Assessment and Instruction

Question 1

CELDT

Answer 1

A test required by California to determine the proficiency level of students were learning English as a second language.

Question 2

Backwards Lesson Planning

Answer 2

An instructional planning approach that begins with identifying outcome goals and ends with instructional delivery.

Question 3

Linguistic Bias

Answer 3

Can be found if tests use words not known to particular cultural groups or if stereotypes are present within test questions themselves.

Question 4

Curriculum Calibration

Answer 4

A process by which learning activities are analyzed to see how well they are aligned with state standards.

Question 5

Assessment

Answer 5

• Performance-based: student completes a task using what he/she had learned (often graded by rubric or checklist)
• Curriculum-based: student takes a test/quiz containing questions that show how well the student remembers or understands the material covered in the curriculum lessons.
• Teacher- made testing: The instructor designs a test that covers a small amount of material recently taught.

Question 6

Curriculum Mapping

Answer 6

Thematically align standards, instruction, and assessment for the entire course of the academic program.

Question 7

Authentic assessment

Answer 7

Realistic tasks are completed by the student in order to demonstrate his or her understanding of the material covered examples and consulting a real health math problem writing a story or performing a science experiment.

Question 8

Informal ELD assessment

Answer 8

Can include the teachers observation of the student or questioning of the students during the lesson.

Question 9

District benchmarks

Answer 9

Great level students from an entire district take a test and the curriculum for the district is adjusted to focus on the weaknesses detected.

Question 10

Gate

Answer 10

Stands for gifted and talented education. It is a program run by the state of California authorized for the education code designed to help create curriculum and fun classroom and other instruction for students were considered gifted. Gates aim is to provide instruction to as many students as possible not neglecting those who may be economically disadvantaged or who come from a variety of cultural backgrounds.

Question 11

SST

Answer 11

Stands for the student study team. It is a group of individuals in the school system who meet to discuss student needs. Behavioral emotional or learning needs are discussed. The team discusses the students and forms a plan for assistance. Most students were discussed are those who teachers are already modifying in the classroom but the modifications are not currently meeting the students need. The plan for helping the student may include changing seating tutors playing learning game or behavior modifications.

Question 12

Heritage language movement

Answer 12

This term describes it trended towards preserving the languages of people of United States. In many cases fewer know people are left to affluent a Native American languages and this movement would like to study, horseback, and appreciate the languages before their lost forever.

Question 13

Content-based ELD

Answer 13

This involves teaching students in a content-based class such as teaching English in a science class or a math class which enables the student to not only learn English but also keep up with peers and learning the class material.

Question 14

Proficiency

Answer 14

Factors that affect the ability to progress to proficiency:

Background experiences, literacy in primary language, level of motivation, knowledge of vocabulary.

Question 15

SEI

Answer 15

Stands for structured English immersion. In this classroom two factors are at work. First the English language being used is that an appropriate level for the students and second the teachers in the classroom are working to use more English and less of the other languages as time progresses. On average studies have shown that English is used approximately 70 to 90% of the time and SDI classroom that his students for an average of three years. The effectiveness of this type of classroom is under debate with some feeling the class sizes are too big or that students are not learning English as well as they could in a bilingual setting.

Question 16

SDAIE

Answer 16

Specially designed academic instruction and English. In this classroom students with limited English proficiency experience special teaching strategies designed to help them with both content and language. Teachers use graphic organizers, visuals, manipulatives, real objects, and materials and interactive teaching/group learning.

Question 17

Reading and writing skills

Answer 17

Using a variety of approaches students who are learning English can enhance their learning and eventual proficiency in English. Some examples include using materials that provoke discussion and interest such as journals, learning logs, shared reading sessions, interactive journaling, graphic organizers, maps, puzzles, content related photographs. Teaching methods include peer tutors, team teaching situations, available technology and bilingual teachers and aids. A strategy known as vocabulary frontloading can also be useful this technique involves the teacher going over difficult or challenging words before the students read them and allowing students to don’t define the vocabulary in their own words

Question 18

Language experience approach

Answer 18

This method of teaching help students learn language bond with classmates and take ownership of learning. The process involves choosing the material to cover, then recording and writing or video the lessons themselves. Lessons maybe hands-on experiences such as growing a garden or cooking. The students assist in designing lesson, planning the event and writing the rules they will follow during participation. Once the lesson is complete students and teachers will reinforce learning by engaging in discussions about what happened.

Question 19

Jim Cummins

Answer 19

Jim Cummins is the author of a book intended to assist child driven in the bilingual classroom. His book details his studies and resulting theory called the four quadrants. This is used to identify the level of difficulty in academic language is in court content classwork.

Question 20

Writing strategies

Answer 20

• help developing legible penmanship
• assistance learning the writing process
• help learning how to use and apply technology and research techniques.
• Discussion and practice with various types of writing. (Expository, narrative, descriptive, persuasive.
• Practice and experience writing for a particular audience and purpose.
• Practice with written language conventions including spelling, sentence structure, capitalization etc…

Question 21

English language development

Answer 21

In order to promote English language development while conducting a science experiment a good strategy is for the teacher to first demonstrate the experiment then have the students work in small groups to conduct the same experiment on their own. As the teacher explains and demonstrate the experiment here she should take care to use modified language that is either paraphrased and or repeated so that the students will understand based on their current proficiency. This type of experiment offer students the chance for meaningful input and meaningful output.

Question 22

Sentence fragments

Answer 22

For English learners using fragmented sentences is common. The best strategy for the teacher to use is to teach the students the definitions of both complete sentences and fragments. Students can look at sentences and identify the subject and the predicate indicating a complete sentence.

Question 23

Social interactionist theory

Answer 23

For English language learners the chance to speak with others is critical. Conversational skills perfect promote proficiency. Social interactionist theory says that one language learners engage in dialect in a social setting there given the chance to both listen and comprehend as well as provide answers and further questions. This theory also states that social interactions of the most important for helping language learner to become proficient.

Question 24

Alter language patterns

Answer 24

In specific situations a person may choose to alter his or her speech patterns. For example a student may have a vocabulary and style of speaking when he speaks with his teacher about schoolwork. The same student will use drastically different words and phrases when he is talking to his friends in the hallway after school. For the language learner these differences in vocabulary and freezing maybe difficult to learn the more chance for social interaction the more experience the learner will have to utilize the very language patterns. Offering the learner the chance to discuss topics in both formal and informal situations can provide feedback and practice opportunities.

Question 25

Essay writing

Answer 25

A good way to teach essay writing is to let English learners look at a variety of writing samples that follow essay conventions and then let the students use a graphic organizer to show the structure of the essays their reading. After disgusting and noticing the similarities and patterns in the samples they have a good graphic organizer to act as a map while writing their own essays.

Question 26

Pronunciations

Answer 26

When students are having trouble with particular aspects of pronunciation there are several strategies that may be used. One strategy is “pair activities” which means putting words together such as in rhyming poems or songs. The word should contain the troublesome phoneme. this gives students the chance to hear practice and pronounce the phoneme as it is it’s connected to a larger piece of writing. For example, if the student is having trouble with the ING sound consider such word pairs as saying ring caring and sharing. The phonemes that will most often proved difficult and those that are not found in the students primary language.

Question 27

Class participation

Answer 27

When a student is presenting a report Oralee the teacher can encourage the student in the class to reach their hands during the presentation and to ask questions for clarification or explanation. By raising their hands and interacting with the presenter the students are all becoming more competent communicators. By discussing in class their social language skills may improve as well their levels of self-esteem and confidence about speaking in a public forum. As the students ask for help with comprehension they learned to compensate for their language deficiencies and just like in the real world students who feel comfortable asking for explanation or clarification on more likely to experience success.

Question 28

Feedback

Answer 28

-Teachers can provide feedback by pointing out significant errors and discussing, explaining, or rephrasing them. Insignificant errors need not be pointed out frequently. Being constantly corrected can cause loss of self-esteem and loss of motivation to continue learning the second language.

Question 29

SDAIE lesson

Answer 29

First steps include the teacher’s evaluation of what he/she wants to teach (the content), as well as the outcome desired (objectives). The teacher must be very specific about the content and objectives. Additionally, the teacher must evaluate the language skills the students need to have in order to learn the content being taught. The teacher must be knowledgeable about his/her students and their abilities, as well as with the content of the lesson, in order to determine whether the students will be able to attempt the lesson. These steps must be completed before the teacher goes on to develop the rest of the lesson.

Question 30

Teacher considerations when planning for SDAIE-type lessons

Answer 30

First, the teacher needs to list the language that the students need to know to begin and the language they’ll learn during the lesson. Be specific regarding the language terms, especially those that are content- related vocabulary. By being aware of, studying and working towards comprehension of these specific terms ahead of time, the student has a far better chance at finding the lesson to be accessible. For example, if a science teacher is planning a frog dissecting lab experiment for sixth graders, the teacher should first cover the terms for body parts, the word for frog, the words for all of the equipment needed, etc. Both guided discussion and studying the words in the context in which they will appear are good strategies for teaching the vocabulary needed. Then, once the lesson/demonstration begins, students have a pre- knowledge of the terms they’ll hear during the lesson. They will ideally spend less time trying to decipher these words and more time observing the lesson.

Question 31

Holistic scoring

Answer 31

• A method in which the teacher looks at the student’s work as a WHOLE, instead of just evaluating one specific thing. Usually, holistic scoring is conducted by using a rubric that defines the elements that are to be evaluated. For example, a rubric may list four sections: maintaining a focus, offering supporting facts/examples organization of material and conventions (grammar, spelling, punctuation). When the student’s work is evaluated, each of the four sections are noticed and scored independently, with scores often being on a scale of 1-5, with 1 being the lowest and 5 being the highest. Once all sections are evaluated, the work is given a single overall score, not focusing too heavily on any single aspect.
• One of the drawbacks to this type of scoring—when used in an ELD classroom—is that students do not get specific feedback. An ELD student requires detailed discussion and suggestions for improvement in areas of the student’s writing. Since holistic scoring focuses more on the work as a whole, the student loses the opportunity for suggestions for improvement of specific aspects of his/her writing.

Question 32

Vocabulary methods

Answer 32

• Have students look over a word’s parts (morphemes), including the roots and the prefixes and suffixes. By studying a word in this way, the student may be able to decipher its meaning. For example, a student who knows the word “happy” can decipher “unhappy” by studying the root and the prefix and its meaning.
• Teach students to classify and group related words. By putting words into categories or groups, the students are more likely to remember them and be able to use them. For example, during a science lesson students can group words into “lab equipment,” “animals,” “chemicals,” etc. This not only helps them understand the vocabulary being used currently, but helps them with future lessons in other classes and situations because they now know how to group unknown words and study them together in context.

Question 33

SDAIE lesson

Answer 33

When designing an SDAIE (Specially Designed Academic Instruction in English) lesson,

there are specific steps to follow to ensure maximum learning will occur. The first steps

include the teacher’s evaluation of what he/she wants to teach (the content), as well as the outcome desired (objectives). The teacher must be very specific about the content and

objectives. Additionally, the teacher must evaluate the language skills the students need to
have in order to learn the content being taught. The teacher must be knowledgeable about

his/her students and their abilities, as well as with the content of the lesson, in order to

determine whether the students will be able to attempt the lesson. These steps must be

completed before the teacher goes on to develop the rest of the lesson (the rest of the lesson

would not be attainable if the first steps are not followed by the teacher).

Question 34

Teacher considerations when planning for SDAIE-type lessons.

Answer 34

method, the teacher should consider several factors. First, the teacher needs to list

the language that the students need to know to begin and the language they’ll learn during the lesson.

Question 35

Swains theory of comprehensible output

Answer 35

Swain’s theory of comprehensible output suggests that when learners are given face- to- face opportunities that demand authentic negotiation, such as occur in project- based learning, shared meanings result. Other useful strategies include cooperative learning, partnering and one- on –one conferences with teacher and student

Question 36

Formative Assessment

Answer 36

An assessment conducted before or during an instructional unit in order to assess what students already know and to determine how to modify instruction.

Question 37

Frontloading

Answer 37

The process of pre-teaching essential vocabulary and language functions before the actual lesson begins.

Question 38

Outcome Goals

Answer 38

What students should know and be able to do at the end of an instructional lesson or unit.

Question 39

Summative Assessment

Answer 39

End of instructional unit or end of year assessment to evaluate the effectiveness of instructional approach.

Question 40

Universal access to the Language Arts Curriculum

Answer 40

The goal of this is to ensure that all students have the instruction needed to meet state standards. Strategies for doing so include assessing current levels of proficiency, diagnosing problems the student is encountering, formulating a plan, enlisting the help of others, differentiating instruction when needed.