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CTEL > Ch5 > Flashcards

Ch5 Flashcards

1
Q

What are SMART Goals

A

Specific, Measurable, Attainable, Relevant, Time-Bound

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2
Q

Sheltered Instruction is an alternative to ___

A

“Sink-or-swim” content classes (no accommodation for EL’s)

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3
Q

What should sheltered learning be a component of for EL’s?

A

ELD (beginning) and ESL for content-based classes

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4
Q

In what types of classrooms is Sheltered Learning applied?

A
  • EL’s with intermediate proficiency mixed w/ natives

- All EL’s of similar proficiency

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5
Q

What is the acronym associated with Sheltered Learning

A

SDAIE: Specifically Designed Academic Instruction in English

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6
Q

How do learning objectives differ in SDAIE classes

A

Content objectives don’t change. There are additional language learning objectives

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7
Q

What are the goals of support for EL’s in academic content areas?

A
  • Opportunity to master grade-appropriate curriculum
  • Linguistic support to further academic English proficiency
  • Develop content appropriate learning strategies
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8
Q

How can teacher support the goals for EL’s in content-based classes?

A
  • Provide appropriate context
  • hands-on learning
  • student interaction
  • attention to communication strategies
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9
Q

What are 5 critical components of SDAIE?

A
  • Content (Adapted and organized with EL in mind
  • Connections (prior learning and background)
  • Comprehensibility (Includes strategies to aid learning
  • Interaction
  • Teacher Attitude
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10
Q

What can a teacher do to support “Comprehensibility” in SDAIE?

A
  • Contextualization (charts, etc.)
  • Modeling
  • Speech adjustment
  • Frequent comprehension checks
  • Repetition and paraphrasing
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11
Q

What can a teacher do to support “Interaction” in SDAIE?

A

Provide frequent opportunities to:

  • Discuss content
  • Clarify concepts
  • Re-present in various modalities
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12
Q

What 3 aspects characterize success in working with EL’s? What is a something for a teacher to expect about themselves?

A
  • Belief that all students can learn
  • Recognize all students have language skills
  • EL’s need to use L1 at times as that is part of their identity
  • The teacher should expect to learn
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13
Q

Where can SDAIE lesson plans be found

A

SIOP: Sheltered Instruction Observation Protocol provides lesson plans

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14
Q

What 3 things doe SDAIE-modified content involve?

A
  • Planning to support objectives
  • Assessment to confirm objectives have been met
  • Creates a checklist for accomplishments
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15
Q

How should content objective planning be approached in SDAIE?

A

Using standards documents, overall goals should be divided into units and again into specific lessons

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16
Q

What two questions should a teacher answer when organizing content objectives in SDAIE?

A
  • Are they organized thematically?

- Do concrete concepts precede abstract concepts?

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17
Q

In SDAIE modified courses, discuss the language objectives

A

Vocab. Also, consider the discourse of the discipline and include all 4 language modes (listening, speaking, reading writing)

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18
Q

What are the 3 learning strategy objectives in SDAIE?

A
  • Cognitive: critical thinking, graphic organizers
  • Social-Affective: Working cooperatively, appreciating art
  • Metacognitive: Planning, self-monitoring/evaluating
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19
Q

What is often true about text material for EL’s

A

It must be modified

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20
Q

What can be done initially to assist EL’s in processing information from academic texts?

A

“Walk through” the structure of the text, the organization and the conventions that are different than literature

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21
Q

Identify 7 considerations when selecting a text for EL’s

A
  • Up to date / accurate
  • Appropriate tasks
  • Well organized
  • Variety of learning styles
  • Free of excessive complex syntax, jargon, idioms, etc.
  • Appropriately labeled
  • Will schema building be necessary
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22
Q

What can be done to supplement a text that has complex concepts?

A

Use primary language resources - documents, personal histories and literature

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23
Q

Re-writing book material is time consuming. What should be considered instead?

A
  • Supply an organizer
  • change modality from written to oral
  • records passages so students can listen as they read
  • develop a study guide
  • work in groups
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24
Q

In SDAIE, what is the starting point for all lessons?

A

Students’ prior knowledge

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25
Q

In SDAIE, what is the process of linking a new lesson to a student’s experience?

A

Bridging

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26
Q

In SDAIE, what two things can be used for bridging? Linking from students (2)..

A
  • lives

- experiences

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27
Q

In SDAIE, what can be done to develop experiences used for bridging? (5)

A
  • Field trips
  • Guest speakers
  • Films
  • Experiments
  • Literature
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28
Q

If there are no examples from students’ lives, what can be done for bridging?

A

Use schema building scaffolding strategies

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29
Q

What can be done for schema building in SDAIE? (2)

A
  • Present information visually

- Brainstorm and organize with a semantic map (central idea and spokes)

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30
Q

What is the primary aspect of SDAIE that separates it from mainstream instruction.

A

Comprehensibility

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31
Q

What 2 things can be used to contextualize text?

A
  • Object resources

- Human resources

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32
Q

What are some object resources for contextualization?

A
  • Pictures
  • Maps/globes
  • Printed material
  • Equipment
  • Buttons
  • Gummy bears
  • Costumes
  • Software
  • Internet
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33
Q

What are some human resources for contextualization? (5)

A
  • Groups / pairs
  • Cross-age tutors
  • Community resource people
  • Parents
  • Pen pals
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34
Q

How should you “model” for comprehension

A

Show and tell explanations with 1-1 correspondence with word

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35
Q

What type of speech adjustment should be done for comprehension? (6)

A
  • Fewer “teacher” words
  • Enunciate
  • Less complex sentences
  • Basic vocab
  • More pauses, repetition
  • Use “verbal markers”, Now, note this, for instance, in conclusion, first
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36
Q

What should be considered when determining what to use as a comprehension check?

A

Student proficiency

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37
Q

What types of comprehension checks should be used for early language, beginning speakers and more advanced speakers?

A

Early: Head nod / Thumbs up or down
Speakers: One word answers
Advanced: What and which questions

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38
Q

What type of classroom interaction (SDAIE) provides the best access to the flow of information? (2)

A
  • Use flexible grouping patterns with teachers working with small groups to achieve specific objectives.
  • Create opportunities for various interactions and cooperative learning
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39
Q

What is “The Instructional Conversation”?

A
  • Circle of about 8 chairs
  • Teacher manages <20% talk
  • Clear academic goal that will follow the discussion
  • Clear instructional focus
  • Appropriately Self-select for “turn” to talk
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40
Q

Studies consistently show that EL’s make more gains in both content classes and English when given __-__ __

A

primary-language support

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41
Q

How is “re-presentation” of knowledge typically presented?

A

In modalities other than how it was presented

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42
Q

What does “re-presentation” of knowledge allow the teacher to assess?

A

student learning

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43
Q

How did one 5ht grade class achieve their “re-presentation” of knowledge?

A
  • Set up a news program “reporting” on the Civil War?
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44
Q

When a unit is complete in SDAIE, what questions should be answered for self-evaluation? (5)

A
  • What is the evidence of achieved objectives?
  • Were resources adequate?
  • Were students interested / actively involved?
  • Did lessons match students’ prior knowledge?
  • Was instruction effective?
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45
Q

What is true for No Child Left Behind and Common Core?

A

Standards mandate that EL’s should meet the same high-level language and thinking skills as their peers

46
Q

What do the Common Core standards expect of teachers outside of their subject area?

A

They must also focus on language development

47
Q

Students who are ___ into specific ways to use language about the academic subject are most successful

A

socialized

48
Q

What does the standards document state about the objective for Social Studies?

A

To develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world

49
Q

What is true about the content standards in Social Studies for SDAIE?

A

It is flexible and thematic

50
Q

Recent trends in Social Studies is to organize instruction around broad themes learned by .. (2)

A
  • Researching

- Reading and experimenting to answer real-world questions that students have posed themselves

51
Q

What is true about the opportunities for EL’s to interact due to the recent trend in organizing Social Studies?

A

There are more opportunities for interaction

52
Q

What is suggest for adding content depth?

A

Multiple resources

53
Q

In Social Studies, what is a good method to introduce students to new topics?

A

Start classes with activities that actively engage students in reviewing experiences relating to the topic

54
Q

What is a good way to engage students in many of the historical thinking skill standards? (2)

A

Oral Histories

Record a rap song

55
Q

What type of visuals can be used in Social Studies to contextualize instruction?

A

Timelines
Population graphs
Maps
Pictures, charts, diagrams

56
Q

Name three ways to use social media in Social Studies to add context?

A
  • Follow Reps’ twitter feeds
  • Skype with local experts
  • Role play a famous person answering classmates’ tweeted questions
57
Q

Why do Social Studies topics tend to be difficult for EL’s

A
  • Abstract
  • Cognitively complex
  • Highly language dependent
58
Q

Describe each Cooperative Learning Structure that can be use in Social Studies

1) 3-Step Interview
2) Roundtable
3) Think-Pair-Share
4) Solve-Pair-Share
5) Numbered Heads
6) Jigsaw

A

1) 1 person interviews a 2nd, switch roles, share learning
2) In a group, each person writes a contribution, passes it on. Group discusses findings
3) Teacher poses question, students write down responses, pairs interview each other to share answers
4) Teacher poses problem, Individuals formulate solutions, Explain solutions in roundtable
5) Teams members are assigned a number. Teacher poses question, students write down responses. Teacher calls a number and the person in the group shares
6) Each person has a home team and an expert team. The expert teams work on separate questions. The experts share what they learned back in their group

59
Q

Students re-presenting knowledge is a good way to link ___ to ____ that is different from the typical “paper and pencil” methods

A

Instruction

Assessment

60
Q

What are 2 of the 12 standards for ELA that provide for EL support?

A

1) Develop an understanding and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles
2) EL’s use 1st language to develop understanding of content across the curriculum

61
Q

What should be true about the reading material in Literature?

A

Broad reading spectrum including cultures from around the world

62
Q

What can be used to “jump start” reading in reluctant students?

A

Graphic novels, sports or other topics in literature that are of interest to a student

63
Q

What can be done to give a broader perspective of a story?

A

Compare and contrast the same story from different perspectives, media and culture

64
Q

What is a 4 step process to build to read more complex literature?

A

1) Familiar folktales or myths as a bridge to more complex
2) Diverse short stories
3) Portions of longer works
4) Entire works

65
Q

Assisting EL’s in Literature with “into”, what is a good thing for students write down so that they can analyze it later?

A

Make predictions about a story

66
Q

Name 4 things a teacher can do to assist EL’s in Literature with “into”

A
  • Field trips
  • Related physical objects
  • Pictures, art, movies to build a feel for the setting
  • A short list of statements to provoke a reaction to agree/disagree
67
Q

What is a common way to help EL’s with “through”?

A

Read aloud

68
Q

What can be modeled that helps students with through?

A

Thinking aloud

69
Q

Name 4 methods to assist EL’s with through in Literature.

A
  • Read along tapes
  • Student becomes a character, others ask question
  • For Image/Theme development, chart or graph the evolution
  • Create visual summaries created by (groups of) students
70
Q

What is the “beyond” intended to promote in literature? (4)

A
  • Appreciation of literature
  • Spur thoughtful reaction
  • Use language in an integrative manner
  • Deepen comprehension
71
Q

Research supports the value of a print-rich environment with multiple resources and underscores the importance of ___ engagement with a variety of ___ ___ that lead students to value and invest in reading

A

teacher

social practices

72
Q

How can students use their social media page to learn/teach literature?

A

“Be” a character and answer questions posted in the character’s voice

73
Q

To assist in developing a community of readers, how can Literature Response Groups be formed?

A

After reading literature, have students meet in small groups, led by the teacher, to discuss the piece

74
Q

How can literature support the value of L1? (4)

A
  • Aides/Tutors can explain difficult passages in L1
  • Support material in L1
  • Keep reading logs or journals in L1
  • Share native language poetry emphasizing for natives to listen to the sounds and rhythms
75
Q

What is true about the discourse features in mathematics (and science)

A

Unlike natural language

- formulas in the middle of sentences

76
Q

What can be done to compensate for the “unnatural” discourse pattern in mathematics? (3)

A
  • Adjust reading rate
  • Review more often
  • Discuss complex structures
77
Q

What mathematical vocabulary should be given extra attention?

A

Words that have an “everyday” meaning that is different from the mathematical meaning such as “base” and “yard”

78
Q

What activity for younger children can promote learning non-standard measure objectives

A

Have them measure various parts of paper birds using paper “inchworms”

79
Q

Give examples of mathematical vocabulary that require more than one word

A

“greater than”, “as much as”

80
Q

What is an example of 2 sentences in mathematics that uses “a number” and “the number” to mean the same number?

A

Twenty is five times a certain number. What is the number?

81
Q

Name two mathematical language requirements of the Common Core that are not often observed at the college level.

A
  • Carry intellectual conversations independent of teacher support
  • Critique and query one another
82
Q

What type of strategies are important for students who are reading mathematics texts? Why (2 reasons)?

A
  • Metacognitive
  • Student who can monitor their own thinking while reading are aware of when they need further review
  • The predictable lesson structure of mathematics texts allows students to check for understanding at any point
83
Q

What type of student experiences can the teacher connect to mathematics? (2 plus 1 for youngers)

A
  • Sports (statistics)
  • Jobs (taxes, etc.)
  • Younger children: Tracking shopping purchases
84
Q

What should be done with the instructional routine to improve comprehensibility? (2)

A
  • Vary it

- Allow student choice where possible

85
Q

What two “tools” should be used to model the use of technology in mathematics?

A
  • internet

- graphing calculator

86
Q

What specific skills should be modeled in mathematics with the internet?

A
  • Collect data
  • Use interactive geometry software
  • Conduct investigations
87
Q

What can be done to encourage thinking aloud and discussing mathematics?

A

Working in groups

88
Q

What are some good alternative assessments in mathematics? (5)

A
  • Run a school store
  • Create a graph based on student characteristics
  • Illustrate word problems with stick figures
  • Interview people to find “X” and “Y” facts. (How many tables in your house, etc.)
  • Play “Who is X”: Mystery with missing facts that can be found by combining other facts
89
Q

What is the name of the series of books published by NCTM that has volumes that address adapted education for multicultural and gender equity?

A

Changing the Face of Mathematics

90
Q

What is important to identify in scientific inquiry?

A

Assumptions

91
Q

What are the 7 standards for inquiry in Science

A
  • Observe
  • Pose questions
  • Examine known sources
  • Plan investigations
  • Gather, analyze and interpret data
  • Propose answers, explanations and predictions
  • Communicate results
92
Q

In science, what should be considered when making conclusions

A

alternative explanations

93
Q

To create scaffolding in science, what can be done to start and how should the learning be structured?

A
  • Start with “hands-on” experiments and discussion

- Carefully structured reading, learning, reflection in cooperative peer groups

94
Q

What can be used as scaffolding for writing in science?

A
  • Chart key information
95
Q

What 3 structure “pairs” need to be understood in science?

A

cause-effect
compare-contrast
time-order

96
Q

What 3 things can be done to assist EL’s in developing scientific language?

A
  • Provide context for vocab, syntactic structures and discourse patterns
  • Hands-on activities with concepts discussed
  • Promote debates about the truth of hypotheses or the meaning of data gathered
97
Q

What can be done in science to use for organizing instruction?

A

A common theme

98
Q

What are two benefits to EL’s when content is organized around a common theme?

A
  • Increases motivation

- Extends the time spent on a single subject

99
Q

What is the purpose and what should be kept in a Science notebook?

A
  • A central repository where language, data, and experience work together to form meaning for a student
  • Records data, facts, procedures
  • Includes questions, predictions, claims linked to evidence, conclusions and reflections
100
Q

What can be added to enhance “guided imagery” that depicts a process in science?

A

Classical music

101
Q

What can be done to model note taking?

A

Record a lesson. Play it back in front of the class and take notes. Have the students compare with what they have and discuss

102
Q

What was done in pairs with planets to promote talking in science?

A

Each picked a planet out of hat and prepared a poster presentation. After the presentation, each pair grouped with another to form a new planet from what they had learned from each. They then created the planet in paper mache.

103
Q

What is a good activity that can be used for VAPA for young children by simply walking around the school grounds?

A

Have them pay attention to all the sounds and motions and then have them “act out” some they liked such as leaves rustling, etc.

104
Q

When using online sources for tools, what functionality should be desired?

A

Allows original work

105
Q

What can be done to make VAPA more diverse

A

Include songs and dances from many places in the world

106
Q

In PE, what should you expect to accommodate?

A

Religious and cultural differences

107
Q

In PE, is it better to create a competitive structure or a cooperative structure

A

Cooperative

108
Q

What two things should be avoided n PE classes

A

stereotypes

marginalization

109
Q

What can be done for those that aren’t experienced in certain skills?

A

Use carefully selected peers to model behavior and assist

110
Q

What can be done to extend the instruction beyond the classroom.

A
  • Seek assistance from organizations and volunteers outside the classroom
111
Q

Supplemental resources, human and physical, allow for __ __

A

Higher achievement

CTEL (13 decks)

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