Final Exam Flashcards
Process writing
an approach to teaching writing that has been researched in depth with both first language learners, and English Language Learners.
Writing Strategies
1) Prewriting- Talking and oral activities; brainstorming, clustering, questioning, reading, and keeping journals in all content areas
2) Drafting- Fast writing; daily writing; journals of all types; buddy journals, dialogue journals, learning logs.
3) Revising- Show and not tell; shortening sentences; combining sentences; peer response groups; teacher conferences.
4) Editing- Peer editing groups; proof reading; computer programs for spelling, etc; programmed materials; mini-lessons
5) Publishing- Writing may be shared in many formats; papers placed on bulletin boards, papers published with computers, papers shared in school book fairs.
Strategies to help assist beginning level ELL students
Literacy scaffolds
Oral Discussion prior to writing
Partner Stories Using Pictures and Wordless Books
Pattern Poems
Peek-a-boo books for Younger Students and Riddle Books for Older Students
Strategies to help assist Intermediate level ELL students
Show and Not tell Sentence Combining Sentence Shortening Sentence Models Mapping
Developmental stages in student spelling
1) Prephonetic spelling- Letters or letter like forms do not represent speech sounds
2) Phonetic spelling- Letters represent sounds, words are decipherable
3) Transitional spelling- Conventional spellings are mixed with phonetic spellings
4) Conventional Spelling- Most words are spelled conventionally
Ongoing assessments during regular class time
Most classroom based assessments will be informal assessments. Classroom based assessments should be based on
- Should be based on observations
- Tied directly to your curriculum standards
-should be collaborative, providing opportunities for students to evaluate their own work
Example
Portfolio- A folder that contains a variety of samples of student work related to a particular curriculum area.
What are formal assessments?
Standardized tests. It includes group administered tests, and individual standardized tests.
What are informal assessments?
Informal assessments measures include such items as teacher made tests, miscue analysis of oral reading, checklists, anecdotal observations, student work samples.
Miscue analysis
Is a reading assessment tool that focuses on the readers miscues, or variation from print made during oral reading.
Peer response group
Groups that help the writer during revision
Interlanguage
While people are learning a new language hey develop interlanguage which is an exhibition their own evolving rules and patterns. As these rules and patterns evolve over time, learner systems gradually resemble more closely those of the targeted language.
CALP
CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in
academic areas. This usually takes from five to seven years.
BICS
Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners (ELLs) employBIC skills when they are in the cafeteria, at parties, playing sports and talking on the telephone. Socialinteractions are usually context embedded. That is, they occur in a meaningful social context. They are not very demanding cognitively. The language required is not specialized. These language
skills usually develop within six months to two years after arrival in the
U.S.
Semantics
The study of linguistic meaning.
Syntax
English word order rules.
Example: If the children had said “ weeds the pull” they would not have any sense because they would have violated English word order rules called syntax
Morphology
Word formation, including prefixes, suffixes, and root words.
Phonology
Rules governing sounds, including intonation, pitch, and juncture.
Receptive Vs. Productive language
Receptive
listening and reading are receptive uses of language.
Productive
Speaking and writing are productive uses of language
Program Models for Language Education
Bilingual Education
Educational programs that teaches languages, one of which must be English, for teaching purposes.
Bilingual EDU programs have two Goals 1) to teach English and 2) to provide access to the core curriculum through the home language while students are gaining English language proficiency.
Immersion Education
Is designed to teach a minority language to native English speakers.
Ex: In Ontario, native English speakers students learn French s a second language development.
Submersion
Submersion is also referred to as “sink or swim.”
Students who speak languages other than English receive no special language assistance
SDAIE
Specially Designed Academic Instruction in English.
Also known as Sheltered Instruction, an effective means of helping English Learners succeed in school. SDAIE has special modifications to ensure student comprehension
Post reading strategies
Semantic Feature Analysis
Rehearsing to organize and remember information
Venn Diagrams
Mapping
Theme Studies
Provides a meaningful learning context. It illustrates how English learners can use oral and written language for learning academic material
Efferent Reading
Comes from the Latin word effere, meaning “to carry away.” When the reader takes an efferent stance toward a text, the central purpose it to carry away information, and this is what we commonly do with expository texts. When we read an article or essay, for example, out major concern is to carry away the information or argument the author is presenting.
Aesthetic Reading
Aimed at experiencing or feeling a piece of writing
Phonemic awareness
The ability to discriminating speech sounds in words
Phonics
Specific letter-sound correspondences
Quality Indicators of a strong Bilingual program
Comprehensive English language instruction that addresses students’ particular language proficiencies and prepares them to handle academic content- area material.
2) Academic content-area instruction that is challenging; grade level and age appropriate: and geared to students’ English development levels, prior knowledge, educational experience, and academic needs.
3) Opportunities for Primary Language Development and use as an important resource for promoting academic and social-emotional development.
4) Professional development opportunities for language specialists and classroom teachers that expand their abilities to meet ELs’ linguistic, academic, and social-cultural needs, including updating teachers’ repertories of technology applications, especially the internet, for teaching and learning.
