels, reinforcing vocabulary through meaningful exposure to and opportunities to use new vocabulary in context). word guesses, semantic maps, interactive word walls, drama and chants), including using technology to build vocabulary. explicit instruction in academic vocabulary, clear explanations of academic language structures and vocabulary, sentence frames

fossilization

relatively permanent incorporation of incorrect linguistic forms into a person's second language competence. Could be the result of too many green lights when there should have been correction.

relationship and transfer of 1st language reading skills

rely on students'phonemic awareness in 1st language and make explicit the differences, effect on pronunciation and decoding strategies, mostly positive and helpful

Krashen 2nd Language Acquisition Theory

requires natural interactions (not grammar drills), students will pick up grammar rules naturally by being immersed in L2; need to interact with language w/o worrying about being corrected

Krashen

requires natural interactions, students will pick up grammar rules naturally by being immersed in L2 , need to interact with language w/o worrying about being corrected

Sojourners

residency in the US is temporary. Embrace US culture while maintaining their culture. Children have experienced continuous grade level schooling in their culture of origin and are generally comfortable with academic culture

Verbs for Language Objectives

retell, orally describe, summarize in writing, paraphrase, define and use, record the main idea, read for details, preview a text

ELP 3 - writing strategy

retelling how they may have experienced weather

Problematic English Sounds for ELLs

rolling "r's," "v," "w," "ch," "sh," long "e," pronunciation mistakes should be corrected through normal conversation without singling out the student do not damage the affective filter

pragmatics

rules of social language Ex: "Better not take those, or you'll get even bigger." You're embarrassed that your child could speak so rudely. However, you should consider that your child may not know how to use language appropriately in social situations and did not mean harm by the comment. Includes, pleasantries, changing language based on the needs of the listener, following patterns i.e. storytelling etc.

1974 Lau vs. Nichols

same OPPORTUNITY to receive an education (ELLs must be able to understand the language of instruction). Paved the way for EEOA

Sheltered English Instructional Model

same as SIOP

Chompsky

says that children are born with a knowledge of the principles of the grammatical structure of all languages, and this inborn knowledge explains the success and speed with which they learn language

U.S. Dept. of Educ. Office of Civil Rights (OCR)

school districts must abide by terms to ensure ELLs are given equal educational rights

Vocab Tier 2

scientists, predict, data, tools, measure (multiple meaning), instruments, weather, speed, direction, rotations, clue, change, north, structure, dates back, needless to say, spin, factor, type, from which

description

second level of discourse (writing): show

Culture Shock

second stage of language acculturation, associated with psychological distance

entering

second stage of second language acquisition, chunk - phrase or word

exclamatory sentence

shows strong feeling and ends with an exclamation mark

Vocab Tier 1

sight words: often not explicitly taught; very high frequency. crayon analogy: box of 8, brown

Stages of Language Acquisition in L2

silence, nonverbal, understands more than can produce; early speech production to speech emergence to intermediate fluency

Reading Roles

silent reading - close reading, analysis oral reading - fluency, prosody, confidence choral reading - fluency, prosody, vocabulary partner reading - fluency, prosody, vocabulary, close reading, analysis

second language acquisition

six stages: preproduction, entering, emerging, developing, bridging and reaching

reaching

sixth stage of 2nd language acquisition, after bridging, Like a native speaker

morpheme

smallest meaningful unit in language (root, prefix, suffix)

morphemes

smallest unit of language that carries meaning (prefixes)

morpheme

smallest unit of meaning in language (e.g: act, cat, pre)

phoneme

smallest unit of sound in language (sss in snake)

phoneme

smallest unit of speech that can be used to make one word different from another word

Morphology

smallest units of meaning in a language unbound morphemes - root words; stand alone words bound morphemes - prefixes and suffixes; must be attached to a root to have meaning

sociocultural, political, and ideological factors influence rate of lang. acquisiiton

social distance, psychological distance, social and cultural capital, cultural identity

Verbs for Content Objectives

solve, identify, distinguish between

An English language learner who is literate in a language that follows highly consistent letter-sound correspondence patterns is likely to have the most difficulty decoding which of the following English words?

someone.

What does phon stand for?

sound

phonics

sound symbol correspondence

problematic English sounds for ELL

sounds that are not found in native language; ex. "Why does the student say 'share' instead of 'chair'?"

phonomes

sounds that make up a language "sss"

Transfer

speakers and writers apply knowledge of 1st language to their 2nd language positive transfer - 1st language helps you speak in 2nd language; ex: French and Spanish have positive transfer negative transfer - 1st language hinders 2nd language learning; ex: I went to the house white.

productive/expressive skills

speaking and writing skills (developed after receptive skills)

WIDA 5-Bridging

specialized or technical language of the content areas a variety of sentence lengths of varying linguistic complexity in extended oral or written language--includes tories, essays or reports oral or written language approaching comparability to English- proficeint peers when presented w/ grade level material

WIDA 6-Reaching

specialized or technical language reflective of the content areas at grade level Oral or written communication in English comparable to English-proficient peers a variety of sentence lengths of varying linguistic complexity extended oral or written discourse as required by the specific grade level. can give opinions in English

Cognitive Academic Language Learning Approach

specially scaffolded lessons with 5 phases 1) preparation 2) presentation 3) practice 4) evaluation 5) expansion

register

specific language for specific content, a style ie teachers talk about IEP's non teachers may not understand

ELP 4 - Vocab Strategy

specific put words on cards with definitions in own words on the back and test other students

Individuals with Disabilities Educations Act (IDEA); federal law

specifically addresses students who speak languages other than English. The "determination of eligibility" section of the law stipulates that "a child may not be determined to be eligible under this part if the determinant factor for that eligibility determination is "limited English proficiency". The unique linguistic features that many ELL students exhibit are not considered a disability under IDEA

developing

speech emergence

Plyler vs. Doe (1982)

states cannot deny funding to municipalities to educate illegal immigrants municipalities cannot charge tuition to illegal immigrants to make up for lack of funding from the state educators do not have to collect/provide information about students legal status to immigration authorities

Scaffolding Lessons - Think-Alouds

stating your thinking out loud to model a use of a strategy

cultural capital

status of individual based on education and family background (not economic)

Cultural capital

status- what you bring to the table- because of educational status,name

phonetic stage in spelling

steady progress rather than sudden enlightenment, students will begin to use the appropriate letters for the sound of a word and over time students will attempt to represent all of the sounds in a word, students understand how to write all of the letters though occasionally they will write letters upside down or backwards, will always misspell words with silent vowels or unusual consonant patterns

Surface Culture

stereotypical culture the easily identifiable norms of a country ex: music, holidays, dress, celebrations, food/drink, history

Surface Culture

stereotypical, what other/public see as culture

What is the Surface Culture?

stereotypical; what people think

Cognitive Academic Language Learning Approach

strategy to use once student is at BRIDGING level of 2nd language acquisition. Student understands academic language. four parts: introduce, guided practice, independent practice, assessment

language transfer

student applies knowledge of L1 to L2

Social distance

student feels isolated in the classroom, not part of the social network

Stages of Acculturation - Stage 1 Initial Enthusiasm

student is optimistic about the future there is excitement, eagerness, and idealism some anxiety

Criterion-Referenced Test

student performance is measured against a standard or goal ex: PAARC

Normative Test

students are measured against a national average in order to rank them ex: SAT

Describe the CALP in second language learning

students are not considered to have achieved total language proficiency until they can listen, speak, read and write because language acquisition is not just learning new vocabulary but also comparing, synthesizing, summarizing and inferring

Stages of Acculturation - Stage 2 Culture Shock

students experience confusion and misunderstanding they feel isolated and depressed observe but do not participate in culture withdrawn and sometimes agressive

Stages of Acculturation - Stage 3 Recovery

students have a more constructive attitude they try new behaviors they understand more language and culture

orthographic phase of phonics knowledge

students have acquired almost all of the tools required to sound out familiar and unfamiliar words, they know the sounds of letters and read most common words automatically, sight vocabulary emerges from frequent and prolonged exposure to simple texts, once students have a sufficient sight vocabulary they can begin to understand unfamiliar words from context and thus move on to more sophisticated texts, most experts believe that students can truly begin to obtain knowledge and pleasure from reading when they are in this stage

Strategies to Support Listening & Speaking - Repeated Practice

students need multiple opportunities to comprehend and express their ideas

Rossel and Baker

students of different L1s together; teachers use English and aida to focus on content rather than language

Pre-Production Stage of Second Language Development

students point, gesture, and signal may go through a silent period where they are unable or unwilling to speak may have 500 receptive words teaching should focus on listening skills, building vocabulary and use of TPR this is an exhausting time for ELLs assign a buddy

Authentic Assessment

students solve/perform a real world problem or task and are measured against a rubric

Supportive strategies for SIFE

supportive environment (bilingual staff, friends) access to resources, adaptive materials intensive literacy/language instruction teaching learning strategies for future use activate prior knowledge hands on learning multiple opportunities for demonstrate understanding collaborative groups high but realistic expectations reading strategies

dual iceberg

surface features of language are different but things like academic reading are deeper skills that are across diff languages

syntax

system by which sounds and words are organized

Written discourse

take ideas and put in own writing how we arrange sentences to create more comprehension embedded definitions, transitional words

Ethnic minorities

take pride in maintaining their culture and linguistic integrity. May hold resistant attitudes as acculturating would result in loss of their heritage. Children may reject the values of success and achievement.

Summative Assessment

takes place after learning has been completed ex: rubrics, exams, CBAs

Circumlocution

talking in circles using lots of words to describe something because you do not have the precise vocabulary

strategies for teaching reading for non-literate ELLs

teach sight words, language orally, introduce written words, provide clues to remind, teach direction of reading,

informal writing assessments

teacher feedback, formative assessments (analytical-micro analysis and holistic analysis)

Strategies to Scaffold Listening & Speaking - Choral Speaking

teacher models appropriate language orally, students repeat back in unison; provides oral rehearsal

Strategies for Scaffolding Writing - Word Banks

teacher provides vocabulary words in a box before an assessment, lightens the load of recalling multiple vocabulary words if the main goal is to know how to use them in context

Strategies for Scaffolding Writing - Teacher Modeling

teacher shows instead of tells, teacher writes an exemplary model with class so they can see what their end product should look/sound like.

Think alouds

teacher talks aloud her through process as she does something: taking notes, finding main idea, making connections...

ELL friendly classroom environment

teachers should create a visually supportive and text-rich environment, promoting meaningful communication, reducing the environmental affective filter[safe learning space], discerning when to emphasize fluency and communication and when to emphasize explicit error correction

Modes of Discourse - Argumentative

telling the characteristics of an issue for the purpose of persuading or establishing an opinion

What are the 6 Instructional models?

tend to overlap 1. English only (cannot do only this) 2. multi-level- class has various level of ability being taught at once (sheltered approach=differentiated) 3. Bilingual Model- learning both languages; teaching is to improve both languages 4. ESL Pull out- Students pulled for instruction on speaking a language 5. Content Based ESL- Lesson is based upon language needed to learn curriculum i.e. vocab. for water cycle unit 6. Self-Contained ESL- Learning English and content (not working well because best model is English language exposure) Only benefit is that it is a good filter for unnecessary information

Limited English Proficient

term used to identify students who have insufficient English to succeed in English only classrooms

Woodcock Munoz Language Survey

tests CALP in Spanish and English; provide information on student's cognitive and academic language proficiency; individually administered; in both English and Spanish; test for ESL to determine bilingual eligibility; can also be used to identify LDs

BIlingual Syntax Measure II

tests oral skills for grade 3-12; can be used for placement and language development for IEPs

Language Assessment Battery

tests speaking, reading listening and writing, used to place ESL students

meta-linguistics (subset of meta-cognition)

the ability to consciously reflect on the nature of language, by using the following skills: an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning) an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name) an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).

Communicative Language Proficiency

the ability to converse with a native speaker in the target language in a real-life situation

Oracy

the ability to express oneself and understand spoken language

Phonemic awareness

the ability to notice, think about, and work with the individual sounds in words

cognitive academic language proficiency

the ability to participate in formal and grammatically correct discourse, students are able to listen, speak, read and write about content material at their grade level

Receptive Language

the ability to understand information (words and language) Routines, visual information, sounds, size, shape, color, time, grammar, written information

discourse

the act of learning through listening and speaking in a manner that a) builds off of what another person is saying b) drives towards an ultimate goal

phonology

the branch of linguistics that deals with systems of sounds

register variation

the change in language based on where the communication is happening, how the communication is taking place, who is talking to whom, and about what topic: Who , What, Where and How

logographic phase of phonics

the child will be able to identify familiar words by sight, they see words as shapes, many pre-literate children can recognize their own names and the names of their friends, passive instruction (labeling window, plants, doors) being around labeled objects will encourage children to make the connection between printed words and names of things

Fishman

the connections among language, nationality, and personal identity; language will live as long as it is socially used, involved with language revival

Psychological Distance

the difference between what you expect and the reality of a situation

interlanguage development

the emerging language system person creates based on L1 and L2 knowledge to communicate in L2

Psychological distance

the expectations do not meet reality(not yet)

interactive social distance

the frequency and intensity of interactions between two groups. The main idea here is that the more the members of two groups interact, the closer they are socially.

Cognitive/Academic Language Proficiency

the language ability required for academic achievement in a context-reduced environment (classroom, textbooks)

social language

the language of everyday communication in oral and written forms. develops more quickly and naturally Ex: when your students are talking to their friends on the playground or in the school bus when you and your students are having an informal face-to-face conversation when your students go to the grocery store and read the shopping list

Language Registers

the level of formality with which you speak formal - resume, cover letter, essay informal - text message, conversation neutral - a recipe, user manual

semantics

the meaning of a word, phrase, sentence, or text

Difficulty in determination of ELL status

the nature and role of cultural bias and linguistic bias in assessment and consideration of linguistic factors that can influence special education assessment.

Deep Culture

the parts of culture that only people born there (or living there for a while) would recognize ex: thoughts, beliefs, subtle interactions

syntax

the rules by which sentences are arranged

Syntax

the rules of how words are combined to make sentences ex: "I went to the store" NOT "To the store went I."

morphology

the study of the forms of words

Pragmatics

the style or voice of language depends on the audience or social situation

Passive Voice

the subject of a sentence is acted upon by the object the focus of the sentence is on the receiver of the action ex: A difficult test was given to the students by the teacher. ex: The students were given a difficult test by the teacher. ex: The ball was thrown by Mike. ex: My car needs to be washed (by me). ex: The script is written by the screenwriter. ex: Photosynthesis and Respiration can be thought of as opposite processes (by a scientist).

Active Voice

the subject of a sentence performs the action or is "being" something the focus of the sentence is on the subject doing the action ex: The teacher gave her students a difficult test. ex: Mike threw the ball. ex: I need to wash my car. ex: The screenwriter writes the script. ex: Scientists think of photosynthesis and respiration as opposite processes.

Linguistic Capacity

the unconscious knowledge that grammar that allows a speaker to use and understand a language

pragmatics

the ways in which context contributes to meaning "social language" "secret rules of English"

normative social distance

the widely accepted and often consciously expressed norms about who should be considered as an "insider" and who an "outsider/foreigner." here social distance is conceived as a non-subjective, structural aspect of social relations.

Social Distance

the willingness or unwillingness to associate with people that are perceived as "different" interracial marriage = low social distance unwilling to live next to a family of another race = high social distance

Hymes Sociolinguistic Theory

there is a connection between society, culture and language

dual iceberg hypothesis

there is an underlying interdependence (mutual benefit) between languages the more languages you know the easier it is to gain another "every language contains surface features; however, underlying those surface manifestations of language are proficiencies that are common across languages. The dimension of language used in more cognitively demanding tasks that involve more complex language... is transferable across languages."

positive transfer

think in primary language, translate in head, comes out grammatically correct

negative transfer

think in primary language, translate in head, comes out grammatically incorrect

Recovery

third stage of language acculturation, adjustment

emerging

third stage of second language acquisition, memorized simple conversations, like "What time is it?" not generalized

Sojourners

those whose residency in US is temporary; generally embrace US culture and while maintaining culture of origin; often exchange students or children of professionals working temporarily in US

What are the 3 Special education tiers?

tier 1- benchmark tier 2- strategic tier 3- intensive

Strategies for Scaffolding Reading - Reciprocal Teaching

to build meta-cognitive awareness, teacher models then students run a learning group based on 4 reading strategies: predict, summarize, ask questions, clarify

What is the Purpose of formative data?

to check for understanding

Recount

to display knowledge or narrate events ("What happened?")

Discuss

to interact with others to build meaning & SHARE knowledge

Strategies for Scaffolding Writing - Sentence Frames

to lighten the load of finding words to connect ideas, provide partially sentences that show how concepts and ideas are related, leave out key vocabulary for student to write in

Purpose Chapter 71A of MA General Law

to mandate SEI in schools

Argue

to persuade by making claims supported by evidence

lexicon

total stock of morphemes in a language

family constellations

transnational families, separated families in immigrant/ new comer homes

culture shock

trauma based on the stark differences between day to day life in another culture. Can cause depression, anxiety.

sociocognitive approach

true understanding is demonstrated in the ability to express oneself in different social contexts, emphasizes conversation in social contexts, social necessity is the primary motivator of language development, children develop their linguistic ability by engaging with different people

acquisition learning hypothesis

two ways in which an individual develops proficiency in a second language. this theory emphasis the superiority of acquisition as a means of acquiring fluency, long term exposure allows the individual to develop an unconscious sense of its rules and idiom.

Discourse

types of writing, four levels: exposition, description, narrative, argumentative

Informal assessment

typically not written; observation; thumbs up/thumbs down

What is the Lowest level of language acquisition?

understanding

phonemic awareness

understanding that spoken words are made up of separate sound units that can be manipulated

pragmatics

understanding the social use of language, cultural, understanding the message, social use

innateness

universal grammar

What is Cultural capital?

unspoken things that give you status in a culture (money, profession, education)

lau v. nichols

upheld right of ELLs to have equal opportunity education (sink or swim unlawful) equal is not SAME education ELLs need assistance to have equal access to content

Support

use of instructional strategies or tools used to assist students in accessing content necessary for classroom understanding or communication and to help construct meaning from language

Sentence Level Analysis - What to Discuss

use of passive voice use of a nonliving subject or "doer" difficulty tracking a pronoun through several sentences use of helping verbs that shade mood or time use of past tense in history vs. present tense in science changes in tense within a text phrases or clauses used to make complex sentences

Strategy for Teaching Vocabulary - Word Sorts

used as review of vocabulary after reading, cards can be organized by meaning or word parts

Linguistically and Culturally Diverse

used to identify communities where English is not the primary language

rhetorical register

used to indicate degrees of formality in language use

Participial phrases

verb+ing or -ed

Deep Culture

what an outsider wouldn't know

Fossilization

when an error becomes a habit of speech in a second language learner

semantics

word choice "drizzle or rain" or figurative v. literal

semantics

word meanings

Cognate

words in two languages that look alike and have similar meaning

False Cognate

words that look similar in two languages but have different meanings

Vocabulary Tier I

words that require no instruction (sight words, single meaning)

semantics (discourse feature)

words with connotative meanings (dual meanings)

ACCESS for ELLs

yearly standardized test to measure ELL student progress

Vygotsky Language Acquisition Theory

zone of proximal development: teach students one step from their mastery zone; students need interaction to learn a language; language does not exist in a vacuum (sociohistorial context)