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EDSP 454 > Echevarria & Graves Ch.1 > Flashcards

Echevarria & Graves Ch.1 Flashcards

1
Q

List the 10 states where children are struggling to read

A
  1. Mississippi
  2. New Mexico
  3. Louisiana
  4. Alaska
  5. California
  6. Nevada
  7. West Virginia
  8. Arizona
  9. South Carolina
  10. Texas
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2
Q

States struggling to read: California ranks…

A
  1. 73% (4th highest) 4th graders reading below proficiency
  2. 85% (highest) Students not proficient & low-income
  3. 28% (8th highest) 8th graders not proficient
  4. $9,139 (16th lowest) 2011 spending per pupil a year
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3
Q

Students who speak their native languages fluently with age-appropriate literacy skills have ___ rates of developing language and literacy skills in English.

A

increased

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4
Q

English learners with a broad knowledge, concepts and comprehension in their native languages have a better opportunity to learn English because their knowledge can be __ to English.

A

transferred

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5
Q

What is Sheltered Instruction (SI)?

A

It uses techniques and strategies for making grade-level content comprehensible for EL persons while promoting their English language development.

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6
Q

What is Transitional Bilingual Education?

A

Teaching is done in the students’ native language (L1) and provides the support as they transition into English (L2) instruction, usually within 2-3 years.

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7
Q

What is Developmental Bilingual Education?

A

Students are taught in TWO languages for multiple years. The goal is to be bilingual.

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8
Q

What is Two-Way Immersion?

A

English learners and English-speaking student’s are taught TOGETHER in two languages. Students communication promotes dual-language development for both groups.

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9
Q

What is English Language Development?

A

ELD is often referred to as “English as a Second Language” (ESL) instruction. A separate block of time each day is focused on specific skills leading to English proficiency.

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10
Q

What is Newcomer Programs?

A

This program acculturate IMMIGRANT students with limited English proficiency into U.S. schools. It assists students in acquiring beginning English language skills and core academic and knowledge.

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11
Q

English proficiency is one of the greatest predictors of school success. Inadequate English skills are associated with:

A
  1. Lower G.P.A’s
  2. Retentions in grade level
  3. Lower graduation rates
  4. Lower scores on standardized test
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12
Q

Contributions of Jim Cummins

A

Cummins’s concept on language and literacy development makes a two major distinctions and levels: 1. everyday conversational ability
2. academic proficiency required for school success

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13
Q

Many students have ____ (conversational) language features in their home language (L1) and possibility in English (L2)

A

Surface

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14
Q

The surface (academic) language they often ___comprehension, reading and writing, and cognitively higher proficiency skills needed for success.

A

lack

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15
Q

What is the Iceberg effect? (Cummins Triangle)

A 
Conversational Language (Listening and speaking)
Surface
Academic Language (Reading and writing)
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16
Q

Explain research on Cummins Level 1 Language Proficiency.

A

Level 1 is Basic Interpersonal Communicative Skills. BICS are the language skills a student needs to get BASIC personal needs met at school and community, e.g. how to get directions, making a request, find a store or a restaurant, emergency assistance, get personal needs met

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17
Q

How many years do you acquire BICS?

A

1-2 years

18
Q

BICS is equivalent to a ___ year old who is a native speaker and has “expert” skills in?

A

Phonology (sounds)
Syntax (word order and simple sentences)
Semantics (word meanings)

19
Q

Explain research on Cummins Level 2 Cognitive Academic Language Proficiency

A

CALP is equivalent to an educated native speaker’s EXPERT ability at a given age/development.

20
Q

CALP is the level of language competence required at a given grade level to comprehend and analyze…

A
  1. What is read
  2. Understand and use an expanded vocabulary
  3. Speak and write accurately for any audience purpose
  4. To understand concepts and principals
21
Q

Acquiring CALP takes how many years?

A

5-7 years

22
Q

The stages of the Natural Approach by Stephen Krashen and Tracy Terrell in Basic Principals are…

A
  1. Focus on Instruction, communication, not FORM
  2. Speech production comes slowly-never forced
  3. Early speech goes through natural stages
23
Q

List the early speech through the natural stages

A

From non-verbal (points /gestures); yes or no; 1-word answer; short phrases; incomplete sentences; complete sentences, short to long essays to narratives and compositions

24
Q

What are some characteristics of the Natural Approach?

A
  1. Teachers create situations to motivate the students to communicate.
  2. Input must be interesting
  3. What is said must be comprehensible
  4. Understanding is more important than speaking
  5. Vocabulary development is more important than structural (verbal, written) accuracy
25
Q

Explain the Stage 1: Pre-Production (SNA)

Level 1-Entering (WIDA)

A
  1. Person is at the lowest English skill level-NEP
  2. Essentially NO English proficiency
  3. Student is not ready to actively produce language
  4. Student listens and responds in non-verbal ways to show understanding, e.g using pictures, pointing
  5. 0-500 receptive vocabulary word learned.
  6. Student is still adjusting to the U.S culture
26
Q

Explain the Stage 2: Early-Production (SNA)

Level 2-Beginning (WIDA)

A
  1. Student is considered to be LEP
  2. Student introduced to phrases and short sentences general vocabulary and lesson task
  3. Responds with 1-2 word answers, short phrases
  4. Listening skills is better than in speaking
  5. Student makes many mistakes in grammar, word order and word usage.
  6. Very limited comprehension
  7. 0-1000 receptive word vocabulary learned
  8. Student still adjusting to U.S culture
27
Q

Explain the Stage 3: Speech Emergence (SNA)

Level 3- Developing (WIDA)

A
  1. Student is considered to be LEP
  2. Student is able to identify and understand more concrete details
  3. Able to use language in most subject areas
  4. Able to read, write tasks closer to grade level
  5. Write sentences, short paragraph with less errors
  6. Can read most instructions
  7. Can speak in short phrases and sentences
  8. Can respond more easily to varied learning and communication demands with some errors
28
Q

Explain the Stage 4: (High) Intermediate Fluency (SNA)

Level 4- Explaining (WIDA)

A
  1. Student is most likely LEP rather than FEP
  2. Student participates in most class activities
  3. Improved speaking, reading and writing skills
  4. More social language, able to identify and understand more detail and concepts
  5. Written skills expand in sentences, paragraphs, statements and questions
  6. Speaks in longer phases and complete sentences
  7. Stronger comprehension skills
29
Q

Explain the Stage 5: Advanced Fluency (SNA)

Level 5- Reaching (WIDA)

A
  1. The student is considered FEP
  2. Student is at or close to grade-level proficiency
  3. Oral and written skills are comparable to native English speakers at grade level and content areas
  4. Student has advanced skills in cognitive and academic language
  5. Students communicate effectively with many audiences and in new topic/subject areas
  6. Student is able to identify, summarize in concrete details, instruction in all content areas
30
Q

_____ is critical in all areas of instruction to ensure instruction is appropriate.

A

Assessment

31
Q

School and instructional ___ are increasingly important with the age of the student.

A

experiences

32
Q

The use of _____, which incorporates, scaffolding teaching strategies, comprehensible input (e.g. objects, charts, textbooks) can improve English Learners skills significantly

A

sheltered instruction

33
Q

What are some behaviors or sensory issues that may occur when learning a new language?

A
  1. Withdrawn behavior
  2. Bizarre behavior
  3. Aggressive behavior
  4. Attention problems
  5. Hyperactivity
  6. Low motivation
34
Q

What are some sensory issues that may occur when learning a new language?

A
  1. Memory difficulty
  2. Poor motor abilities
  3. Poor perceptual abilities
  4. Poor language abilities
  5. Poor academic performance
35
Q

What is RIT?

A

Response to Intervention
RIT integrates assessment and learning intervention in a multi-level (three tier) prevention system to maximize student achievement to reduce behavioral problems

36
Q

With RIT, school personnel use data to identify students-at-risk for

A
  1. poor learning outcomes
  2. monitor their progress
  3. provide interventions
  4. adjust the learning intensity depending on the student’s ability and/or any learning disabilities
37
Q

Iceberg Effect- Cummins Percentages

What is the percent in Tier 3? Tier 2? Tier 1?

A

Tier 3- 5%
Tier 2- 15%
Tier 1- 80%

38
Q

Explain Tier 1

A
  1. Uses sheltered and differentiated instruction
  2. Instruction: 1-2 periods a day, up to 8 weeks
  3. 80% of the students can start in Tier 1
  4. Staff participants and instruction is by the general education teacher
39
Q

Explain Tier 2

A
  1. If Tier 1 has insufficient student progress
  2. Increased intensive instruction in small group of 3-8 students, an hour per day to avoid interfering with the regular school day
  3. Staff participants can include; a general education and/or ESL teacher or resource specialist
  4. 15% of the students in Tier 2
40
Q

Explain Tier 3

A
  1. If Tier 2 has insufficient student progress
  2. Tier 3 involves 5% of the students and is very intense individualized instruction for a longer time each day and last months to years
  3. If language deficits are not improved student may be referred to special education services
  4. Staff participants include; a general education and ESL teacher or resource specialist, language specialist, psychologist, counselors, administrators, parents or caregivers

EDSP 454 (5 decks)

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