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CTEL > CTEL: Test 2 - Domain 005 > Flashcards

CTEL: Test 2 - Domain 005 Flashcards

1
Q

Connection between SDAIE and ELD

A

ELD instruction is guided by a careful progression thru ELD standards and SDAIE is used to make academic instruction comprehensible

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2
Q

Why a solid base of primary language proficiency is important

A

the language students bring from home is the foundation not only for the language used at school but for the process of learning itself

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3
Q

Connection between oral and written language

A

children engage in higher level thinking by first learning to communicate

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4
Q

Factors that affect English language literacy development

A
  1. L1 literacy level
  2. transfer of L1 literacy
  3. Prior knowledge
  4. Education
  5. Background experiences
  6. Level of english proficiency
  7. Vocabulary knowledge
  8. Motivation
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5
Q

Primary language concepts that have an advantage when learning L2

A
  • 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
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6
Q

In later grades, students who have learned in their primary language how ______ works have an advantage

A

discourse

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7
Q

Key concepts students in later grades bring to literacy

A
  • Scan for key ideas
  • read picture captions to interpret visual information
  • use text aids
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8
Q

Most important literacy strategy older grade students bring to language learning

A

metastrategic knowledge - being able to choose the right strategy for for the task from a repertoire of strategies

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9
Q

Langauge transfer occurs when…

A

the comprehension or production of a second language is influenced by the way the first language has been acquired

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10
Q

Negative transfer

A

when a student uses rules from their first language that are not applicable to the second

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11
Q

4 primary language literacy concepts that transfer from the first language

A
  1. phonological awareness (focusing on syllables and words)
  2. discourse skills
  3. direct linguistic content (cognates)
  4. metalinguistic awareness (knowledge about properties of language such as sounds, words, grammar and functions)
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12
Q

3 views on how metalinguistic awareness develops

A
  1. alongside first language acquisition
  2. during middle childhood as a child things about the linguistic system
  3. through schooling
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13
Q

4 components of metalinguistic awareness

A
  1. metaphonological
  2. metasyntatic
  3. metapragmatic
  4. metasemantic
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14
Q

Definition of metaphonological awareness

A

identifying phonological components in linguistic units and intentionally manipulating them

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15
Q

How to enhance metaphonological awareness

A
  1. teach sound-symbol connections

2. tech segmentation in syllables

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16
Q

Definition of metasyntatic awareness

A

ability to reason consciously about the styntatic aspects of language and to exercise intentional control over application of grammar rules

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17
Q

How to enhance metasyntatic awareness

A

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
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18
Q

Definition of metapragmatic awareness

A

Concerned with the awareness of knowledge one has about the relationships that obtain between the linguistic system and the context of the language

19
Q

How to enhance metapragmatic awareness

A

Help students judge the adequacy of messages and their context

Point out ironic, sarcastic, and polite forms of language

20
Q

Definition of metasemantic awareness

A

Ability to recognize the language system as a conventional and arbitrary code and ability to manipulate words or more extensive elements

21
Q

How to enhance metasemantic awareness

A

Teach about denotation and connotation

Expand vocabulary of synonyms and antonyms

22
Q

Listening/Reading expectations for beginning listening comprehension and reading comprehension

A

Listening - responds to directions

Reading - Responds orally to stories read aloud with 1–2 words

23
Q

Listening/Reading expectations for early intermediate

A

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

24
Q

Listening/Reading expectations for intermediate

A

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

25
Q

Listening/Reading expectations for early advanced

A

Listening - Comprehends detailed information with minimal context clues on unfamiliar topics
Reading - Restates facts and details from content area texts

26
Q

Listening/Reading expectations for advanced

A

Listening - identifies orally and in writing key details and concepts from information/stories on unfamiliar topics
Reading - locates and uses text features

27
Q

Creating a language rich environment

A

field trips, guest speakers, fiction/non-fiction films, experiments

28
Q

Meaningful and purposeful literacy activities

A

illustrating, dramatizing, creating songs, dancing, readers theater

29
Q

Selecting appropriate reading materials considerations (2)

A
  1. are content objectives for the lesson adequately presented by the material?
  2. Is the material comprehensible to english learners?
30
Q

Providing organized, systematic, explicit instruction in key skills

A

decoding unfamiliar words, noting details, sequencing events

31
Q

Adapting instruction and materials for English learners

A

Some may need special material, advanced organizers that highlight key topics and concepts in outline form, concept maps, tape recorded text passages

32
Q

Integrating listening, speaking, reading, and writing

A

develop posters, present, regroup and present again

33
Q

Scaffolding strategies

A

previewing vocab, pre-reading, interviews, interactive notebooks, shared reading, learning logs, G.O’s

34
Q

3 types of G.O’s

A
  1. representative/explanatory (compare/contrast, cause/effect)
  2. generative (concept development, mind map, KWL)
  3. evaluative - grade scale, likert scale
35
Q

2 types of motivation

A
  1. instrumental motivation - specific reason for learning language
  2. integrative motivation - acquiring language to communicate in a different culture
36
Q

Utilizing prior knowledge activities

A

anticipation guides, KWL, directed inquiry activity (who, what where, when, why), Sq3R (survey, read, recite, review)

37
Q

Providing a balanced, comprehensive reading program

A

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

38
Q

Using standards based thematic unit organizaiton

A

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

39
Q

generative graphic organizers

A

promote ideas related to content

40
Q

evaluative graphic organizers

A

explain understanding of content

41
Q

explanatory graphic organizers

A

increase content and understanding

42
Q

Scaffolding strategies that develop EL’s reading and writing proficiency

A

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

43
Q

3 advantages to language experience approach

A
  1. connects to own experiences by having them express orally
  2. reinforces that sounds can be transcribed into specific symbols
  3. provides texts for specific lessons on vocabulary, grammar, writing instruction
44
Q

language experience approach

A

student orally tells story to teacher and teacher writes it down

CTEL (7 decks)

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