CTEL: Test 2 - Domain 005

Question 1

Connection between SDAIE and ELD

Answer 1

ELD instruction is guided by a careful progression thru ELD standards and SDAIE is used to make academic instruction comprehensible

Question 2

Why a solid base of primary language proficiency is important

Answer 2

the language students bring from home is the foundation not only for the language used at school but for the process of learning itself

Question 3

Connection between oral and written language

Answer 3

children engage in higher level thinking by first learning to communicate

Question 4

Factors that affect English language literacy development

Answer 4

1. L1 literacy level
2. transfer of L1 literacy
3. Prior knowledge
4. Education
5. Background experiences
6. Level of english proficiency
7. Vocabulary knowledge
8. Motivation

Question 5

Primary language concepts that have an advantage when learning L2

Answer 5

• Print carries a message
• Books have cover, title, author, held a certain way
• Reading in english flows in one direction
• Printed language has words, sentences, punctuation and case markers

Question 6

In later grades, students who have learned in their primary language how ______ works have an advantage

Answer 6

discourse

Question 7

Key concepts students in later grades bring to literacy

Answer 7

• Scan for key ideas
• read picture captions to interpret visual information
• use text aids

Question 8

Most important literacy strategy older grade students bring to language learning

Answer 8

metastrategic knowledge - being able to choose the right strategy for for the task from a repertoire of strategies

Question 9

Langauge transfer occurs when…

Answer 9

the comprehension or production of a second language is influenced by the way the first language has been acquired

Question 10

Negative transfer

Answer 10

when a student uses rules from their first language that are not applicable to the second

Question 11

4 primary language literacy concepts that transfer from the first language

Answer 11

1. phonological awareness (focusing on syllables and words)
2. discourse skills
3. direct linguistic content (cognates)
4. metalinguistic awareness (knowledge about properties of language such as sounds, words, grammar and functions)

Question 12

3 views on how metalinguistic awareness develops

Answer 12

1. alongside first language acquisition
2. during middle childhood as a child things about the linguistic system
3. through schooling

Question 13

4 components of metalinguistic awareness

Answer 13

1. metaphonological
2. metasyntatic
3. metapragmatic
4. metasemantic

Question 14

Definition of metaphonological awareness

Answer 14

identifying phonological components in linguistic units and intentionally manipulating them

Question 15

How to enhance metaphonological awareness

Answer 15

1. teach sound-symbol connections

2. tech segmentation in syllables

Question 16

Definition of metasyntatic awareness

Answer 16

ability to reason consciously about the styntatic aspects of language and to exercise intentional control over application of grammar rules

Question 17

How to enhance metasyntatic awareness

Answer 17

teach students to separate the correctness of a sentence from its value

• teach critical literacy (not everything written is true)
• have students make good/bad judgements

Question 18

Definition of metapragmatic awareness

Answer 18

Concerned with the awareness of knowledge one has about the relationships that obtain between the linguistic system and the context of the language

Question 19

How to enhance metapragmatic awareness

Answer 19

Help students judge the adequacy of messages and their context

Point out ironic, sarcastic, and polite forms of language

Question 20

Definition of metasemantic awareness

Answer 20

Ability to recognize the language system as a conventional and arbitrary code and ability to manipulate words or more extensive elements

Question 21

How to enhance metasemantic awareness

Answer 21

Teach about denotation and connotation

Expand vocabulary of synonyms and antonyms

Question 22

Listening/Reading expectations for beginning listening comprehension and reading comprehension

Answer 22

Listening - responds to directions

Reading - Responds orally to stories read aloud with 1–2 words

Question 23

Listening/Reading expectations for early intermediate

Answer 23

Listening - asks/answers questions using phrases or simple sentences
Reading - Responds to stories read aloud by answering factual comprehension questions using phrases or simple sentences

Question 24

Listening/Reading expectations for intermediate

Answer 24

Listening - asks/answers instructional questions using simple sentences
Reading - uses simple sentences to respond to stories by answering factual comprehension questions in the LEA and guided reading

Question 25

Listening/Reading expectations for early advanced

Answer 25

Listening - Comprehends detailed information with minimal context clues on unfamiliar topics Reading - Restates facts and details from content area texts

Question 26

Listening/Reading expectations for advanced

Answer 26

Listening - identifies orally and in writing key details and concepts from information/stories on unfamiliar topics Reading - locates and uses text features

Question 27

Creating a language rich environment

Answer 27

field trips, guest speakers, fiction/non-fiction films, experiments

Question 28

Meaningful and purposeful literacy activities

Answer 28

illustrating, dramatizing, creating songs, dancing, readers theater

Question 29

Selecting appropriate reading materials considerations (2)

Answer 29

1. are content objectives for the lesson adequately presented by the material? 2. Is the material comprehensible to english learners?

Question 30

Providing organized, systematic, explicit instruction in key skills

Answer 30

decoding unfamiliar words, noting details, sequencing events

Question 31

Adapting instruction and materials for English learners

Answer 31

Some may need special material, advanced organizers that highlight key topics and concepts in outline form, concept maps, tape recorded text passages

Question 32

Integrating listening, speaking, reading, and writing

Answer 32

develop posters, present, regroup and present again

Question 33

Scaffolding strategies

Answer 33

previewing vocab, pre-reading, interviews, interactive notebooks, shared reading, learning logs, G.O's

Question 34

3 types of G.O's

Answer 34

1. representative/explanatory (compare/contrast, cause/effect) 2. generative (concept development, mind map, KWL) 3. evaluative - grade scale, likert scale

Question 35

2 types of motivation

Answer 35

1. instrumental motivation - specific reason for learning language 2. integrative motivation - acquiring language to communicate in a different culture

Question 36

Utilizing prior knowledge activities

Answer 36

anticipation guides, KWL, directed inquiry activity (who, what where, when, why), Sq3R (survey, read, recite, review)

Question 37

Providing a balanced, comprehensive reading program

Answer 37

emphasis on student, adequate personnel/materials, models developed and implemented at school based level, continuum of services, ongoing professional development, curricula that meets needs of all students

Question 38

Using standards based thematic unit organizaiton

Answer 38

textbooks to use in the unit, learning center, learning log activities, identify language arts strategies to be taught, plan communication activities, brainstorm projects, plan monitoring activities

Question 39

generative graphic organizers

Answer 39

promote ideas related to content

Question 40

evaluative graphic organizers

Answer 40

explain understanding of content

Question 41

explanatory graphic organizers

Answer 41

increase content and understanding

Question 42

Scaffolding strategies that develop EL's reading and writing proficiency

Answer 42

previewing vocab, pre-reading, language experience approach (encourages students to respond in own words), shared reading, learning logs, process writing (prewriting, drafting, revising, proofreading, publishing), graphic organizers

Question 43

3 advantages to language experience approach

Answer 43

1. connects to own experiences by having them express orally 2. reinforces that sounds can be transcribed into specific symbols 3. provides texts for specific lessons on vocabulary, grammar, writing instruction

Question 44

language experience approach

Answer 44

student orally tells story to teacher and teacher writes it down