CTEL 1 - Chapter 2: lessons 1 - 6

Question 1

is a research-based instructional method aimed at English-language learners (ELLs). is to develop a curriculum that works for ELLs without watering down the lesson content, thereby creating a more effective and potentially bilingual classroom setting that can work for native English speakers and ELLs.

Answer 1

SIOP model

Sheltered Instruction Observation Protocol

Question 2

There are eight main SIOP components that go into this pedagogical theory. They are:

Lesson P\_\_\_\_
Building B\_\_\_\_
C\_\_\_ Input
S\_\_\_s
I\_\_\_\_n
Practice and a\_\_\_\_n
Lesson d\_\_\_\_
Review and a\_\_\_t

Answer 2

Lesson Preparation:
Building Background:
Comprehensible Input: 
strategies
interaction
practice and application
lesson delivery
review and assessment

Question 3

There are many benefits of SIOP (sheltered instruction observation protocol) model learning environments. The primary benefit is that ___

Answer 3

all students are able to learn at the same pace regardless of their English abilities

Question 4

consists of the ESL teacher pulling students out of their general education classes to work with the teacher either one-on-one or in a small-group setting.

Answer 4

pull-out method

Question 5

The pull-out model can benefit your students in several ways, including:

Answer 5

More individualized support
A low-risk setting
The ability for teachers to closely assess student progress
Flexible grouping opportunities for enhanced student support

Question 6

One good time to pull students is during guided reading; science and social studies

Answer 6

One good time to pull students is during guided reading; science and social studies

Question 7

involves the ESL teacher working inside her students’ regular education classroom to provide instruction.

Answer 7

push-in method

Question 8

Push in Program

With this approach, the ESL teacher works with the classroom teacher to provide instruction to all students.

Answer 8

Collaborative Teaching

Question 9

Push in Program

This approach may be ideal for ESL teachers who are required to teach a separate curriculum rather than reinforce the general education teacher’s instruction.

Answer 9

Small Group Instruction

Question 10

Push in Program

There are a few other things to consider before utilizing the push-in method of instruction. First, in order for this approach to be successful, ESL students need to be grouped together.

Answer 10

There are a few other things to consider before utilizing the push-in method of instruction. First, in order for this approach to be successful, ESL students need to be grouped together.

Question 11

Push in Program

Another consideration is to ensure that both general education teachers and ESL teachers have adequate time for collaborative planning. This is especially necessary if the two teachers will be co-teaching.

Answer 11

Another consideration is to ensure that both general education teachers and ESL teachers have adequate time for collaborative planning. This is especially necessary if the two teachers will be co-teaching.

Question 12

co-teaching

the classroom teacher assumes responsibility for the majority of the class, while the ESL teacher works with a smaller group of English learners. The content may or may not match the rest of the class.

Answer 12

Alternative Teaching

Question 13

co-teaching

one teacher is considered the ‘lead’ teacher in charge of instructing the entire class. The other teacher acts as an assistant and circulates the room to offer support to students.

Answer 13

supportive teaching

Question 14

co-teaching

occurs when both teachers are teaching the same content or engaging in the same learning activity, but the class is split into two groups.

Answer 14

Parallel Teaching

Question 15

co-teaching

occurs when both teachers instruct all students simultaneously using the same content. There is no ‘lead teacher’ in this model. Both teachers assume responsibility for all students. This may be a practical approach for classrooms with a majority of students who are English learners. However, this method does require compatibility in teaching styles. It’s also essential for teachers to engage in continuous collaborative planning to ensure that all students’ needs are being met.

Answer 15

Team Teaching

Question 16

pull out model argument by parents

Answer 16

parents might feel like their children are being discriminated against because they get pulled-out of the regular classroom. However, linguists consider this model to be particularly effective for learners in elementary school because they’re usually at the first stages of learning the language and need more attention than other advanced learners.

Question 17

embedded in the classroom model arguments by parents

Answer 17

parents who argue that their children feel very self-conscious because a teacher is there to help them. Moreover, they argue that sitting all ELL students together in a group so the ELL teacher can assist them is rather segregationist. Despite this view, this model seems to be particularly effective for students in middle and high school because they need to attend to important subject content while advancing their English language skills.

Question 18

allows ELL student to take subject content classes in their native language and, in addition, take English language classes to develop their knowledge of this language.

ESOL B P M

Answer 18

ESOL Bilingual Program Model

Question 19

which means that once ELL students are comfortable enough with English, they TRANSITION into a full education in English, and other schools,

Answer 19

transitional model,

Question 20

which means ELL students keep learning in both languages so that they become fully proficient in English without losing their mother tongue.

D____Model

Answer 20

dual model