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CTEL 2 Flashcards

1
Q

English Language Arts (ELA) Standards

A

the set of literacy skills in subjects such as history/social studies, science, and technical subjects.

By merging ELA standards with ELD standards, a state can ensure that ELL students are receiving both language and content instruction at the same time and have enough support in mainstream academic content classrooms.

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2
Q

English Language Development (ELD) Standards

A

the set of skills a student should have to express ideas efficiently and confidently in English (ability to read, write, speak)

Among other things, the ELD standards ensure that ELL students are assessed and provided with high-quality specialized instruction appropriate to their English proficiency level.

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3
Q

No Child Left Behind (NCLB)

A

a 2002 federal law that focused on holding schools accountable for student learning and achievement and was initially developed to assist disadvantaged student

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4
Q

Home Language Survey

A

a registration form on which parents enrolling their children in school indicate what language is primarily spoken at home

The HLS is used to decide whether a student should take an English proficiency assessment to determine their eligibility for English language services.

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5
Q

Quantitative Assessments

A

assessments that objectively measure a specific performance

Teacher-created tests, standardized tests, and rubrics

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6
Q

Qualitative Assessments

A

assessments that describe a person, object, or activity

Interviews, self-reflective surveys, and observational response questions

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7
Q

Project-Based Learning (PBL) Activity

A

Activity in which students create a solution or investigation in response to a problem

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8
Q

Adequate Yearly Progress (AYP)

A

measure of school’s performance based on established state-level standards for their students. Schools, districts, and states are accountable for their yearly performance based on this measurement. This is defined by the federal No Child Left Behind Act.

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9
Q

Student Support Team (SST)

A

group of school personnel dedicated to identifying and supporting students who exhibit academic or behavioral problems by providing early systematic assistance

A student reading below grade level and making minimal progress may be connected to appropriate interventions and supports through an SST.

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10
Q

Cultural Sensitivity

A

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

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11
Q

Ethnocentrism

A

The belief or view that your culture or society is better than any others.

Democracy is the very best way to run a government.

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12
Q

Accommodations

A

Assistance or changes to the learning process to allow the student to learn the same material as others (Changes HOW they learn)

Extended time on a test

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13
Q

Bias

A

Prejudiced feelings, outlook, or leanings for or against a particular person, race, ethnicity, age, or group, often without taking others’ opinions into consideration.

assuming all English language learners are less intelligent than native English speakers

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14
Q

Cultural Stereotypes

A

fixed impression which may have little basis in fact

all Asian students are above average intelligence

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15
Q

Cloze Procedure

A

Words are omitted from a reading passage and students determine the word that should be used there.

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16
Q

Prejudice

A

A preconceived feeling, often negative, about a person or group, and often prevents an objective opinion about the person or group. Sometimes considered an extreme form of bias.

Some individuals are prejudiced against people of any color other than their own.

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17
Q

Curriculum-Based Assessments

A

testing the curriculum being taught

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18
Q

Holistic Rubric

A

evaluates the quality of the assignment as a whole

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19
Q

Universal Screener

A

An assessment administered to all students to gather data and form groups, such as intervention groups

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20
Q

Exit Slips

A

A short formative assessment given by a teacher after completing a lesson to determine the degree to which students have learned the material taught in the lesson.

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21
Q

Portfolio

A

A collection of student’s work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time

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22
Q

Criterion-Referenced Tests

A

Tests in which a standard has been set for the test taker to achieve in order to pass the test.

A multiple choice or short answer test on the content of a unit of study in which a 70% is needed to pass.

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23
Q

Formative Assessments

A

Assessment for learning. Usually mid-instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.

graphic organizers, games

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24
Q

Validity

A

The ability of a test or question to measure what it purports to measure

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25
Absence of Bias
Material based on common situations that all students will have encountered and that will not trigger an emotional response.
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Summative Assessments
Assessment of learning. Given at specific points in time in order to determine what students know and don't know. Summative assessments are generally formal. State assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter
27
Analytic Rubric
assesses each part of the assignment individually, with multiple categories that are graded
28
Congruent Assessment
an assessment that tests the learning outcomes described in the learning objectives A congruent assessment should include questions that determine whether students have achieved the learning objectives set at the start of the unit.
29
Appropriate Level
leveled to where the content was taught when considering depth and difficulty
30
Progress Monitoring
periodic assessments to monitor student growth and evaluate the effectiveness of instruction The teacher prepared a progress monitoring assessment to see how much each student had improved and learn if his new instructional approach was effective.
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Clarity of Language
does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms
32
Reliability
Reliable exams produce the same scores when given in the same conditions (same individuals on different occasions or with different sets of equivalent items)
33
Performance-Based Assessment
A kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios
34
Informal Assessments
More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested observations during a lesson
35
Diagnostic Assessment / Pre-Assessment
Assessment administered before instruction to determine students' strengths and weaknesses
36
Formal Assessments
a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application. Often involve the use of a standardized rubric or scoring guide based on several criteria. chapter tests, semester tests
37
Self-Assessment Rubric
students evaluate their own work according to set criteria
38
Norm-Referenced Tests
Tests that compare an individual's performance/achievement to a group called the "norm group." An IQ test
39
Title I
ELL mandated subgroup whose test score determine if schools meet state level performance goals - result of NCLB and push for vail/fair assessment for ELL
40
Title III
ELL must also demonstrate progress in gaining Eng. proficiency - result of NCLB and push for vail/fair assessment for ELL
41
Title VI
prohibits discrimination based on race, color, religion, and national origins in programs that receive federal funding. Additionally, it requires programs receiving federal assistance to provide their services in a non-discriminatory manner.
42
The Equal Education Opportunities Act of 1974 (EEOA)
mandates state educational agencies (SEA) and school districts to take away barriers that prevent ELLs from participating in educational programs. It tests the effectiveness of the English education programs
43
California Proposition 227
1998 requires k-12 in English. Restricted primary language. States that English should be the primary medium of instruction for language-minority students..
44
Williams v. State of California
2000, case argued that the State failed to provide thousands of public school students, particularly those in low-income communities and communities of color, with the basic necessities required for an education. California public schools are required to provide students with at least the basic necessities of educational opportunity: sufficient textbooks and instructional materials, clean and safe school facilities, and qualified teachers. This includes the requirement that classes comprised of 20% or more English learners have an ESL trained teacher.
45
Lau vs. Nichols
1973 - US had a sink or swin education and denied language development supports. Violated civil rights title VI but the lower courts did not find schools responsible. Supreme court ruled in favor of Lau and required districts with 5%+ national origin minority children to offer special language instruction. ELL could not be labeled handicap. Must communicate with parents in the language they understand schools must scaffold and provide other strategies to make input comprehensible Lau vs. Nichols took place in San Francisco where Chinese American children who did not speak any English were put in a mainstream English classroom with no support. This court case ruled that schools had to provide ESL strategies to provide equal educational opportunities for all students.
46
NCLB
Requires states to measure student progress via statewide achievement tests. Title III upgrades schooling for low achieving students in high poverty schools. HOwever "teaching to the test" leaves little room for teaching english and the model does not support effective second language learning
47
Bilingual Education
providing academic instruction in two languages, the native language and the secondary language Students who are instructed in both their native language and secondary language are receiving a bilingual education.
48
Cluster Center
program in which students from two or more schools are grouped in a center designed to provide intensive language teaching
49
Dual Language Education
a language program model designed for students from two home language groups to learn in bilingual pairs side by side and use one or the other language for learning content
50
Late Exit Bilingual Program
exiting bilingual instruction late in the elementary years
51
Heritage Language Program
program in which ELLs are taught literacy in their native language
52
English Language Proficiency Assessments for California (ELPAC)
the required state test for English language proficiency (ELP) that must be given to students whose primary language is not English
53
Dual Language 90/10
dual language program in which the first language is used 90% of the time
54
Home Language Survey (TX)
a registration form required by the state of Texas in which parents enrolling their children in school indicate what language is primarily spoken at home
55
Castaneda vs. Pickard
court case that established a three-part assessment for bilingual programs Bilingual education program must be based on sound educational theory, be implemented effectively with appropriate resources and be proven effective.
56
Affective Domain
emotional skills
57
Maintenance Model
program model in which the student’s L1 is maintained so that it can become the basis for L2 learning, but the L1 is not developed or extended The aim is bilingualism and biliteracy, although somewhat limited.
58
One-Way Programs
bilingual programs that serve English learners alone In a one-way program, native Spanish-speaking students use their primary language and English to learn content and language simultaneously.
59
Response to Intervention (RtI)
a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided small group pull-out, tutoring
60
Structured English Immersion
program model in which ELLs are taught subject matter in English by a content licensed teacher who is also licensed in ESL or bilingual education. No ESL instruction is provided in this model. Sink or swim, if they fail they fail
61
Pull-Out Program
students are pulled from their regular classroom for specialized instruction ELL students spend part of their day learning English with a pull-out teacher in a different classroom.
62
Sheltered English Immersion
program model in which ELLs are taught academic content in English by a content licensed teacher The English language used for instruction is adapted to the proficiency level of the students. While the instruction focuses on content, it also promotes English language development.
63
Pull-In / Push-In Program
ESL teacher works inside her students' regular education classroom to provide instruction The ESL teacher may pull aside a small group, including ELLs, to work on an assignment given by the general education teacher within the regular classroom.
64
1965 Immigration and Naturalization Act
Policies put into effect in 1965 in an attempt to keep immigrant families together and attract skilled labor. The policies dramatically altered the demographics of the American population in the four decades that followed.
65
Linguistic Domain
language skills
66
Comprehensible Input
Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.
67
Early Exit Bilingual Program
exiting bilingual instruction early in the elementary years Students exit by third grade.
68
Plyer v Doe
prohibited public schools from adopting policies or taking actions that would deny students access to education based on their immigration status. (undocumented)
69
Linguistic Supports
tools and strategies used to aid in language acquisition Graphic organizers, illustrations, sentence stems, modeling, pre-teaching topic related vocabulary, providing examples and manipulatives are all examples of linguistic supports.
70
Scaffolding
a method of teaching that involves gradually removing aids when teaching new concepts
71
Cooperative Learning
involves students working together to achieve an instructional goal
72
Heterogeneous Group
group comprised of individuals working on various levels A small group of students with varying academic abilities working together on a science project is a heterogeneous group
73
Total Physical Response (TPR)
Based on the coordination of language and physical movement; Students follow simply stated directions using controlled vocabulary
74
Cognitive Theories
allow for the mind to work through steps to get to the response "Think time" is intentionally part of instruction.
75
Comprehensible Input
Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.
76
Behaviorist Theories
present stimulus-response pairings in which one act leads directly to another The "drill and kill" approach would be used by a teacher supporting the Behaviorist Theory.
77
Avoidance
an ELL avoids using difficult words and structures, opting for simpler ones instead A student says "leaves" instead of "eucalyptus" when asked what koalas eat.
78
Denotative Meaning
a literal, dictionary meaning of a word
79
Connotation
the implied meaning of a word; the feeling a word conveys
80
Lexical Ambiguity
the presence of two or more possible meanings within a single word The sentence "I saw her slide" contains lexical ambiguity. The reader questions, did you see a thing that belongs to a girl or an action the girl did?
81
Tier 1, Tier 2, Tier 3 Words
1) everyday, easily, familiar 2) frequent academic use, identify, analyze, etc 3)Academic words that are specific to a particular content area
82
Interrelatedness (with ELL students)
Positive connection of L1 and L2. High L1 cognitive development leads to better L2 language acquisition
83
Structural Ambiguity
the presence of two or more possible meanings within a single sentence or sequence of words
84
Cognitive Academic Language Proficiency Skills (CALPS)
Cognitive Academic Language Proficiency Skills are formal, textbook language used in academic situations This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school
85
Schema
BG Knowledge
86
PRoductive Skills
Produce, writing/speech
87
Receptive Skills
Receive, reading/listening
88
Demonstrative Pronoun
This, that, these, those
89
Language Register
the degree of formality with which one speaks
90
Language Register
the degree of formality with which one speaks
91
Semantics
The study of word or symbol meaning.
92
Word Order (Syntax)
in a basic declarative statement in English, the subject comes first, followed by the verb, and then by the objects and adverbial phrases, if there are any
93
Precise (Writing)
in writing, a sentence that contains specific details and avoids wordy descriptions turquoise instead of light bluish green
94
Frozen Register
a proper way of speaking that does not change over time The Pledge of Allegiance is an example of frozen register.
95
Informal Register
a casual way of speaking used in settings with family and friends
96
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
97
Lexicon
the collective vocabulary of a person or language Reading over the summer increased the student's lexicon for the following school year.
98
Paralanguage
includes intonation, pitch, and volume
99
Language Interference
negative impact of L1 on L2 acquisition
100
Backward Planning
1) goal/objective of learning 2) assessment/how to measure mastery 3) lessons
101
Bloom's Taxonomy
a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions Remember, Understand, Apply, Analyze, Evaluate, Create
102
Learning Goals
the "big picture" focus of a class or unit within a class The students will understand grammar.
103
Learning Objectives
the specific skill or knowledge that the student is expected to master in a lesson The students will be able to appropriately use a question mark.
104
Critical Period Hypothesis
theory that there exists a period from early childhood to adolescence in which full native competence is possible when acquiring a language
105
Cummins' Quadrants
model for categorizing language tasks based on cognitive demand and amount of context available Quadrant A - relatable context, low cognitive demand Quadrant B - relatable context, high cognitive demand Quadrant C - less relatable context, low cognitive demand Quadrant D - less relatable context, high cognitive demand
106
Content-based instruction
Teachings English language skills and other subject content simultaneously. Often have a language objective as well as learning objective
107
Natural Approach
Comprehension precedes production. Receptive skills grow before production. Activities should lower the affective filter. BICS and CALP
108
CALLA Approach
Cognitive and Academic Language Learning Approach. CALP focus, explicitly teaching learning strategy to have students apply it to instruction. Assumes mentally active learners are better learners.
109
Audiolingualism
Based on Behaviorism theory that learning comes through repetition and positive reinforcement Emphasis on learning grammatical and phonological structure
110
Cognitive Code
Learners learn a grammatical structure (usually inductively) and then practice it (Presentation, Practice and Production)
111
Circumlocution
the use of many words to describe something when fewer would be sufficient
112
Discourse Competence
knowledge of how to put together words, phrases, or sentences to construct long conversations, written messages, or speeches
113
Generation 1.5
a student who is a U.S. resident or citizen, but whose first or home language was not English
114
Linguistic Competence / Grammatical Competence
knowledge of how to use the grammar, syntax, and vocabulary of a languag
115
Comprehensible Input
Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.
116
Strategic Competence
Ability to be understood/clarify when there is a breakdown in communication
117
Reading fluency and Comprehension have a strong relation
if can read fluent, can focus on the meaning instead of figuring out what the actual word is
118
Key strategies
- explicit instruction in reading - opportunities to practice collaborativly - phonics instruction (s + h = SH), morphemes (re + do) Phonemes are just the base, letters ( b- s- r- ) common letters, structures, sight words, etc, decode - model as a teacher - use tools like rubrics, checklist, guided notes, sentence stems, etc - give students enough time to think and respond -comprehensible input -preteaching vocab -activate prior knowledge -nonlinguistic aids (graphic org, gestures, objects, etc) - checks for understanding/diff assessments

CTEL 2 (3 decks)

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