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ESOL Florida > Chapter 5: Teaching components of Language for ELL > Flashcards

Chapter 5: Teaching components of Language for ELL Flashcards

1
Q

Is a method for teaching English reading and writing. It focuses on promoting students’ ability to hear, identify, and manipulate phonemes, which are the smallest sound segments.

A

Phonics

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2
Q

Which game is best? The Root of Things or Sound Partners?

Like deciphering a code, knowing the sounds of letters and letter combinations helps ESL students decode words as they read. This process will also help them figure out which letters to use as they write, in addition to facilitating proper pronunciation.

A

Sound Partners

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3
Q

The Root of Things or Sound Partners?

Uses word roots to create new words and can be an engaging way for students to increase their decoding skills and acquire new vocabulary. Start by writing a root, such as oct, on the board. After you explain its meaning (eight) and demonstrate its sound, students can take turns coming up with words that contain that root (octagon, October, octopus, and so forth).

Best for older students and those at higher levels.

A

The Root of Things

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4
Q

The smallest SOUND segments in a word (morphemes/ phonemes)

A

phonemes

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5
Q

Which type of ESL student would likely benefit the most from learning through phonics?

A

Students whose native language does not use the same alphabet as English

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6
Q

What is one goal of teaching phonics?

A

To increase students’ reading and writing ability

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7
Q

Learning phonics helps students _____ words as they read. (write/ decode/ express)

A

decode

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8
Q

The study of a language’s parts and how those parts interact. (phonics/ morphology)

A

morphology

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9
Q

Are words from two different languages that share a similar root. For example, the English word ‘‘study’’ translates as ‘‘estudiar’’ in Spanish because both languages pull the word from the Latin root ‘‘studium’’.

A

cognates

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10
Q

Are words that appear similar but have very different meanings from one language to the next. An example would be the English word ‘‘carpet’’ and the Spanish word ‘‘carpeta’’. Both appear similar, but they mean different things.

A

false cognates

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11
Q

What are three activities/approaches to help teach morphology?

C
G
M-S approaches

A
  1. Charts
  2. Games
  3. Multi-sensory approaches
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12
Q

What 4 areas should be considered for morphology instruction?

Understand a learner’s ____
Teach ____ and their placement
Focus on Cognates and _____ cognates
Use _____ to make learning more interesting

A
  1. Understanding a learner’s first language
  2. Teach affixes and their placement
  3. Focus on cognates and false cognates
  4. Use activities/ games to make learning more interesting
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13
Q

When creating morphology games, it is best to focus on these two things. (Bingo and matching type games are great for this kind of activity.)

A___
R___ words

A

affixes and root words

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14
Q

As they learn the language, students should engage in morphology activities that involve listening, reading, and writing. This is a _________ approach.

A

multi-sensory

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15
Q

Affixes in the English language are made up of ____ and ______.

A

prefixes and suffixes

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16
Q

The study of linguistics that means the arrangement of morphemes.

A

morphology

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17
Q

Defined as how the meanings of words change over time or depending on use. This also includes how words can take on different meanings depending on how and when they’re used. (semantics/ syntax)

A

semantics

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18
Q

In teaching semantics, what are 3 questions you can ask to assess the student’s prior knowledge?

clue: homographs and homophones

A
  1. What English words have more than one meaning?
  2. What English words sound the same but have different meanings?
  3. What English words are spelled the same but pronounced differently depending on usage?
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19
Q

4 Strategies for teaching semantics

Rely on the student’s _____
Speak s____
Provide e____
Demonstrate how a word has v____ degrees based on context.

A
  1. Rely on the knowledge the student already possess
  2. Speak semantically to demonstrate how semantics and context can help w/ meaning
  3. Provide examples to help students understand how English words have evolve and change
  4. Demonstrate how a word has varying degrees based on the context.
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20
Q

The following strategies are best for teaching this linguistic form.

  1. Rely on the knowledge the student already possess
  2. Speak semantically to demonstrate how semantics and context can help w/ meaning
  3. Provide examples to help students understand how English words have evolve and change
  4. Demonstrate how a word has varying degrees based on the context.
A

semantics

21
Q

The teaching approach that develops in language learners ability to use language to respond appropriately in daily life situations.

semantics or pragmatics

A

Pragmatics

22
Q

When teaching pragmatics, how can a teacher develop speech skills?

Clue: oral

A

Have the students read an interesting article, then have them orally exchange what they read. Other ways to develop speech ability in your students include oral presentations and group debates.

23
Q

When teaching pragmatics, how can a teacher apply pragmatics to develop conversational skills?

A

Instructs students to ask and answer questions that arise as a conversation goes. As students become more comfortable, it’s important to remind them of specific etiquette that should be part of conversation — for example, making eye contact, not interrupting, answering questions, and staying on topic.

24
Q

When teaching pragmatics, how can a teacher teach her students how to keep up with conversation?

A

Simulated conversation is a great resource to train your students to keep up with conversation.

25
Q

When teaching pragmatics, how can a teacher teach her students how to respond?

A

Describes situations that can happen in real life so students can practice how they would respond. Students work in pairs, and monitor by walking around the class to listen to students’ responses. Always surprise students with the situations.

26
Q

_____ is most often associated with academic discourse.

Common discourse/ Formal discourse

A

Formal

27
Q

______ is more concerned with creating a connection between communicators in everyday conversation.

(Social language/ Formal language)

A

Social language

28
Q

What’s the social/formal language exercise:

For instance, formal language includes things like ‘want to,’ ‘need to,’ and ‘going to.’ Social language includes informal words like ‘wanna,’ ‘needa,’ or ‘gonna.’

A

Ask students to give you other examples of formal and social words or phrases that have the same meanings, but different pronunciations.

29
Q

What’s the social/formal language exercise:

For example, the teacher can ask, ‘‘What did you do this morning before school?’’ and the student might reply, ‘‘I woke up at 7:00 am. Next I got dressed, ate breakfast and brushed my teeth. Then I went to the bus stop and talked with my friends before the bus arrived to take us to school.’’

Next, ask a second student the same question, but ask that student to respond using more social language

A

Ask a question and have two different students reply in each style.

30
Q

What’s the social/formal language exercise:

Newscasts can be a good resource for showing examples of both types of language. For instance, the news anchor is likely to use formal language, while an interview with a person on the street is more likely to contain social language.

A

Provide real-life examples of each in the form of audio and video recordings.

31
Q

What’s the social/formal language exercise:

For example, have students rewrite a formal passage from a textbook or novel using more social language. You can also have students take social language examples, such as a conversation with a friend, and have them rewrite the examples in a more formal style.

A

Have students translate

32
Q

Why is it important for an ELL teacher to model formal language accurately?

A

Because ELLs have a tendency to copy the pronunciation and word choice of the teacher.

33
Q

Evidence-based practices use these 3 components:

A
  1. research design
  2. provide data analysis
  3. involve other researchers
34
Q

This evidence base strategy includes setting and explaining learning goals, modeling how to complete a task, and assessing students’ understanding.

(Explicit instruction/ progress monitoring)

A

Explicit Instruction

35
Q

Assigning a specific student task using the explicit instruction strategy and allowing students to practice their skills. During this time, the teacher should circulate the room, checking for understanding by simply listening, and guiding students if they’re lost or request guidance.

This is an example of which evidence base strategy?

A

Progress monitoring

36
Q

Using these expectations, three strategies to improve the academic performance of ELLs are

E ____ I
P
PM

A
  1. explicit instruction
  2. practice
  3. progress monitoring
37
Q

the ability to hear and understand words that are made up of different sounds, and does not use printed words for the learner.

A

phonological awareness

38
Q

Screening a student for phonological awareness includes assessing these 7 traits.

A

1 Rhyme
2 Show understanding that speech is comprised of individual words
3 Segment words into chunks or syllables
4 Blend chunks or syllables into words
5 Identify phonemes in words
6 Segment words into onsets and rimes. Onsets involve the initial consonant sound and rimes involve the chunk that follows. For the word ‘cat’, /c/ is the onset and /at/ is the rime.
7 Blend onsets and rimes into words

39
Q

Phonological Awareness Tools

teachers say two words to a student and ask whether or not they rhyme. For example, students answer ‘yes’ or ‘no’ to bed/fed, bed/bat, hat/bat. Students are then asked to produce a rhyme for a given word: the teacher says ‘pen’ and asks the student for a rhyming word, like ‘hen’.

A

Rhyme

40
Q

Phonological Awareness Tools

Teachers dictate a sentence to a student who then counts the words, either in their head or using counters. If the teacher says ‘I like candy,’ the student then counts the number of words heard in the sentence and reports that number to the teacher.

A

Show understanding that speech is comprised of individual words

41
Q

Phonological Awareness Tools

The teacher says a word, and the student counts and reports the number of syllables. If the teacher says ‘happy’, the child would correctly report two syllables or chunks.

A

Segment words into chunks or syllables

42
Q

Phonological Awareness Tools

The teacher tells the student two syllables or chunks and asks the child to make one word. For example, if the teacher says the words ‘back’ and ‘pack’, the new word is ‘backpack.’ They can also use deletion testing, asking the student to remove part of the word. If the given word is ‘backpack,’ the teacher would ask the student to say ‘backpack’ without the ‘pack,’ resulting in the word ‘back.’

A

Blend chunks or syllables into words

43
Q

Phonological Awareness Tools

The teacher says a word using the phonemes, and the student gives the word, such as h/a/t is hat. Then the game flips; the student is asked to give the phonemes for a word, such as ‘cat’: c/a/t.

A

identify phonemes in words

44
Q

Phonological Awareness Tools

The teacher can ask the student to say a word without the onset or rime. The word ‘bed’ without the beginning sound (onset) is ‘ed.’ The word ‘hat’ without the ending sound (rime) is ‘h.’

A

Segment words into onsets and rimes.

45
Q

Phonological Awareness Tools

Teachers can give students an onset and a rime and ask them to blend. When given the onset /h/ and rime /at/ the student will blend the word and say ‘hat.’

A

Blend onsets and rimes into words

46
Q

______ involve the initial consonant sound and ______ involve the chunk that follows.

A

onsets; rimes

47
Q

Clapping, tapping, and snapping are great strategies for

A

practice hearing rhymes

practice individual sounds in sentences or words

48
Q

_______ can be used to practice adding or deleting onsets and rime

A

Songs

49
Q

Teachers can practice onset and rimes by having children group pictures or ______ with the same onset or rime, s

A

objects

ESOL Florida (10 decks)

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