Domain 2: Competency 6

Question 1

Applying prior knowledge and cultural background

Answer 1

• recognize that students’ prior knowledge of a topic may be influenced by cultural practices from their home language and culture, and their prior knowledge may differ from the background experiences of the teacher
• KWL Chart
• Classroom discussion
• Inquiry Chart (The inquiry chart has only two columns: 1) What we know about ___ and 2) What we are wondering about ____. Teachers write down all student comments about what students know about a topic, including misconceptions and inaccuracies).
• Anticipation guide (ist of statements that are given to students prior to reading or learning about a topic in order to elicit student discussion and determine prior knowledge about a topic)
• Observation chart (Observation charts are a Project GLAD strategy designed to engage and motivate students as well as determine prior knowledge about a topic of study)

Question 2

CALP

Answer 2

Cognitive Academic Language Proficiency

Question 3

Content-based ESL (CBEC)

Answer 3

Content-based ESL Curriculum

• students learn age-appropriate content knowledge that reflects the content learning in the mainstream.
• provide ESL students with opportunities to catch up with mainstream students’ background knowledge.
• ESL students read authentic texts, not simplified or artificial text written for ESL students only.
• language learning becomes more purposeful.
• ESL students learn technical vocabulary, which they critically lack. Vocabulary knowledge has been closely linked with academic success.

Question 4

Pre-teaching vocabulary

Answer 4

Explicit instruction (intentional/planned)

• preteaching vocabulary
• repeated exposure to new words (Providing multiple opportunities to use a new word in its written and spoken form helps children solidify their understanding of it)
• keyword method (keyword method occurs before a child reads a particular text. In this method, unfamiliar words are introduced prior to reading. Adult teaches him a “word clue” to help him understand it.)
• word maps (branching off of the word are three categories: classification (what class or group does the word belong to), qualities (what is the word like) and examples). Grades 3-12
• context skills (strategies that a reader uses for incidental vocabulary learning).

Implicit instruction (spontaneous)

Question 5

Student learning styles

Answer 5

Differentiated instruction- instruction that is designed to support individual students’ learning in a classroom of students with varied backgrounds and needs
-Differentiate homework
Collaborate
Use flexible grouping
Make content comprehensible for all students

The Seven Learning Styles
Visual (spatial):You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.

Question 6

Structures of US textbooks

Answer 6

Illegibility, Unfamiliar Words, Lack of Background Knowledge, Difficult Concepts, Syntax