CTEL: Test 2 - Domain 005 Flashcards
Connection between SDAIE and ELD
ELD instruction is guided by a careful progression thru ELD standards and SDAIE is used to make academic instruction comprehensible
Why a solid base of primary language proficiency is important
the language students bring from home is the foundation not only for the language used at school but for the process of learning itself
Connection between oral and written language
children engage in higher level thinking by first learning to communicate
Factors that affect English language literacy development
- L1 literacy level
- transfer of L1 literacy
- Prior knowledge
- Education
- Background experiences
- Level of english proficiency
- Vocabulary knowledge
- Motivation
Primary language concepts that have an advantage when learning L2
- Print carries a message
- Books have cover, title, author, held a certain way
- Reading in english flows in one direction
- Printed language has words, sentences, punctuation and case markers
In later grades, students who have learned in their primary language how ______ works have an advantage
discourse
Key concepts students in later grades bring to literacy
- Scan for key ideas
- read picture captions to interpret visual information
- use text aids
Most important literacy strategy older grade students bring to language learning
metastrategic knowledge - being able to choose the right strategy for for the task from a repertoire of strategies
Langauge transfer occurs when…
the comprehension or production of a second language is influenced by the way the first language has been acquired
Negative transfer
when a student uses rules from their first language that are not applicable to the second
4 primary language literacy concepts that transfer from the first language
- phonological awareness (focusing on syllables and words)
- discourse skills
- direct linguistic content (cognates)
- metalinguistic awareness (knowledge about properties of language such as sounds, words, grammar and functions)
3 views on how metalinguistic awareness develops
- alongside first language acquisition
- during middle childhood as a child things about the linguistic system
- through schooling
4 components of metalinguistic awareness
- metaphonological
- metasyntatic
- metapragmatic
- metasemantic
Definition of metaphonological awareness
identifying phonological components in linguistic units and intentionally manipulating them
How to enhance metaphonological awareness
- teach sound-symbol connections
2. tech segmentation in syllables
Definition of metasyntatic awareness
ability to reason consciously about the styntatic aspects of language and to exercise intentional control over application of grammar rules
How to enhance metasyntatic awareness
teach students to separate the correctness of a sentence from its value
- teach critical literacy (not everything written is true)
- have students make good/bad judgements
Definition of metapragmatic awareness
Concerned with the awareness of knowledge one has about the relationships that obtain between the linguistic system and the context of the language
How to enhance metapragmatic awareness
Help students judge the adequacy of messages and their context
Point out ironic, sarcastic, and polite forms of language
Definition of metasemantic awareness
Ability to recognize the language system as a conventional and arbitrary code and ability to manipulate words or more extensive elements
How to enhance metasemantic awareness
Teach about denotation and connotation
Expand vocabulary of synonyms and antonyms
Listening/Reading expectations for beginning listening comprehension and reading comprehension
Listening - responds to directions
Reading - Responds orally to stories read aloud with 1–2 words
Listening/Reading expectations for early intermediate
Listening - asks/answers questions using phrases or simple sentences
Reading - Responds to stories read aloud by answering factual comprehension questions using phrases or simple sentences
Listening/Reading expectations for intermediate
Listening - asks/answers instructional questions using simple sentences
Reading - uses simple sentences to respond to stories by answering factual comprehension questions in the LEA and guided reading
Listening/Reading expectations for early advanced
Listening - Comprehends detailed information with minimal context clues on unfamiliar topics
Reading - Restates facts and details from content area texts
Listening/Reading expectations for advanced
Listening - identifies orally and in writing key details and concepts from information/stories on unfamiliar topics
Reading - locates and uses text features
Creating a language rich environment
field trips, guest speakers, fiction/non-fiction films, experiments
Meaningful and purposeful literacy activities
illustrating, dramatizing, creating songs, dancing, readers theater
Selecting appropriate reading materials considerations (2)
- are content objectives for the lesson adequately presented by the material?
- Is the material comprehensible to english learners?
Providing organized, systematic, explicit instruction in key skills
decoding unfamiliar words, noting details, sequencing events
Adapting instruction and materials for English learners
Some may need special material, advanced organizers that highlight key topics and concepts in outline form, concept maps, tape recorded text passages
Integrating listening, speaking, reading, and writing
develop posters, present, regroup and present again
Scaffolding strategies
previewing vocab, pre-reading, interviews, interactive notebooks, shared reading, learning logs, G.O’s
3 types of G.O’s
- representative/explanatory (compare/contrast, cause/effect)
- generative (concept development, mind map, KWL)
- evaluative - grade scale, likert scale
2 types of motivation
- instrumental motivation - specific reason for learning language
- integrative motivation - acquiring language to communicate in a different culture
Utilizing prior knowledge activities
anticipation guides, KWL, directed inquiry activity (who, what where, when, why), Sq3R (survey, read, recite, review)
Providing a balanced, comprehensive reading program
emphasis on student, adequate personnel/materials, models developed and implemented at school based level, continuum of services, ongoing professional development, curricula that meets needs of all students
Using standards based thematic unit organizaiton
textbooks to use in the unit, learning center, learning log activities, identify language arts strategies to be taught, plan communication activities, brainstorm projects, plan monitoring activities
generative graphic organizers
promote ideas related to content
evaluative graphic organizers
explain understanding of content
explanatory graphic organizers
increase content and understanding
Scaffolding strategies that develop EL’s reading and writing proficiency
previewing vocab,
pre-reading,
language experience approach (encourages students to respond in own words),
shared reading,
learning logs,
process writing (prewriting, drafting, revising, proofreading, publishing),
graphic organizers
3 advantages to language experience approach
- connects to own experiences by having them express orally
- reinforces that sounds can be transcribed into specific symbols
- provides texts for specific lessons on vocabulary, grammar, writing instruction
language experience approach
student orally tells story to teacher and teacher writes it down
