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Teaching English Learners (TEL) > Instruction & Assessment (Module 2) > Flashcards

Instruction & Assessment (Module 2) Flashcards

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Proverbs and Idioms flashcards
1
Q

Six-Step Process for Teaching Vocab:

A
  1. Teacher gives a description, explanation, or example of the new term (Direct Instruction)
  2. Teacher asks learners to give a description, explanation, or example in their own words (DI)
  3. Teacher asks learners to draw a pic, symbol, or locate a new graphic to represent the new term (DI)
  4. Learner participates in activities that provide more knowledge in their vocab notebooks (Practice & Reinforcement)
  5. Learner discusses the term with other learners (P&R)
  6. Learner plays games that provide more reinforcement for the new term (P&R)
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2
Q

Sheltered Instruction

A

Teaching method to facilitate high quality instruction for ELs in content area teaching. Language acquisition + content area instruction. Lesson plans include less linguistic demand without compromising the integrity or rigor of the subject matter. Uses English only

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3
Q

How can teachers lower the linguistic demand of a lesson without compromising the integrity of it?

A
  • Modify speech rate & tone
  • Use context clues and models
  • Relate instruction to student experience
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4
Q

What does a learning activity need to include in order for ELs to have the same grade-level content instruction of their English-speaking peers?

A

Connect new content to students’ prior knowledge + require collaboration among students + spiral through curriculum material + adapt lesson delivery to suit English proficiency level

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5
Q

What does SIOP stand for?

A

Sheltered Instruction Observation Protocol

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6
Q

Component Features of SIOP (1 of 2):

A
  1. & 2. Clearly state, display, and review content and language objectives.
  2. Content concepts appropriate for age & background
  3. Use supplementary materials (pictures, manipulatives) a lot
  4. Make sure all students adapt to different kinds of content (graphic organizers, highlighted texts, jigsaw text reading, outlines, etc.)
  5. Provide meaningful activities
  6. Link concepts to students’ background experiences
  7. Provide links between past learning and new concepts
  8. Emphasize new vocab (make it a multi-sensory learning experience - see, say, write, act)
  9. Use appropriate speech for student’s level
  10. Provide clear explanations in simple language
  11. Use techniques (gestures, modeling, repetition) to make content concepts clear
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7
Q

Component Features of SIOP (2 of 2):

A
  1. Provide many opportunities for students to use/apply learning strategies
  2. Use scaffolding techniques (paraphrasing, think-aloud, slow down speech)
  3. Use questions/tasks that promote HOTS (higher order thinking skills)
  4. Provide opportunities for discussion & interaction (games, performing, show & tell)
  5. Use grouping configurations to support language & content
  6. Provide sufficient wait time
  7. Provide opportunities for students to clarify key concepts in L1
  8. Provide hands-on materials & manipulatives for new content
  9. Have activities that apply language knowledge and content together
  10. Integrate all language skills into content area instruction
  11. & 24. Content and language objectives must be clearly supported by lesson delivery
  12. Students are engaged 90-100% of the time
  13. Pace lesson delivery depending on students’ ability level
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8
Q

Lesson Plan Components for SIOP:

A
  1. Standards
  2. Theme
  3. Measurable content and language objectives
  4. Listing of key vocab and of supplemental materials
  5. A lesson plan sequence that includes:
    - pre-knowledge activation
    - modeling of content
    - practice scaffolding from intense to minimal guidance
    - review content
    - post lesson assessment fo objectives
    - extension/homework
    Reflect on what worked/what didn’t
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9
Q

ELL Research Findings:

A
  1. Benefit from instruction around:
    - phonemic awareness
    - letter-sound awareness
    - fluency
    - vocab
    - text comprehension
  2. Oral language proficiency is also necessary (for social and academic purposes)
  3. Oral proficiency & literacy in the student’s first language will facilitate development of literacy in second language. But literacy in L2 can also be developed without literacy proficiency in L1
  4. Individual characteristics and history of migration play a role in L2 literacy development
  5. Home language experiences can contribute to L2 literacy development
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10
Q

L2 literacy development is influenced by numerous variables that influence each other. Among them are:

A
  1. Socio-economic status
  2. L1 literacy base
  3. L2 oral performance
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11
Q

Can oral performance and literacy develop simultaneously?

A

Yes - according to research.

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12
Q

According to research, teaching the 5 major components of reading (phonemic awareness, etc.) is necessary but not enough for developing academic literacy. What else is needed?

A

Oral language proficiency

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13
Q

The SIOP model consists of 8 interrelated components:

A
  1. Lesson prep
  2. Building background
  3. Comprehensible input
  4. Strategies
  5. Interaction
  6. Practice/Application
  7. Lesson delivery
  8. Review/Assessment
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14
Q

Total Physical Response (TPR):

A
  • Approach to teaching a second language.
  • Based on linking listening to physical activities which reinforce comprehension.
  • Can be used for all curriculum and in a classroom of mixed ability levels
  • Helpful tool for students in the silent period
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15
Q

What are some disadvantages of TPR instruction?

A
  1. Most useful for beginners
  2. Challenging when working with shy students
  3. Students don’t have opportunity to express their own thought (just following orders)
  4. If overuse it –> can bore students
  5. May have limit on how much variety of words/vocab/language can be used
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16
Q

CALLA

A

Cognitive Academic Language Learning Approach

  • Benefits diverse students & emphasizes higher level thinking
  • Motivates students & develops academic vocab
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17
Q

What are the 5 steps of CALLA?

A
  1. Preparation
  2. Presentation
  3. Practice
  4. Evaluation
  5. Expansion
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18
Q

Detailed look into “Preparation” step of CALLA:

A
  • Provide overview & objectives
  • Evoke students’ prior knowledge
    Develop vocab
  • Help students make connections
  • Remind students to use the learning strategies they know
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19
Q

Detailed look into “Presentation” step of CALLA:

A
  • Address different learning preferences
  • Model reading & writing processes
  • Explain learning strategies
  • Discuss connections to students’ prior knowledge
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20
Q

Detailed look into “Practice” step of CALLA:

A
  • Interactive activities
  • Authentic content & language tasks
  • Ask students to use learning strategies
21
Q

Detailed look into “Evaluation” step of CALLA:

A
  • Student metacognition (understanding one’s own thought process)
  • Self-assessment
  • Teachers evaluate students’ achievement
22
Q

Detailed look into “Expansion” step of CALLA:

A
  • Students apply what they’ve learned to their own lives
  • Student extends their understanding to other content areas
  • Students relate new info to their own experience
23
Q

CALLA instruction is… (4 things):

A
  • Learner-centered
  • Metacognitive
  • Supportive
  • Focused
24
Q

The CALLA method contains 3 elements:

A
  1. Important content topics
  2. Development of academic language within content areas
  3. Explicit instruction in strategies that help students develop language and content knowledge
25
Q

GLAD

A

Guided Language Acquisition Design Model - instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring the language

26
Q

5 Components of GLAD:

A
  1. Focus/motivation
  2. Comprehensible input
  3. Guided oral practice
  4. Reading/writing
  5. Closure
27
Q

QTEL

A

Quality Teaching for English Learners Model - based on sociocultural & sociolinguistic theories of learning and the central role of language in the learning process

28
Q

True or False: QTEL is based on the premis that ALL students can learn and engage in rigorous instruction, regardless of their language proficiency

A

True. QTEL builds the capacity in areas:

  • oral & written communication
  • ability to access, interpret, and analyze info
  • critical thinking & problem solving
  • curiosity & imagination
  • agility & adaptability
  • creativity
  • collaboration & leadership
  • interculturalism & bilingualism
29
Q

QTEL principles that guide & reflect quality instruction: (5)

A
  1. Academic Rigor
  2. High Expectations
  3. Quality Interactions
  4. Language Focus
  5. Quality Curriculum
30
Q

LEP

A

limited English proficiency

31
Q

Districts with ____ or more LEP students in any language classification in the same grade level district-wide must offer bilingual education for LEP students who speak that language

A

20 or more LEP

32
Q

Schools that provide bilingual education to students can do so either through _____ or _____

A

Transitional (early or late exit) or Dual Language Immersion (one-way or two-way)

33
Q

Early exit vs. late exit in transitional bilingual education

A

BOTH deal with students who are BILINGUAL (not biliterate)

Early exit: serves LEP students in both English & Spanish and transfers a student to English-only instruction between 2-5 years after enrolled in school

Late exit: serves LEP students in both English & Spanish and transfers a student to English-only instruction between 6-7 years after enrolled in school

34
Q

One-Way vs. Two-Way for Dual Language Immersion:

A

BOTH deal with students who are BILITERATE

One-Way: serves LEP students in both English & Spanish and transfers a student to English-only instruction 6-7 years after enrolled in school

Two-Way: integrates students proficient in English with LEP students in both English & Spanish and transfers a student to English-only instruction 6-7 years after enrolled in school

35
Q

True or False: All LEP students who are part of a district that doesn’t require a bilingual education program, have to provide an ESL program

A

True! Must provide ESL program for student regardless of the number of such students

36
Q

What are the 2 versions of ESL programs?

A
  1. Content-Based: serves LEP students in English only by providing a full-time special certified teacher to provide supplementary instruction for all content area instruction
  2. Pull-Out: serves LEP students in English only by providing a part-time special certified teacher to provide English language arts instruction exclusively (the student remains in a mainstream instructional class in the remaining content areas)
37
Q

Name the stages of language proficiency: (4)

A
  1. Pre-production
  2. Early production
  3. Speech emergence
  4. Intermediate fluency
38
Q

Characteristics/Descriptions of a child in the pre-production stage of language proficiency

A
  • silent period
  • lass 10 hrs to 3 months
  • non-english speaker
  • may have some understanding but is too shy to speak
  • 500 words in vocab
  • performs actions like pointing to a picture
  • nods or imitates
39
Q

Characteristics/Descriptions of a child in the early production stage of language proficiency

A
  • limited productions
  • progress will vary
  • lasts 6 months to two years
  • limited understanding
  • can speak 1 or 2 word phrases
  • 1000 vocab words
  • one word responses
  • name words in a list
  • short phrases or simple sentences
40
Q

Characteristics/Descriptions of a child in the speech emergence stage of language proficiency

A
  • expanded production
  • progress will still vary
  • lasts for 2-4 years
  • understanding expanded
  • less hesitant to speak
  • 2000 vocab words
  • meaningful dialogues and putting words into simple sentences
41
Q

Characteristics/Descriptions of a child in the intermediate fluency stage of language proficiency

A
  • continued vocab expansion
  • reading and writing activities are incorporated
  • understanding has expanded beyond communicative competence
  • no hesitancy to speak
  • uses narrative form, retells a story, writes a story
  • gives instruction or states opinion
42
Q

What are the 6 principles for exemplary teaching of English learners?

A
  1. Know your learners
  2. Create conditions for language learning
  3. Design high-quality language lessons
  4. Adapt lesson delivery as needed
  5. Monitor & assess language development
43
Q

What are the 3 domains of Bloom’s Taxonomy of Learning?

A
  1. Cognitive
  2. Psychomotor
  3. Affective
44
Q

Within the cognitive domain of Bloom’s Taxonomy, what are the 6 levels? (bottom to top)

A 
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
45
Q

Communicative Competence

A

Ability to use language correctly and appropriately to accomplish communication

  • use in a variety of contexts
  • using appropriate forms
  • knowing social rules of the language
46
Q

List the 4 components of Communicative Competence:

A
  1. Linguistic competence: understanding/using vocab, grammar, punctuation, spelling, and syntax (sentence structure)
  2. Discourse competence: understanding how ideas are connected through patterns of organization and cohesive & transitional devices (email, speeches, newspaper, etc)
  3. Socio-linguistic competence: awareness of social rules of language, nonverbal behaviors, & cultural references (idioms, expressions)
  4. Strategic competence: overcome language gaps, achieve conversational fluency, modify text for audience & purpose. EX: taking turns, using gestures, asking questions
47
Q

______ is one way to enhance a lesson or experience in ESL instruction

A

Digital Storytelling: allow students to use digital media (photos, audio, video) to create a story and share with class and/or beyond. Allow students to listen to themselves and make changes before final submission

48
Q

List ESL Classroom Management Rules (7):

A
  1. Be a solid role model - teach by example
  2. Be predictable - be fair and consistent
  3. Be trustworthy - do what you say and say what you mean. Be clear and concise in instructions and other communications
  4. Show them you care - ask about their lives
  5. Move around - walk through room and stop and each persons desk if doing an assignment
  6. Onward and upward - generously handout praise & encouragement
  7. Engage students - vary the way you conduct lesson plans

Teaching English Learners (TEL) (3 decks)

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