MISSED TEST QUESTIONS Flashcards

Question

Any instructional model for English Learners should include:

Answer 1

1. cooperative learning groups 2. paired work or other student to student interaction. 3. Instructional materials should include those that contain strong visuals that aid understanding of the written text 4. a bilingual glossary or dictionary for the student. 5. visual supports, 6. modeling and demonstration, 7. repetition, 8. moderate pacing, 9. interactive activities 10. regular checking for understanding,

Answer 2

1. 1980's saw birth of bilingual classroom 2. WIDA Consortium-- Law established testing 4 DOMAINS of language (reading, writing, listening, speaking) before reclassifying students

Answer 3

1974 LAU VS. NICHOLS- SCHOOLS HAVE AN OBLIGATION TO ATTEND TO THE UNIQUE LANGUAGE DEVELOPMENT NEEDS OF ENGLISH LEARNERS . San Francisco schools sued by Chinese community. EL students were not given any additional help to achieve with native speakers. 1800 students in a class action suit. Parents wanted ESL classes-district refused—saying that they were providing equality. Supreme Court disagreed. “NO EQUALITY OF TREATMENT MERELY BY PROVIDING STUDENTS WITH THE SAME FACILITIES , TEXTBOOKS, TEACHERS AND CURRICULUM, FOR STUDENTS WHO DO NOT UNDERSTAND ENGLISH ARE EFFECTIVELY FORECLOSED FROM ANY MEANINGFUL EDUCATION. LAU VS. NICHOLS became Federal law with the EEOA Equal Educational Opportunities act of 1974 EQUITY not equal treatment--giving children what they need.

Answer 4

1. The No Child Left Behind Act of 2001 Congress it included Title I provisions applying to disadvantaged students. 2. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. 3. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels. 4. The act did not assert a national achievement standard—each state developed its own standards. 5. NCLB expanded the federal role in public education through further emphasis on annual testing, annual academic progress, report cards, and teacher qualifications

Answer 5

1. disaggrageted data so every school MUST look at sub-groups including EL’s. Separate their performance and make sure we are meeting their needs. BUT Not all EL are Latino and vice versa (85%). Not all EL’S are protracted English learners. 2. Protracted english learners- not arriving in K put in class at age level and then becoming proficient in 4-5 years. 3. To close the achievement gap the idea was to accelerate learning and primary L1 as a key to aiding EL proficiency. Students have a harder time processing language tests. Test in primary language but students do not know the CALP or academic language skills in their L1. has unintentional negative effect: 1. Identified and focused attention on sub-groups including EL 2. Has side effect of narrowing curriculum(less art, science and history) teaching to test. 3. AMAO (ANNUAL MEASURABLE ACHEIVEMENT OBJECTIVES) Are they making one unit of progress (level 1- prof-level 2) each year? Most schools less then ½ were achieving these goals. NCLB also mandates ALL STATES MUST 1. Establish statewide proficiency standards 2. Assess each EL with a statewide Eng proficiency assessment in academic content with all students grade 3-12 3. States must include assessments of EL in determining the AYP of school Annual Yearly Progress. 4. Have to measure proficiency within first 30 days student enters school. 5. Continue to test every year to measure progress. Lawsuits against NCLB- is it valid and reliable testing? increases segregation--African Americans scored considerably lower inadequate funding

Answer 6

1947 lawsuit challenged racial segregation in Orange County- they put students in”Mexican schools” —seven years before Brown. ... From the first case to hold that school segregation itself is unconstitutional and violates the 14th Amendment (equal protection).

Answer 7

1947- Mendez vs. Westminster 1954 -Brown vs. Board of Ed said black and white segregated schools were unconstitutional. CIVILRIGHTS ACT 1964- which ended segregation in public places and banned employment discrimination on the basis of race, color, religion, sex or national origin, is considered one of the crowning legislative achievements of the civil rights movement. (Title VI came on the heels of this act--must do something to help EL students--not biling educ but something) TITLE VI (part of Civil rights act) pre-cursor to Lau- 1964 Bilingual Education Act --on the heels of Civil Rights--No person in the United States shall, on the ground of race, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. (Native American protection) Basically saying you don't have to have bi-lingual programs but you have to have something.--they can go to school cannot be excluded) 1968- 1. TITLE VII this act signaled that the federal government now also recognized the need for and value of bilingual educationPassed on the heels of the Civil Rights movement, 1970 MEMORANDUM- (created in response to 1964 civil rights, , Title VI, Title VII- bilingual act)Where inability to speak and understand the English language excludes such [national origin] students from effective participation in a district's educational program, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.

Answer 8

1968- its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability. Not saying how to teach (state level) but that they needed to teach Shifted focus- bilingualism became default preference in hiring – push back from teachers union. 1974 1. This policy update Lau compliance reviews -- that is, compliance reviews designed to determine whether schools are complying with their obligation under the regulation implementing Title VI of the Civil Rights Act of 1964 to provide any alternative language programs necessary to ensure that national origin minority students (LEP students) have meaningful access to the schools' programs.

Answer 9

The Castañeda standard, which encapsulates the central feature of Lau — mandates that schools do something to meet the needs of ELL students — has essentially become the law of the land in determining the adequacy of programs for ELLs. Basically, schools cannot use a single measure of proficiency. Look at achievement as well as fluency. 1. Need a pedologically sound plan for LEP 2. Sufficient qualified staff (hiring new and training old) 3. System to evaluate program 4. Does not require bi-lingual programs to meet these standards only that appropriate action be implemented to overcome language barriers. 1983 Nation at Risk- education system was failing to meet the national need for a competitive workforce. Prompted NAEP which keeps ongoing record of school performance.

Answer 10

CURRICULUM DESIGN FOR BILINGUAL STUDENTS Level 1- least proficient- ELD, art classes, music PE in English(classes with lots of context tools) –math science, history, literature in native language Level 2- more proficient- design would begin to incorporate math (context-manipulatives) Level 3- more proficient- add science (context clues visuals and experiments) Level 4- (2-3 years later) at history, geography, economics Progression in learning- history and literature- concepts and intricate understanding –learn from discussion and ideas. They can then bring what they know to learning from their L1 (reading literature in primary lang) Gives EL students the opportunity to understand nuance.

Answer 11

TRANSITIONAL PROGRAM- get them thru the system and into ENG classes as quickly as possible MAINTENANCE PROGRAM- intentionally plans out design so when students complete elementary or beyond they will have grade level info needed but their English will be developed by maintaining the primary language of the student

Answer 12

OPPOSED BILINGUAL EDUCATION Billed as parent’s choice but was not quite that. Proposition 227 changed the way that "Limited English Proficient" (LEP) students are taught in California. Specifically, it: 1. Requires California public schools to teach LEP students in special classes that are taught nearly all in English. This provision had the effect of eliminating "bilingual" classes in most cases. 2. Shortens the time most LEP students stay in special classes. 3. eliminated most programs in the state that provided multi-year special classes to LEP students by requiring that (1) LEP students should move from special classes to regular classes when they have acquired a good working knowledge of English and (2) these special classes should not normally last longer than one year. REQUIRED SHELTERED ENGLISH IMMERSION Instruction time OVERWHELMINGLY IN ENGLISH RESULT: 1.performance gap remained constant 2. less than 40% of students reclassified after 10 years in schools 3.Prop 227 no significant impact on EL success

Answer 13

Step 1- begins with student registration HOME LANGUAGE SURVEY Step 2- answer other than English to any must be tested OR IF TEACHER HAS REASONABLE DOUBT ADMINISTER LANGUAGE PROF TEST CELDT a. CELDT is NOT GRADE SPECIFIC (CA ENG LANGUAGE DEVELOPMENT TEST)Test by grade span K-2, 3-5, 6-8, 9-12 rather than grade b. ALL 4 DOMAINS ARE TESTED c. Determination made if they are EL d. IF EL place in appropriate placement (HS class with all different languages or bilingual class) e. THE ABOVE IS REQUIRED BY LAW-Test administer must be trained to test and evaluate f. ALL EL students must be assessed g. RECLASSIFICATION- can go into regular classes h. Some schools test in primary lang as well so you know what you need to build on in class-conversely good to know if they are not fluent in L1 MUST HAVE SCREENING DEVICE IN PLACE-state compliance review-state comes to school and checks if home lang surveys are in student files

Answer 14

TESOL standards (Teacher of English Standards to Other Languages)

Answer 15

SOLOM- Student Oral Language Observation Matrix(MEASURED IN CLASS-NOT TESTING ENVIRONMENT) 1. 5 areas measured: comprehension, fluency, vocab, pronunciation, grammar 2. FIVE LEVELS 1-5 3. Includes descriptors that need calibration among users 4. portfolios and observation tools—all are useful in collecting evidence to chart growth This technique is great for schools with many different languages

Answer 16

compare child to OBJECTIVE STANDARDS rather than other students.

Answer 17

compare students to a large sample group of students who have taken test in past norm group. Groups are selected racially and geographically—diverse as basis of comparison

Answer 18

STANINE SCORE-compare child against norm range 9-7 above av 6-4 av 3-1 below score is a way to scale scores on a nine-point scale. It can be used to convert any test score to a single-digit score. ... However, where a standard normal distribution has a mean of 0 and a standard deviation of 1, stanines have a mean of 5 and a standard deviation of 2

Answer 19

testing along the way- how are we making progress? Measure students grasp of material as you are teaching—also measures readiness. Weekly vocab

Answer 20

SUMMATIVE TEST- measures what they have learned overall ie-chapter test, final, state test

Answer 21

1. RELIABILITY- consistency of measurement and the degree to which an instrument measures the same way each time 2. Repeatability of the measurement—it is reliable if person scores the same on test if given twice 3. Result not measured but estimated

Answer 22

Strength of out conclusions, inferences ,propositions COOK AND CAMPBELL- It is valid if you can count on it for consistent result FOUR ASPECTS OF VALIDITY • CONTENT VALID?- is content fair and equitable? • CONSTRUCT VALID? Asking to do test that is not possible (ie reading math in English instead of L1) • PREDICTIVE VALIDITY involves testing a group of subjects for a certain construct, and then comparing them with results obtained at some point in the future • CONSEQUENTIAL VALIDITY Consequential validity refers to the positive or negative social consequences of a particular test. For example, the consequential validity of standardized tests include many positive attributes, including: improved student learning and motivation and ensuring that all students have access to equal classroom content. IT'S VALID IF IT MEASURES WHAT IT CLAIMS TO MEASURE (i.e. oral proficiency --pronounce words, correct speech respond orally to questions PRACTICALITY- is it cost or time prohibitive?--or grading journals--too subjective

Answer 23

TEST BIAS Schellenberg ”If a test cannot be trusted with identifiable subpopulations it is not valid in that context.” (ie test asking animals to climb a tree—not fair) CULTURAL BIAS- asking about Halloween, or birthday celebrations ATTITUDINAL BIAS- negative attitude of examiner toward certain language or dialect or culture TEST BIAS & NORM BIAS- excluding ELLs or different populations to obtain norm results TRANSLATION BIAS- tests are literally translated from L2 to L1-- lots can be lost in translation ALSO: TEACHER BIAS- not trained to give test CULTURAL- written by white middle class contexts LINGUISTIC- English test is only option for LEP

Answer 24

1. Sheltered Instruction or SDAIE-specially designed academic instruction in English 2. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English. SDAIE is not an English-only submersion program where the student is dependent solely on English, nor is it a watered down curriculum 3. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. 4. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. 5. Lessons thus include both content goals and language goals for the students 6. SDAIE teachers: speak slower in the simplest lang possible, gesture, illustrations,--goal to make material comprehensible

Answer 25

1. Modified speech--slower speech rate--clear enunciation--controlled vocabulary--use of cognates--limited use of idiomatic speech - -words with double meaning defined 2. Contextual clues--gestures and facial expressions--meaning acted out--color-coded materials/ graphic organizers - -Multisensory experiences--realia-- props and manipulatives--audio-visual materials--hands on activities and demonstrations - -overhead transparencies and similar projection technologies 3. Comprehensible input--graphic organizers (maps, charts, graphs)--word banks with picture clue--bulletin boards - -explanation of word origins (etymology)--use of examples and analogies 4. Frequent Comprehension checks--questions asked about details eliciting responses through various modalities (write on white boards, thumbs up/down, etc.) 5. Formative assessment--confirmation checks--clarification requests--repetitions--expansions--variety of question types--interaction: teacher: student student:teacher student: student group 6.Summative assessment--mastery assessed using a variety of modalities review of main topics and key vocabulary--resulting product shows mastery of key concepts and synthesis of information --written assessment appropriate for intermediate/ early advanced English language learners 7.Appropriate lesson design--student fluency level is reflected --evidence of scaffolding--listening and speaking activities precede reading and writing activities --reading assignments include prereading, during reading, postreading activities writing activities preceded by pre-writing--vocabulary emphasis use of cooperative learning groups--tapping prior knowledge/ personal application appropriate pacing--modeling of activities--specific learning strategies or study skills are taught and modeled evidence of text adaptation--emphasis on higher order critical thinking skills--provision of native language support extension/ debriefing activity included--Content-driven--rigorous core curriculum (not 'watered down') key topics organized around main themes--topics appropriate to grade level

Answer 26

* Language is a continuum * There are predictable stages in L1&L2 development * Many factors influence the rate of lang acquisition

Answer 27

SILENT/PRE PRO 6-8 MOS 500 WORDS “POINT TO” SHOW ME EARLY PROD 6 MOS 1000 WORDS CHOOSE MILK OR SODA SPEECH EMERGENT 1 YR 3000 WORDS PRODUCE INDEPENDENTLY I NEED MY BOOK INTERMEDIATE 1 YR 6000 WORDS I AGREE WITH MARCO (STUDENTS STAY ON TOPIC A LONG TIME/ LONGER SENTENCES, STATE OPINIONS, ASK FOR CLARIFICATION

Answer 28

TIER ONE VOCAB Common words Usually learned thru interaction, listening and non-verbal cues(lunch, tree, running) Formal instruction required for ELL STRATEGIES FOR TIER 1 Provide visual cues thru role play of images Provide quick L1 translation Explain common idioms (hold your horses) Point out cognates (family/familia) Point out false cognates(parente/parents)

Answer 29

TIER 2 WORDS Academic words-Usually found in texts, less frequently in speech Need to be taught Can be translated by students into “student friendly language” (make it their own) “This backpack is cumbersome” to “Big bulky lunchbox out of there it wouldn’t be so cumbersome.” EL STRATEGIES FOR TIER 2 WORDS 1.Use gestures, demonstrations, pix and realia (real stuff or stuff that looks like real stuff) for words that can be modeled and have multiple meanings 2. point out cognates 3. pre-teach those that are not cognates and can’t be demonstrated

Answer 30

TIER 3 WORDS Academic-nomenclature for specific subject--Rarely used in conversation Integral to the instruction of a content area (science) ``` EL STRTEGIES FOR TEACHING TIER 3 • Identify cognates • Caution against false cognates • Offer L1 explanations by teacher or peers (pair students) • Use bilingual dictionaries • Create word books • Record lectures and make accessible for students to relisten • Create glossary ```

Answer 31

Game to teach idiomatic expressions--S1who has the meaning”you took the words right out of my mouth” S2 I have “I was thinking the same thing” who has meaning of “hold your horses” S3 “I have be patient” who has etc.

Answer 32

bi-lingual teacher, parent input, admin support, school climate 50/50: An immersion program model in which English and the partner language are each used for 50% of instruction at all grade levels dual language students test strongest yet have the least enrolled. Most students are in immersion-they have the least effective test scores.

Answer 33

ENGLISH- phonetic awareness develops first before syllabic awareness. SYLLABIC AWARENESS develops before phonemic awareness since syllables are defined. (in Span 5 vowels always make same sound)

Answer 34

Age /Skill Domain/Sample Tasks 4 Rote imitation and enjoyment of rhyme and alliteration pool, drool, tool "Seven silly snakes sang songs seriously." 5 Rhyme recognition, odd word out "Which two words rhyme: stair, steel, chair?" Recognition of phonemic changes in words: "Hickory Dickory Clock. That's not right!" Clapping, counting syllables truck (1 syllable) airplane (2 syllables) boat (1 syllable) automobile (4 syllables) 5½ Distinguishing and remembering separate phonemes in a series Show sequences of single phonemes with colored blocks: /s/ /s/ /f/; /z/ /sh/ /z/. Blending onset and rime: "What word?" th-umb qu-een h-ope Producing a rhyme "Tell me a word that rhymes with car." (star) Matching initial sounds; isolating an initial sound "Say the first sound in ride (/r/); sock (/s/); love (/l/)." 6 Compound word deletion "Say cowboy. Say it again, but don't say cow." Syllable deletion "Say parsnip. Say it again, but don't say par." Blending of two and three phonemes /z/ /ū/ (zoo) /sh/ /ǒ/ /p/ (shop) /h/ /ou/ /s/ (house) Phoneme segmentation of words that have simple syllables with two or three phonemes (no blends) "Say the word as you move a chip for each sound." sh-e m-a-n l-e-g 6½ Phoneme segmentation of words that have up to three or four phonemes (include blends) "Say the word slowly while you tap the sounds." b-a-ck ch-ee-se c-l-ou-d Phoneme substitution to build new words that have simple syllables (no blends) "Change the /j/ in cage to /n/. Change the /ā/ in cane to /ō/." 7 Sound deletion (initial and final positions) "Say meat. Say it again, without the /m/." "Say safe. Say it again, without the /f/." 8 Sound deletion (initial position, include blends) "Say prank. Say it again, without the /p/." 9 Sound deletion (medial and final blend positions) "Say snail. Say it again, without the /n/." "Say fork. Say it again, without the /k/."

Answer 35

• Students only learn to read once • What students know in one language contributes positively to learning a new lang. Build on what students know: • Concepts transfer (algebra—just have to learn new labels) • Reading skills transfer • Cognates transfer(some do not) CUP- 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. This common underlying proficiency (CUP),

Answer 36

1.BUILDING BACKGROUND: metacognition tells us that building background greatly enhances ability to understand text. Pix, videos—multi-media approach good i. e.—IDITORARD race—Span never seen snow go to races: BMX, horse, races—make correlations 2. FRONTLOAD VOCAB- explain what a “musher” is 3. THINK ALOUD approach. Model behavior for them and then apply it. They make connections. i.e. “Musher, gosh, that’s a new word for me, I think it means….” Idioms Compare and contrast- model draw from text specific examples of what I’m comparing to AND provide academic lang relationship between one and the other—compare. 4.Also frontload FORM to be able to compare and contrast—use the specific language. Practice it orally so they have a comfort level with the language.

Answer 37

scaffolding allows us to build upon bits of learning that help us teach a concept Stretch out material POUND the concept. A lot of repetition-a lot of examples and gradually over time build understanding. Over time with many pix many graphic organizers-explain concept. Scaffolding builds over time –teacher must be conscious of what preceded it. i.e. take a standard—what language do they need to know? Like training wheels on a bike Jerome Bruner cognitive psychologist 1950's)• The learner begins with modeling, support and coaching to aid learning (guided practice) training wheels concept

Answer 38

Language Experience Approach (LEA) is a literacy development method 1. It combines all four language skills: listening, speaking, reading, and writing. Working on the four language skills side by side aids fluency. An LEA lesson is centered around a learner-generated text. . For teachers wanting to work on reading fluency with emergent readers, learner-generated texts are ideal. The following sections describe the steps of an Language Experience Approach lesson. ``` STEP #1: A Shared Experience The LEA process begins with something the class does together, such as a field trip, an experiment, or some other hands-on activity. If this is not possible, a sequence of pictures (that tell a story) can be used, as can a student describing a sequence of events from real life. ``` STEP #2: Creating the Text Next, the teacher and students, as a group, verbally recreate the shared experience. Students take turns volunteering information, as in a large-group discussion. The teacher transcribes the student’s words on the board in an organized way to create the text. ``` STEP #3: Read &Revise The class reads the story aloud and discusses it. The teacher asks if the students want to make any corrections or additions to the story. Then she marks the changes they suggest and makes further suggestions, if needed. ``` STEP #4: Read and Reread The final story can be read in a choral or echo style, or both. Students can also read in small groups or pairs, and then individually. STEP #5: Extension3 This text can be used for a variety of literacy activities like illustrations or creating comprehension questions. Have FLASH CARDS for high frequency words-- Alliteration of words: B--bear bug body bath--to emphasize sound of letter

Answer 39

1. implies that all students have the same opportunities to succeed in school and that all teachers make their instruction understandable so that students do not experience barriers in learning. 2. Students who test below prof in CELDT get 30-45 minutes daily of instruction in academic English(CALP) IDEA-barrier-free design of buildings (handicapped—not after thought) software (for visually impaired) websites—thinking about special ed. In education it is the ability of all people to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities. The term is used both in college admission for the middle and lower classes, and in assistive technology for the disabled.

Answer 40

1. a lawsuit filed by the ACLU against the State of California because of the terrible conditions in many of its public schools. 2. Opportunity to Learn case=students have less qualified teachers and equipment are they as prepared and given the same opportunities? IMA not equal—did all students have a text book? 3. Schools failed to provide students wth equal access to instructional material, safe and decent facilities and qualified teachers and parents with the write to complain in writing--info regarding this must be sent to parents in their L1 4. VALENZUELA-schools that receive funding must post a notice in classrooms grades 10-12 making parents and students aware of the procedures for alleging lack of opportunity if their student has not passed exit exam by end of 12th grade.

Answer 41

Identify desired results and work backwards to develop instruction Backward Design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. 3 KEY STAGES 1. ID desired outcome-what do they need to do? (big ideas and skills). 2. What should the students know, understand, and be able to do? 3. Plan instructional strategies and learning experiences that bring students to these competency levels 4. Different from traditional (defines topics to be covered) in that outcomes are used to plan the lesson.

Answer 42

• ELD(eng lang development) by proficiency level--it is a subject like math or science or english lit • ELA (english lang. arts)by grade level • ELD are the on- ramp to ELA standards(what they need to know) Over 10 years ago, the discussion around English Learners finally came to a head. Now that there were English Language Arts standards were in place, it was clear that many children would not reach these rigorous benchmarks at their grade level. The ELD standards then were considered a pathway that slowly built up and scaffolded an English Learner's acquisition of English in all four domains (listening, speaking, reading, writing). These were a way in essence, to assess a child's eventual acquisition of the ELA standards. This is especially obvious when you see that the ELD standards for ELs in the "Advanced" (Level 5) category are suspiciously similar to the ELA standards. ELD STANDARDS • define what EL (in CA schools) must know and be able to do as they progress toward fluency in Eng and proficient in state ELA standards • ELD standards are organized with the 4 DOMAINS separated by grade spans K-2,3-5,6-8,9-12—the standards are ID’ed by proficiency level

Answer 43

ACADEMIC SPEECH FUNCTIONS (CALP): • Which functions are needed? (debate? Borrow?) • Plan to teach them • Set up authentic situations to use them • Model them • Reinforce their use with wall charts and editor’s word banks for writing

Answer 44

Speech functions and standards: deal with the uses of lang. we use different language patterns to accomplish various tasks. The phrases we use to request something different from those we use to demand EXAMPLES: Borrowing, inviting, requesting help from a stranger

Answer 45

I &11 . EASIER QUADRANTS--LOTS OF CONTEXT CLUES 111 and IV- HARDER CONTEXT REDUCED 1- COGNITIVE UNDEMANDING/CONTEXT EMBEDDED-TALKING ON PLAYGROUND-embedded in context of playground--see equipment--ordering library book 2- COGNITIVELY UNDEMANDING/CONTEXT REDUCED- TALKING ON PHONE--no clues--still easy task--no context--reading a letter, recorded instructions 3- COGNITIVELY DEMANDING/CONTEXT EMBEDDED- MATH PROBLEM-- manipulatives--pictures--embed, experiment, interactive computer game 4- COGNITIVE DEMANDING/ CONTEXT REDUCED Abstract content-- hardest one--cognitively demanding and not a lot of context clues. proving math theorems, writing a research report

Answer 46

BUILDING BACKGROUND IS MOST EFFECTIVE RESEARCH SHOWS when incorporating SDAIE strategies with students

Answer 47

Plaza Comunitaria is a program that offers a great opportunity for adults to finish or begin their elementary and secondary education in Spanish. Encourage parents to get their GED

Answer 48

1. FOUND: WHEN ALL VARIABLES ARE HELD EQUAL, THE LEVEL OF PARENT EDUCATION CAN MEDIATE (IMPROVE) THE EFFECTS OF POVERTY. 2. PARENT EDUCATION (ESPECIALLY MOM) HAS THE GREATEST IMPACT 3. RAISE PARENT LEVEL OF EDUCATION TO IMPROVE STUDENT’S CHANCES OF SUCCESS

Answer 49

1. materials needed 2. content objective 3. language objective 4. vocabulary/idioms/collocations 5. tap prior knowledge/build background 6. check for understanding

Answer 50

COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH 1. recognize and build on students prior knowledge 2. provide meaningful learning tasks 3. engage in interactive teaching and learning(pair work--can pair by fluency level-one better with one weaker) 4. focus on learning processes and strategies(think aloud modeling) META COGNITIVE strategies--get them to think about learning 5. help students evaluate their own learning *6. Designed for advanced beginners to intermediate learners. *7. Teachers instruct in both academic lang and content. 8. Emphasis on learning strategies,reduced lang demands, and content learning. CIVIL WAR METACOGNITIVE STRATEGIES- a. planning (skimming the text ID how text is organized and plan to complete task posed by teacher b.monitoring- clarify concepts c. evaluating- self-evaluate how well task was accomplished COGNITIVE- a. activate prior knowledge- already know about civil wars? b. taking notes-important words and concepts c. grouping the notes- mind map, cause-effect chart d. linguistic transfer- names and cognates from L1 SOCIOAFFECTIVE- a. cooperative group work toward common goal b. self talk-positive attitude

Answer 51

1.modeling-showing them what you mean 2.bridging-tapping prior knowledge-something they know to something new 3.contextualization-putting new learning in familiar context schema- understanding world around us as natives that may be different for EL (ie-play coloring) 4.METACOGNITIVE DEVLEOPMENT- thinking aloud—showing how we go about problem solving—making our thought process public 5.TEXT REPRESENTATION-text accompanied by pix and graphics-make words on page make sense 6.PRIMARY LANG SUPPORT- L1 links to L2 preview-review in L1—listen talk to peer in L1 7. Thematic instruction can sometimes make students put all info into clumps (ie—knife, spoon, fork) give different purposes 8. THEMATIC INSTRUCTION scaffolding strategies that recognize that language is constructed thru a blend of purpose, situation and social need CAN be organized by: TOPIC, PURPOSE Topic- back to school night Purpose: how to make a phone call Tiering vocab is attached to purpose and/or theme makes learning more accessible Thematic instruction can sometimes make students put all info into clumps (ie—knife, spoon, fork) give different purposes

Answer 52

Background knowledge a reader brings to a reading task that facilitates comprehension. EXAMPLES: pre-reading strategies such as naming the genre, describing special features of that genre, noting the text’s structure, and examining any accompanying illustrations or graphics. If the text is nonfiction, particularly from a textbook, then further points for discussion arise, including textual cues such as subtitles, bullet points, photographs, captions, timelines, and charts.

Answer 53

Look for LITERARY rather than LITERAL translations (ie Richard Wilbur with Moliere) It is easier to translate non-fiction. Rhymes don't translate

Answer 54

1. comprehensible units—highlighting new vocab in different color in text books 2. new words are put in good context sentences when first referenced 3. supplemental visual supports 4. Are there visual study aids-graphic organizers, matrices, maps etc.? 5. captions, margins, headings 6. visuals match text to better illustrate abstract concepts

Answer 55

SILENT PRE-PRO/6-8 mo 500 words/point to x on map EARLY PRO/6 -12mos/1-2 word phrase,short answers,either/or, who,what,where questions// milk or water? what is your brother's name? EMERGENT/1 yr. 6,000 words/short phrases,simple sentences, ask and answer simple questions/ I need my book. Can I go to the bathroom? INTERMEDIATE/ 1 yr. 6000 words/longer sentences, state opinions, ask for clarification/I agree with Marco. I need to wash my hands, may I go to the bathroom?

Answer 56

sound alike--spelled differently to,two,too

Answer 57

The TPR method is exactly as the name entails, all about total physical response. TPR is used to connect English instruction with quick and immediate responses from students, completing each command as quickly as it is given TPR benefits their brains start to connect language with real-world activities and practical uses more than ever before. The vocabulary and grammar becomes more natural and memorable, and the responses start to come reflexively. Double sided--student and teacher do it together--visual, kinesthetic (Nancy video)

Answer 58

1. TPR with basic commands 2. Reading stories aloud with picture cues 3. completing cartoon strip dialogues 4. listening to story in english and retelling in L1 5. matching pix and words 6. word sorting based on phonics 7. writing numbers from dictation 8. drawing objects from discussion 9. following directions 10. reading aloud to complete a task,recipe or art project 11. sequencing events based on short narrative

Answer 59

1. jokes, riddles, word games "who am I?" 2. simulation activities 3. analysis of charts, graphs, tables 4. oral panel presentation 5. speechmaking to describe narrate or inform

Answer 60

1. HIGH FREQUENCY ERRORS-correct in academic instructive way—model correct way 2. STIGMATIZING ERRORS-can cause student harm or embarrassment 3. errors that block meaning or the understanding of the listener

Answer 61

1. Drills students in the use of grammatical sentence patterns 2. Speaking and listening competence precede reading and writing 3. primary language discouraged in classroom 4. structured patterns taught as repetitive drills 5. printed word kept away from EL as long as possible

Answer 62

The natural approach is a method of language teaching developed by Krashen and Terrell in the 70-80's ... The natural approach has become closely associated with Krashen's monitor model, 1. comprehension preceded production--not asked to speak until they are comfortable and it feels natural 2. Production emerges in stages 3. strategies thematic and topical organization 4. low anxiety level (affective filter) 5. syllabus based on communicative goals. Focus on meaning rather than correct form early on 6. lots of acting out and context clues

Answer 63

1. used to make content comprehensible 2. use L1 to briefly introduce key concepts and vocab 3. content taught in sheltered instruction/SDAIE mode 4. review taught in L1 to clarify questions

Answer 64

• Type of bilingual program • Highly structured to anticipate student’s transition • Provides models of native English speakers in the classroom • Provides models of L2 too • L1&L2 working together to create language acquisition test scores sky rocket

Answer 65

Cummins draws the distinction between additive bilingualism in which the first language continues to be developed and the first culture to be valued while the second language is added; and subtractive bilingualism in which the second language is added at the expense of the first language and culture, which diminish as L2 is learned.

Answer 66

Significant amounts of the school day are dedicated to the explicit teaching of the English language, and students are grouped for this instruction according to their level of English proficiency. "The English language is the main content of SEI instruction. Academic content plays a supporting, but subordinate, role." "English is the language of instruction; students and teachers are expected to speak, read, and write in English. "Teachers use instructional methods that treat English as a foreign language." "Students learn discrete English grammar skills." "Rigorous time lines are established for students to exit from the program." SEI program graduates continue to receive support services until they are reclassified as "fluent English proficient" whereby Federal law then requires students be monitored for two years after reclassification.

Answer 67

1. aka early exit bilingual ed 2. L1 primary lang of instruction 3. maintains and develops skills in primary lang and culture while introducing and maintaining english skills 4. primary goal to facilitate EL transition while receiving academic instruction in L1 to extent necessary

Answer 68

1. aka late exit bilingual education 2. uses two languages- L1 & L2 means of instruction 3. develops and expands english language skills of students to enable them to achieve proficiency in both languages while providing access to content areas

Answer 69

Takes 5-7 years for students to become proficient.

Answer 70

1. focus on shared words across lang—COGNATES- 2. have lists and charts that students can add to— 3. early id—homophones-(sound same spelled differently(knew/new) 4. Also—preread text and ID possible problem vocab

Answer 71

A strong response would mention the use of the CELDT to determine the level of English proficiency and the characteristics of an intermediate level English Learners. It would describe the elements of academic language to include the three tiers of vocabulary - common words that native speakers of English at one's grade level would already know and use, tier two words which are used in formal, academic discourse and are found and used across subject content areas, and tier three words that are more uncommonly used specific to a content area. It would also explain the difference between formal and informal speech registers, as well as academic speech functions needed for students to effectively participate in class with some examples such as how to disagree with the opinion of another person in an academic setting. A strong response would describe two academic language strategies such as modeling through using sentence frames, teaching EL students cognate patterns to look for, using a dictionary to look up idiomatic expressions they encounter and regular checking for understanding throughout the lesson using leveled checking questions. A strong response would explain how these can be incorporated into content lessons by knowing the proficiency levels of your English Learners, previewing the textbook pages or lesson plan for the words, idioms and expressions that are likely to come up and be new to English Learners so an explanation can be planned, and including different student groupings and pairings so that more limited levels of proficiency can work with bilingual peers to discuss in English or the primary language and students who have more English proficiency can be challenged to use more robust vocabulary and sophisticated structures.

Answer 72

A strong answer will include a description of English Language Arts to include instruction in the grade level appropriate listening, speaking, reading and writing skills as described in the state English Language Arts standards. English Language Development includes these same four domains but will vary by English proficiency level rather than by grade level as described in the CA state English Language Development Standards. Similarities between the two might include a focus on academic English and grammatical writing. Differences include the amount of English vocabulary and native-like proficiency expected in an English Language Arts class as opposed to the varied levels possessed by students in English Language Development. The English Language Development class might be described like a foreign language course for English Learners while an English Language Arts class is focused on refining the existing English skills that native English speakers posses. Basic English that would be learned by a native English speaker as a young child may not yet have been acquired by an older English Learner and may need to be explicitly taught. The CULP (Common Underlying Language Proficiency) theory by Dr. Jim Cummins explains why EL students with strong primary language literacy skills may learn to read, speak and write English more quickly than those who are illiterate in the home language. According to Cummins' knowledge and skill in one language transfers to the new language so if a student knows the alphabet or that letters can form words, or that words can be searched in a dictionary, all of these can be utilized in English. Providing summaries or short passages about a content topic in the student's primary language to be read first, can also strengthen reading comprehension in English. For those students who bring literacy skills in a writing system dissimilar to the English language system, they will still bring an understanding that written symbols stand for ideas and concepts to be shared. An English Learner student who arrives in the US and is illiterate in their home language will need to learn concepts of print and how literacy works without the benefit of a basic oral English vocabulary. Having a primary language study buddy or tutor or teacher who is bilingual can be very helpful to the student's understanding. A description of the Language Experience technique might be included as it can be used with older students who do not yet read at all.

Answer 73

SDAIE strategy -- 1. post categorized notes on post its--others come and read-- one person stays with info 2. students walk around room--gallery walk 3. share findings

Answer 74

1. behavioral elements--not always concrete or visible to outsiders 2. values. mores.rules for behavior. punishment. non-verbal communication (personal space, eye contact,gesture, touch)

Answer 75

1. interesting when different from our own 2. visible, tangible artifacts, symbols, heroes, myths/legends, rituals 3. often the cause of stereotypes

Answer 76

we need to raise the bar and help them to achieve. Create an environment in which there is a genuine respect for students and a belief in their capability. Encourage students to meet expectations Praise them when they truly achieve College- wanted a break—her prof said, “I know you can and if you don’t the process of failing will be a part of your education.” Clear expectations and strong consequences—ie chop wood—if not students cold

Answer 77

Cooperative learning technique that enhances critical thinking and social skills and independent learning 1,2,3,4--group task to research topic become "expert" put all pieces together

Answer 78

way and what we teach is entrenched. We must add other perspectives—use other sources other than text book solely. Share "a la Rashoman"—alternative viewpoints-give a world view-how does the world see us? Integrated units of universal themes(humanitas)

Answer 79

Texas and California

Answer 80

1. convene a full multidsciplionary assessment team: parents,educators, interpreters, bilingual experts 2. determine if difficulties stem from lang or cultural differences, lack of opportunity to learn or from disability 3. Determine lang to be used in testing 4. conduct a tailored and appropriate assessment of the child and environment--not just testing, sources of info(school, home and community)

Answer 81

A strong response would describe how schools in many other countries differ from US schools in the level of formality of the relationship between the child and teacher, and that teachers are considered expert professionals so parents may not see themselves as equal partners in education. Some immigrant parents may have very little formal education in their home country so may not be prepared to help their child with higher levels of school work. Language can also be an obstacle in parent conferences if the parents do not speak English. The school should be prepared to provide professional translation and interpretation, and not utilize children in that role. When children are brought in as interpreters in a parent conference there is a role reversal as the child is explaining to the parent and then to the teacher any issues regarding the child's education. Parents may also be very satisfied with the level of English proficiency of their child since they seem much more fluent than the parent and they may not realize the level of English proficiency required to pass grade level standards or take advanced placement courses or meet reclassification criteria. Parents who were educated in countries where students do not advance to the next grade level unless they have passed all the required material may not realize that their child has been promoted to the next grade level but is considered working far below grade level. These expectations need to be discussed with individuals in the community who know the language and educational experience of the students and their families to gather information about the immigrant expectations. It is also important to have teachers and other educators gather an explicit list of their own expectations and to find ways such as parent meetings, handbooks, DVD's, parent conferences and ELAC meetings where these expectations can be shared and explained.

Answer 82

Components of phonology (analyzes the soundstructure of a language): 1. phoneme-smallest unit of sound that affects meaning(english 44 sounds 26 letters--not a phonetic language--no 1 to 1 correspondence) 2. PITCH (REGISTER)- determines the context or meaning of words or series of words (handles intention) 3. STRESS-can occur at word or sentence level--CONflict conFLICT-- can modify words meaning

Answer 83

the study of letters and letter combinations. English wide variation of phonemes-MUST BE TAUGHT AND DRILLED. Graphemes introduced long after english is spoken. Must speak and hear language first

Answer 84

HOMONYM-(LIE)word forms with 2 or more meanings --SAME SPELLING HOMOPHONES- 2 or more words that have same pronunciation but DIFFERENT spelling(wood/would, cite/sight, to,two, too) HOMOGRAPHS- two or more words that have same spelling or pronunciation but different meaning HETERONYMS- two or more words same spelling different pronunciation and meaning (Polish,polish)DIFF SOUND HOMONYMS are words that sound alike but have different meanings. Homophones are a type of homonym that also sound alike and have different meanings, but have different spellings. HOMOGRAPHS are words that are spelled the same but have different meanings. Heteronyms are a type of homograph that are also spelled the same and have different meanings, but sound different. WORDS THAT BOTH SOUND THE SAME AND ARE SPELLED THE SAME are both homonyms (same sound) and homographs (same spelling). Example: lie (untruth) and lie (prone); fair (county fair), fair (reasonable).

Answer 85

PROBLEMATIC PHONEMES: digraph-any two letters that form a single sound /ph/ phone /ea/ read dipthong- two vowels combine for a sound that slides together /oy/boy /ou/house schwa-sound made by every vowel in English. /a/about /e/the /i/ pencil /o/ onion /u/ but

Answer 86

--short vowel sounds /a/apple /e/elephant Spanish EL have a hard time hearing the difference pat,pet, pit, pot--frustrating--don't insist on perfect pronunciation beginning and early interediate

Answer 87

process of words forming MEANING MORPHEMIC ANALYSIS- breaking a word down into its component parts to determine its meaning (root(base word) prefix, suffix MORPHEME- smallest unit of a language system that has meaning

Answer 88

``` KIND create as many new words by changing prefix and suffix unkind kindness mankind kindly (helps EL decode unfamiliar words) Guessing on words should be encouraged! ```

Answer 89

1. Morphemes can be free and stand by themselves(chair bag) OR derivational (needing other morphemes to create meaning) i.e. read-ABLE . ENable 2. knowing meanings of derivational prefixes and suffixes help (un-means not) (non-means against) 3. some morphemes provide grammatical rather than semantic info--(of, the, and) 4. Words can be combined in English to create new compound words(key chain keychain)

Answer 90

1. DECODING 2. RHYMES 3. SYLLABICATION 4. PHONEMICS 5. CONTEXT CLUES-- what is happening in picture etc.

Answer 91

involves comparing and contrasting linguistic feautres of L1 and ENGLISH. (i.e. Spanish transporta communica--CION-- ENGLISH --TION

Answer 92

SYNTAX-involves the order in which words are arranged to create meaning--rules for creating correct sentence patterns STAGES- 1.single words . I-throw-ball 2.S-V-O I throw the ball 3. Wh-fronting Where are you? Do-fronting . DO you like me? Adverb fronting . Today I go to school Negative + verb. She is not nice. 4. Y/N inversion Do you know him? Yes, I know him. Copula inversion(linking verb) Is he at school? Particle shift Take your hat off. 5. Do second Why did she leave? Auxillarysecond Where did she leave? Negative do second She does not live here. 6. Cancel inversion I asked what she was doing.

Answer 93

cognitive and academic development in L1 has extremely important and positive effect on L2. 1. 5 yr old is 1/2way thru the process of L1 development 6-12 child continues to acquire subtle phonology, vocab, semantics and syntax and pragmatic complexities. 2. These skills transfer to L2. 3. Students who do not reach threshold of knowledge in L1 including literacy experience cognitive difficulty in L2. 4. Parent should speak L1 at home with students. 5. CUP common underlying proficiency--skills that transfer form L1 to L2

Answer 94

the meaning of individual words and combinations of words. 1. teaching in context helps students understand meaning of words and sentences. 2. EL must learn how to translate words they know in L2 to English. Daunting because of the complexity of the eng lang. Lexicon of lang--stored meaning, contextual meaning from word association, pronunciation, grammar and morphemes. 3. syntatic and semantic context clues must be taught.

Answer 95

1. Cuisiniere Rods-rods replace words in sentences. blue-noun, white-verbs-auxillary verbs-green, negative words-black, adjectives pink. Students visualize the correct order of the sentence. (McKay) 2. SHUNTING WORDS- teacher types text without spelling or punctuation and spacing. Students work in groups of 3 to correct sentences. 3. Expanded sentences- Draw pix of sportscar. Teacher writes sportscars are ^ expensive. Continue game until no more carrots can be added.

Answer 96

has little meaning but is important in social exchanges.

Answer 97

1. Instrumental- satisfy needs 2. Regulatory- used to control behavior of others (organize tasks 3. Interactional- social, working with others 4. Personal- expressions of individuality pride 5. Heurisitc- asking and seeking knowledge 6. Imaginative- making up stories, creating 7. Informative- sharing info, ideas 8. Divertive- jokes, puns, riddles

Answer 98

``` Describing Defining Explaining Comparing Contrasting Making predictions Persuading ```

Answer 99

the study of how social conditions influence the use of language. (dialects, ethnicity, status, education)

Answer 100

Social Lang, academic lang, geography, wars (Napalm, friendly fire,blitzkreig) Contemporary culture(Xerox, uber) Political rhetoric-"send a message" "candidate of change" Tech and science, Texting, JARGON (teaching acronyms)

Answer 101

choice of language for a particular discourse refers to register. Halliday 3 factors that lead to variation: 1. field of discourse-reference subject matter 2. mode of discourse-speaking or writing 3. manner of discourse- social relations between participants REGISTER term for speech that is appropriate to certain settings

Answer 102

COHESION- "surface" characteristics of semantic relationship between elements of text COHERENCE- deeper meaning of logical elements of the text(theme, topic)

Answer 103

must be consciously applied-- when reading operating instruction manuals (skimming/scanning) instructions or poetry (inference), sci-fi(suspension of disbelief)

Answer 104

textual competence: create monologue (report or speech) | interactional competence: ability to understand and respond

Answer 105

how context affects the interpretation of language (how to order fast food vs. elegant dining) (doctors office) role playing is an excellent strategy Sociolinguistic competence results when EL knows correct response to various situations--we need to scaffold process with them

Answer 106

NATIVISM- humans born with special biological brain mechanism, LANGUAGE ACQUISITION DEVICE(LAD) ABILITY TO LEARN LANG IS INNATE, nature more important than nurture. Experience using lang is only necessary in order to activate LAD.

Answer 107

Cognitive development precedes language development. Lang is simply one way a child represent their familiar worlds, a reflection of thought, lang does not contribute to thinking-Stages of development--

Answer 108

relationship between thought and language. Interested in the ways different lang affect a person's thinking. Language is social communication which promotes both language itself and cognition.private speech

Answer 109

lang development is part of child's holistic development, emerging from cognitive, emotional and social interactions. Social and cultural factors - environment -- proto-conversation: talking and listening to baby as if they truly understand (they do)

Answer 110

Onset of puberty--easier to learn L2 before puberty kicks in

Answer 111

COGNITIVE STRATEGY Practicing-repetition, imitate native speaker Receiving and sending messages- help to locate salient points and then interpret meaning Analyzing and reasoning- rules to understand meaning and then work into specifics Creating structure for input/output-taking notes, summarizing passages,using highlighter

Answer 112

1. center your learning-review concept and link to existing knowledge 2. Arrange and plan your learning- understand how lang is learned--create optimal learning environment 3. Evaluate your learning -keep track of errors and progress

Answer 113

1. SILENT PERIOD (L2 no babble) 2. PRIVATE SPEECH(early prod 1,000 words) 3. LEXICAL CHUNKS (SPEECH EMERGENT) 3000 4. FORMULAIC SPEECH (INTERMEDIATE LANG PROF)6000 words--makes statements, asks?, shares thoughts) 5. EXPERIMENTAL/SIMPLIFIED(ADVANCED LANG PROF) level of fluency can make semantic and grammar generalizations

Answer 114

1. L2 is the medium for instruction for academic content and second language learning 2. ELD, ESL--PULL OUT PROGRAMS a. grammar based teaches about lang-structure, b. communication based(using L2 in meaningful context) c. Content-based- english instruction that attempts to develop lang skills and prepare EL to study grade level content- emphasis on lang but with graded intro to content areas, vocab and basic content 3. STRUCTURED ENGLISH IMMERSION- ELs pulled out for structured instruction in english so that subject is comprehensible(little to no L1 lang support)Teach content in a way that carefully builds vocab and sentence structure. Students no more than one prof level apart a. submersion with primary lang support b. Canadian French Immersion- L2(french) first 2 yrs--then english--goal english (L1) fluent in L2 french c. Indigenous Lang immersion- supports endangered minority lang (Navajo)

Answer 115

prior knowledge students have when beginning a new foreign language, a valuable asset. 1. Schema Theory- how the brain processes knowledge and how this facilitates comprehension and learning 2. SCHEMA a framework around information that is stored in the brain 3. new information received schemata are activated to store new info

Answer 116

1. CONCRETE- people oriented, spontaneous, emotional 2. ANALYTIC- object oriented, capacity to make inference 3. COMMUNICATIVE- autonomous, prefers social learning 4. AUTHORITY- defers to teacher, not into learning by discovery

Answer 117

1. VISUAL LEARNING-seeing 2. AUDITORY LEARNING-hearing 3. KINESTHETIC-learn by experience 4. TACTILE- hands on--doing--experiments, labs

Answer 118

1. Is L1 writing system the same as L2 2. L1 syntax compare to L2 3. Spelling patterns phonetic with consistent grapheme-phoneme relationships or multiple vowels like english 4. L1 Read left to right? 5. Any TRUE/FALSE COGNATES 6. Discourse patterns similar? 7. Questions- known answers (teachers) rhetorical(working class families) ? 8. L1 circular writing with many details and long sentences(Span) or LINEAR--minimal facts to support details in main idea(eng)

Answer 119

1. MODELING 2. SHARED- group work-knowledge pooled 3. INTERACTIVE- everyone is a learner--lots of ?'s 4. GUIDED- well posed questions, clues and reminders 5. INDEPENDENT LEVELS

Answer 120

1. INSTRUMENTAL--specific reason to acquire (job) | 2. INTEGRATIVE- wish to communicate with different culture

Answer 121

LOWER AFFECTIVE FILTER | MONITOR THEORY- correction does not lead to lang acq Learners need comprehensible input so they can acquire target lang

Answer 122

ACCULT-process of becoming accustomed to the customs, lang and practices of new culture TRANSCULAT- acculturation by individual, accult same process by large group

Answer 123

1970's-- 1. accommodating L2 vocab, structure, pronunciation-- make it more understandable to those striving for proficiency 2. immigrant and ethnic groups accommodate their cultural heritage to the host or dominant culture in an effort to show their flexibitlity and willingness to assimilate

Answer 124

2 languages in a community--high and low variety--high variety outside home and higher status. Lower at home

Answer 125

1. Facilitate learning thru joint, productive activities among teachers and students 2. Develop students' competence in the lang and literacy instruction thru all activities 3. Contextualize teaching and curriculum in the experiences and life skills of home and community 4. Challenge students toward cognitive complexity 5. Engage students through dialog, especially in instructional conversation

Answer 126

1. Students can collaboratively prepare a report/fact sheet based on topic 2. Present facts on the topic orally 3. Write a paragraph to display on a poster

Answer 127

1. examination of content standards across grade levels | 2. standards agreed upon then design practical strategies to align teachers and textbooks with grade level standards

Answer 128

outline of the unit or course in a schematic form to help teacher planning

Answer 129

1. CELDT test (given yearly until reclassified) 2. Student performance in basic skills 3. teacher evaluation 4. parent/guardian consultation

Answer 130

1. DISCRETE refers to the testing of one element at a time, item by item (particular grammatical structure) 2. INTEGRATIVE makes use of a combination of language elements for a candidate to complete a task (listen to lecture, take notes, write a composition

Answer 131

1. direct- perform precisely the skill to be measured--write compositions 2. indirect -determine the abilities that underly the skills(paper and pencil test pronunciation for rhyming words)

Answer 132

1. norm referenced-- one student performance compared to other students i.e. better than 50% 2. classifies whether or not they are able to perform a task or set of tasks regardless of how others did

Answer 133

multiple choice vs. essay

Answer 134

observe students working on a task, structure assessment so that comprehension of a reading passage enables student to finish task

Answer 135

evaluates comprehension and mastery of content

Answer 136

1. portfolios 2. conferencing 3. oral interviews 4. teacher observation 5. documentation-like teacher observation--transpires over period of time 6. interviews 7. self assessments 8. student journals 9. story or text retelling 10 Experiments and/or demonstrations

Answer 137

1. focus on developing proficiency in two languages while also developing academic skills of the students of all programs 2. challenge is disparity-- middle class english lower class Spanish (no computers, can't visit missions)

Answer 138

teaches academic language and history in heritage language in order to maintain connections within families and communities

Answer 139

1. pronounce name in native tongue 2. find a buddy who speaks lang 3. point out on map where EL is from 4. class learn some words from EL's L1 5. honoring EL parents

Answer 140

1. must be highly qualified 2. Must have BA 3. state license or credential 4. demonstrate subject matter competency

Answer 141

transitional programs that provide middle-grade elementary students core subjects(math,science,social studies) taught in L1 for 1 year with ESL as part of the instructional day

Answer 142

5 year study CADOE found no quantifiable difference among success rates. BUT tests do not reflect student growth. 7th grade student started a 2nd grade reading level--finished at 5th grade BUT was recorded as FAR BELOW BASIC because they were not 7th grade level

Answer 143

1. provide a scaffold for student to improve Eng comprehension daily without loss of core curriculum 2. Direct instruction of the ELD supports and provides a basis for understanding the work being done in the content class, while SDAIE reinforces the learning and introduces curriculum content

Answer 144

1. DOUBLE ENTRY JOURNALS- pre-read and post -read entries 2. ANTICIPATION GUIDE- teacher prepares list of questions before read to react to 3. DIRECTED READING THINKING ACTIVITY-select text-decide on stop points--teacher asks students to predict what is going to happen 4. KWL- KNOW WANT TO KNOW-LEARN G.O. 5. PRE-READING PLAN- brainstorm associations with the topic to be read. Reflect on student thoughts--verbalize changes after hearing everyone's thoughts-- READ 6. DIRECTED INQUIRY ACTIVITY-prepare 5W ?'s-- students skim material for answers--make predictions--READ and then amplify or clarify their predictions 7. SQ3R- Survey-Question(use titles and headings to formulate questions)Read-Recite(answer your questions) Review 8. PLAN-PREDICT(draw a graphic representation of the text LOCATE check for what they know ? for what they don't ADD -as they read add to diagram NOTE-write new understandings and reconstruct their diagram

Answer 145

1. Read to students in content areas 2. have students create books 3. create opportunities for students to use language 4. variety of games that use langauge 5. recording student lang on board 6. lots of resources:phone books, dictionaries, menus, recipes,labels, signs, directions, alphabets,calendars

Answer 146

1. dramatic play 2. make posters about favorite books 3. label classroom items 4. write morning messages 5. write notes to parents 6. pen pals 7. read and write charts and maps

Answer 147

1. collect set of textbooks on unit 2. establish a listening center 3. learning log activities that correspond 4. communicative activities and graphic organizers 5. checklists and rubrics 6. brainstorm possible projects

Answer 148

1. exhibits and projects 2. visual displays- graphic organizers 3. organized lists--students organize and sequence 4. table and graphs-construct, complete and label 5. short answers

Answer 149

1. PRE-WRITING- brainstorm, research, note taking, listing,organizing 2. DRAFTING-select a format, write draft, decide on audience 3. REVISING- review, reflect, rethink, add, drop,rearrange,rewrite 4. PROOFREADING- prepare for publication polish, spell and grammar check 5. PUBLISH- share with audience

Answer 150

1. CLUSTERS(mind mapping, semantic mapping) 2. CHARACTERISITCS OUTLINER- draw circle in center and then place arrows between a term and it's characterisitcs 3. FLOWCHART- organize steps in a process 4. CAUSE-EFFECT ORGANIZER- causes connect with arrow to effects 5. PROBLEM-SOLUTION-EVALUATION boxes with corresponding info connected by lines and arrows. 6. COMPARE/CONTRAST- Venn DIagram or three columns showing similarities and differences

Answer 151

activate prior knowledge, make predictions, word maps, preview, picture walk, role play--set the mood

Answer 152

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Answer 153

teachers employ flexible grouping strategies according to students needs, achievement and instructional task. 3 groupings: 1. BENCHMARK GROUP- generally making good progress 2. STRATEGIC GROUP- for students who are one or two standard deviations below the standard mean (SST, teacher,special ed modifications )IEP, 504 3. INTENSIVE GROUP- at risk students chronically low performance --def need help

Answer 154

1. group students--count off- 1's, 2's 3's work together 2. tables (younger) work groups upper 3. posters, charts, word walls 4. bring objects from home re: topic

Answer 155

1. use synonyms with new vocab 2. use cognates 3. paraphrase and repeat message 4. shorter and simpler sentences for new concepts 5. write new vocab words on the board 6. reduce speed of talk but keep intonation

Answer 156

PROCUEDURAL- how to use word, which form, what context DECLARATIVE- what a word means CONDITIONAL- when to use a word

Answer 157

FORMa broad range of linguistic/expressive devices FUNCTION purposes served by the forms used in narrative discourse Different forms and functions used in distinctive discourse (passive voice, impersonal gender)

Answer 158

these encourage students to experiment with language and interact with text: 1. DICTOGLOSS: teacher reads fast pace students write parts they can catch. Form small groups and see if they can piece it together 2. READING GRAFITTI- write complete text on the board students write questions and comments ON THE TEXT. Discuss 3.FLOOR SQUARES- Students wander around classroom looking at questions written on pieces of paper on the floor while music plays. When music stops students ask their classmates the question nearest to them.

Answer 159

1. connect new and old information 2. select thinking strategies 3. Plan,monitor, evaluate

Answer 160

1. FRONTLOAD VOCAB AND STRUCTURE IN CONTENT 2. word order,cognates,elements of lang, mechanics of writing taught at appropriate intervals 3. Positive and negative transfer of cognates 4. pronunciation of vowels, consonants, dipthongs,verb tenses, register and pragmatics

Answer 161

1. focuses on meaning thru interaction in target lang 2. text and materials reflect real world lang--authentic 3. allows learners to rehearse lang used outside the classroom 4. focuses on previous knowledge, experiences or skills learners bring to classroom 5. plans link between class lang and real world lang COMMUNICATION IS PARAMOUNT, EVEN WITH MISTAKES--STUDENTS NEED TO INTERACT WITH TEACHER AND PEERS TO ADVANCE SKILLS

Answer 162

1. Work on or create dialogs 2. hold mock telephone call 3. conduct surveys with classmates(beginner-what time do you get up? intermediate-what is your address? early advanced-what do you want to do for a career?) 4. fill-in gap exercises by talking with classmates 5. give you a word that (runs/is blue/is cold)

Answer 163

1. use labels and captions 2. use order forms 3. write checks 3. write personal letters 4. write scripts 5. write essays: a. ennumeraiton- list info chronologically b. compare/contrast c. problem/solution d. cause/effect e. thesis/proof

Answer 164

1. middle school- one-to-one conference with teacher and parent-asks /'s and paraphrases adult comments 2. beginning- understand direction but need to paraphrase in L1 and ask questions L1 or performs task without speaking 3. Advanced- expected to express themselves with accurate lang use

Answer 165

1. Surveys-- do you buy toys you see on tv? 2. create favorite ads on posters or give oral presentations 3. students determine target age group for show by observing advertising.

Answer 166

ACTIVATE PRIOR KNOWLEDGE- | BEST WAY TO DO THAT BRAINSTORMING QUESTIONS

Answer 167

hotel,radio,religion,eclipse,editor

Answer 168

cost-costo,cause-causa,medicine-medicina,list-lista,map-mapa

Answer 169

liberia-not library-bookstore embarazada-not embarrassed-pregnant asistir- not help--to attend, to present

Answer 170

ful/ less help-ful help-less care-ful, care-less

Answer 171

1. duet reading 2. listen/repeat exercises 3. choral reading 4. singing or lang that is sung(happy birthday)

Answer 172

Recognizable text connectors (and, but,because, until, unless) student has a method to help break down text into manageable segments

Answer 173

1. fact/opinion: I believe, it seems to me 2. draw lines-cause/effect 3. inference--the old woman was crying. What does that tell us? 4. test-to-self connections (have you ever) 5. Evaluate credibility (Is a wolf a reliable narrator?)

Answer 174

-that which shows that the author is intimately familiar with the nuances of a culture

Answer 175

1. THE PRESENTATION OF WELL WRITTEN MATERIAL | 2. GOOD READER BECOMES GOOD WRITER WHEN SELF-EDITING PROCESS DEVELOPS AND GOOD MODELS ARE AVAILABLE

Answer 176

CHECK FOR BACKGROUND KNOWLEDGE- NEED REFERENTS (WORDS) -WORD BANK BEGINNING- I see someone wearing black shoes. Who is it?-- students can say name of student word bank-color-black clothing-shoe INTERMEDIATE-read story about a tired boy. Very, very tired. Are you tired? When? What do you do to wake up?

Answer 177

1.game playing-popping balloons, running touching items of different colors 2. interviews and surveys-- collect class phone numbers 3. Number teach beginners- a. show and tell class the numbers b. say numbers in mixed up order --students hold correct fingers up c. dictate numbers in mixed up order ask to write what they hear d. ask for phone number write on board e. phone directory-- student dictate 5 or 10 real numbers partner watches and corrects f. go around room asking each others phone number- make a list g. teacher asks what is Juan's number? someone other than Juan replies

Answer 178

VOCABULARY

Answer 179

1. TPR--hold up a pencil-- pat your head 2. Duet reading 3. Races-- touch object 4. team drawing on board 5. singing 6. cooperative learning--student has one piece of info must get from other classmates 7. Simon says (learn prepositions) hang on your desk, hand under your seat

Answer 180

1. What content will be taught 2. Who is the student(lang and cult background) 3. How will students be taught? (strategies,materials) 4. How well is student learning? (goals and assessment methods)

Answer 181

METACOGNITIVE 1. center your learning: review key concepts and link to prior know. 2. Arrange and plan your learning- learn how a lang is learned, create optimal learn conditions COGNITIVE 1. practicing-repetition, make attempts to imitate native speakers 2. Receiving and sending messages- need to know--nice to know 3.Analyzing and Reasoning: general rules to understand meaning- work to specifics 4. creating structure for input/output: format for note taking, practice summarizing long passages, use highlighter-help focus main idea

Answer 182

take text-create skit- change skit to short story

Answer 183

1. BEGINNER- thumbs up /thumbs down or make a sound like a monkey, draw a monkey,move like a monkey 2. ADVANCED- verbal assessments. Evaluate with rubrics, written work, structured and unstructured questions, free recall, completing graphic illustrations of text. Word association, end of chapter test, teacher tests

Answer 184

1. using every tool possible to make content understandable 2. new vocab contextualized 3. creating variety of ways to access the content 4. assessment method accurate?

Answer 185

CUL UNI-elements, patterns traits common to all humans CUL RELA- persons beliefs and activities understood in context of their society ETHNO- focuses on one's own community and belief that it is superior CUL PLUR- different cultures in one society CUL CONGRUENCE- the way people develop expectations about their society that are congruent with their views of society--allows them to maintain stable identities (globalism, westerinzation, Americanization, Islamization,ecotourism, immigration)

Answer 186

INTRAGROUP-members of same culture involved INTERGROUP- members of different cultures (classroom, youth culture, company culture) Cross cultural--focuses on intra-cultural and inter-cultural issues

Answer 187

1. shelter- fixed or movable, large or small 2. clothing- seasonal, religiousrestrictions 3. Art and Literature-is it appreciated--artists honored in culture--who creates-men, women? 4. Religious structure-churches old/newly built? 5. Government-monarchy, dynasty, democracy 6. Technology- advanced or primitive? Avail to all or elite 7. Language-lang or langs spoken by culture? Official Language? 8. Food-what foods eaten?Order? Social obligations

Answer 188

Power attributed to "superior culture and language" French in diplomatic circles, English in India, eradication of Native tongues

Answer 189

1. socioeconimic status 2. geographic distribution 3. second-language attainment 4. intermarriage

Answer 190

the duality of closeness to and distance from a new culture is psychological distancing. Culture shock can occur causing distancing

Answer 191

1. HONEYMOON- everything bright and positive,eager to please,happy to be there 2. HOSTILITY-Frustration begins as reality strikes. New lang, new survival tasks, new food--new culture Depression, homesickness, anxiety, anger 3. HUMOR- accomplishments bring the feeling it's not all bad. Adjusting to new life demands with some success allows them to laugh at themselves and previous frustrations 4. HOME- patriotism for native country retained as new country becomes home.

Answer 192

1. cultural background and educational sophistication of the EL 2. exposure of EL to various english lang variants and cultural beliefs

Answer 193

refers to the way in which individuals tend to process info-- either as a whole or broken down into parts(analytic) Holisitc-analytical is associated with these terms: analytic-deductive, rigorous, constrained, convergent, formal, critical and synthetic. VERBALIZER-IMAGER- represent info as words or images

Answer 194

CA official lang is English

Answer 195

1. Cuba Freedom Flights- Tito's parents 2. Fall of Saigon 1975-Vietnam other factors: natural disasters

Answer 196

Family, school, workplace, professional organizations, church

Answer 197

one or more family members leave family behind in native country to search for work. Other family members join when they are settled--second migration

Answer 198

+ L2 is learned without adverse effects on L1 | - occurs when child learns L2 without opportunity of L1 being fully developed. Has negative effect on mental development

Answer 199

the integration that is achieved through hatred, fear, and the threat of the common enemy. One group creates negative stereotypes and discriminates against them

Answer 200

1. distance between speakers 2. ways conversations open and close--Japan sexist--woman first-youngest man-patriarch 3. timing of responses-wait time--rhetorical ?'s seem pointless--allow wait time 4. turn taking- Japan-inferiors/jrs first 5. volume of voice- 6. use/role of silence- Americans value smart talk, Asians value silence--

Answer 201

1. STYLE OF ARGUMENTATION-African Americans look away from speakers, 2. USE OF VOICE- voice is the sound of the story in English text-narrator,other cultures-voice may reflect oral traditions of culture- VOICE AND GENRE HAVE TO BE TAUGHT TO ELLs. 3. FORMALITY LEVEL-written is more formal than spoken- instruct appropriate degree of formality 4. Organizational structure-teachers prefer linear, single-topic storytelling--kids from oral culture prefer narrative style stories and assume shared knowledge

Answer 202

1. multicultural education 2. antiracist education 3. conflict resolution

Answer 203

1. multicultural education 2. antiracist education 3. conflict resolution

Answer 204

1. FEATURES : adds ethnic content without restructuring curriculum(look at leaders, sports, writer, political figures) 2. GOALS: increases the linguistic abilities of students without diminishing L1 ability 3. OUTCOMES: resource for bilingual families to draw from

Answer 205

1. FEATURES: infuse various perspectives, frames of reference and content from various groups 2. GOALS: extend students understanding of complexity of US society 3. OUTCOMES: deeper understanding of cultural issues in the US

Answer 206

cooperation and loyalty OVER competition. Non-competitive group results work better with them.

Answer 207

newcomers and US born members from same cultures group becomes opposed

Answer 208

``` reduction of vowel--short--neutral--unstressed--or weak stress BAnana applE studEnt octOpUs experIment ```

Answer 209

Deletion: Don’t becomes Don REASON: No final /t/ and no final clusters in Spanish Distortion: Spaghetti becomes Espaghetti REASON: No initial /s/ cluster in Spanish Replacement: This becomes Dis REASON: No /th/ so the brain chooses the most similar sound from the first language.

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