MISSED TEST QUESTIONS

Question 1

What is PROSODY

Answer 1

the patterns of stress and intonation in a language.

Question 2

What is CLOZE testing

Answer 2

(closure) Read a passage–delete every 5th word–student reads and fills in blanks. Checks comprehension

Question 3

KWL and SQ3R

Answer 3

Graphic organizers: KNOW WANT LEARN (what do you know, want to learn and after lesson–what did you learn)
SQ3R: Survey question read write and review(read headings and titles, write what you expect to learn, read text with this in mind, recite material, review material a few more times

Question 4

MATTHEW EFFECT

Answer 4

“the rich get richer and poor get poorer”new readers acquire the skills to read: early success in acquiring reading skills usually leads to later successes in reading as the learner grows, while failing to learn to read before the third or fourth year of schooling may be indicative of lifelong problems in learning new skills.

This is because children who fall behind in reading would read less, increasing the gap between them and their peers.

Question 5

ONG THEORY

Answer 5

Jesuit priest explored how the transition from orality to literacy influenced culture and changed human consciousness. Ong describes writing as a technology that must be laboriously learned, and which effects the first transformation of human thought from the world of sound to the world of sight.

Question 6

SOCIAL INTERACTIVIST THEORY

Answer 6

is an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist, Lev Vygotsky.

Question 7

MINIMAL PAIR

Answer 7

Minimal pairs are words that vary by only a single sound, be it vowel or consonant.A minimal pair is a pair of words with ONE phonemic difference only.

In order to decide whether a pair of words is a minimal pair or not, you need to know what sounds make up the word, and you need to IGNORE the word’s spelling
CAT BAT/ WIDE WISE/ KITE NIGHT

Question 8

ORTHOGRAPHIC

Answer 8

representation of the sounds of a language by written or printed symbols. Graphemes correspond to phonemes

Question 9

KRASHEN’S 5 MAIN HYPOTHESIS OF LANG ACQUISITION

Answer 9

1. NATURAL ORDER Hypothesis- L2 much like L1 acquisition-(no babbling phase) silent-early prod, emergent, early lang proficiency
2. ACQUISITION (home) interacting with people(BICS) VS. LEARNING(classroom)useful but not essential (CALP)
3. MONITOR - As L2 develops proficiency they learn to self monitor
4. INPUT- (like computer intake) strive for comprehensible input–connect with concepts they know “I”+1= input plus one- just a little more level then they know/understand
5. AFFECTIVE FILTER- make them comfortable–you want a LOW affective filter

Question 10

NEGATIVE TRANSFER

Answer 10

Sound exists in one language but not another

Question 11

ALLOPHONES

Answer 11

phonetic variance (like an accent--regional-dog/dawg
)that don't make a difference

Question 12

FIVE FOUNDATIONS OF LANGUAGE

Answer 12

1-3 RULE BASED

1. PHONOLOGY- show similarities between L1 &L2 –gives a foundation. SOUND AND SOUND SYSTEM //
2. MORPHOLOGY-pieces of words that difference in meaning (ed, man, in, non, isn’t)
3. SYNTAX- order of words
4. SEMANTICS- meaning of words—DENOTATION (dictionary) CONNOTATION-meaning given to them (goodnight-bye/good evening –hello) good looking/looking good- collocations- FIRTH-words are the company they keep-co-location
5. PRAGMATICS- not what you say it’s how you say it
   Level of language as it functions and is used in social context –teaches nuance in language—things that aren’t in text book

Question 13

4 COMPONENTS OF METALINGUISTICS

Answer 13

BODY LANGUAGE/GESTURE- eye rolls, gestures, shrugs
INTONATION- dinner time. Dinner time?
STRESS- emphasis on syllable Present/ Present
PITCH or TONE- Cantonese- tones mean different things

Question 14

What are some techniques to teaching IDIOMS

Answer 14

Are funny expressions “hit the nail on the head”
1. Help students identifiy them
2. Large chart in classroom
3. ‘make a picture book
4. Draw from their L1 idioms—bird in the hand is used on other languages
Hard to understand because of metaphors

Question 15

Why is English spelling so difficult?

Answer 15

1. No Royal Language Academy to arbitrate the reform of spelling to eliminate inconsistencies.
2. English generally retains the spelling of morphological units, even when pronunciation means that phonemes within these morphological units vary (ie- electric /k/ electricity /s/ electrician /sh/

Question 16

WALQUI’s THEORY OF LANG ACQUISITION- factors

Answer 16

1. Dialect &;Register-dialect in formal register in school different from L1
2. Motivation- intrinsic-basic human need—student sees benefit for themselves-child wants to be competent—(go to store,make friends)
3. Native Lang proficiency- more they know L1 better for learning L2(Krashen –nat order &Cummins- lang transfer) exchange students-more education do better
4. Lang status- L1 has lower status than L2 learner may feel need to lose L1-not be associated with it (Italian)
5. Pull of peer pressure-undermines efforts to teach L2-learn L2 you no longer fit into your L1 culture. Kid makes decision to learn or not learn.

Question 17

What are 7

INSTRUCTIONAL STRATEGIES TO ADDRESS CONTEXTUAL FACTORS:

Answer 17

1. Tapping for prior knowledge
2. Building background
3. Setting content and lang objectives
4. L1 as learning asset
5. Prepare opportunities for interaction(bilingual dictionaries, group work each student has a role)
6. Check for understanding
7. Design higher order thinking projects—ELL students missing out on problem solving and THEMES –great way to teach higher idea

Question 18

SHARE TWO TYPES OF STRUCTURED INTERACTION

Answer 18

1. Traditional learning—teacher talking-students speak one at a time (10-2 ratio talk 10 share 2)
2. Cooperative learning- group work-students opportunity to talk and practice lang at same time—assign roles in group work(red-recorder green-leader blue-sharer)rotate cards so all students have chance to practice role

Question 19

Describe a write around

Answer 19

DIFFERENTIATION of groups is purposeful—group 1 animals are nouns-in L2 nouns are one of the first things learned. Group 2- verbs Group 4 adjectives
- level groups by prof level
FARM- Charlottes web-
GROUP 1 G2 G3 G4
Animals chores equipment smells

Question 20

How do you check for understanding with beginning ELL

Answer 20

1. thumbs up/thumbs down
2. pointing
3. sort things
4. explain in your L1
5. illustrate, draw, represent
6. create a model

Question 21

How do you check for understanding with beginning intermediate?

Answer 21

1. either_____ or _____
2. one word answer
3. make a list, steps in sequence
4. complete sentence frame or template
5. complete graphic organizer

Question 22

How do you check for understanding with intermediate ELL?

Answer 22

1. either/or why?
2. compare/contrast
3. describe
4. answer the 5 W’s

Question 23

Define a Model instructional bilingual program

What is 50/50?

Answer 23

1. builds on what students already know to help them develop English and academic knowledge.
2. need to include a teacher who is fluent in conversational and academic English and the primary language of the program.
3. Or the pairing of teachers so that students receive instruction from great language models in both of the languages
4. excellent bilingual program would be based on increasing exposure to subjects taught in Sheltered English as English acquisition increases.
   50/50: An immersion program model in which English and the partner language are each used for 50% of instruction at all grade levels. … Bilingual education: Used both as an umbrella term for dual language and transitional bilingual programs,

Question 24

Define a Structured English Immersion Model

Answer 24

model that utilizes primary language support, sheltered instruction of core subject areas and major focus on ELD (English Language Development). ENGLISH IS THE LANG OF INSTRUCTION. Goal to get them prof. ASAP. Teacher skills would include understanding of basic linguistics including cognates in the student’s primary language and practice in delivering Specially Designed Academic Instruction in English (SDAIE) to provide comprehensible input.

Question 25

Any instructional model for English Learners should include:

Answer 25

1. cooperative learning groups
2. paired work or other student to student interaction.
3. Instructional materials should include those that contain strong visuals that aid understanding of the written text
4. a bilingual glossary or dictionary for the student.
5. visual supports,
6. modeling and demonstration,
7. repetition,
8. moderate pacing,
9. interactive activities
10. regular checking for understanding,

Question 26

Discuss some landmark rulings that affected bilingual classroom and ELL reclassification testing standards

Answer 26

1. 1980’s saw birth of bilingual classroom
2. WIDA Consortium– Law established testing 4 DOMAINS of language (reading, writing, listening, speaking) before reclassifying students

Question 27

What landmark decision occurred in 1974?

Answer 27

1974 LAU VS. NICHOLS- SCHOOLS HAVE AN OBLIGATION TO ATTEND TO THE UNIQUE LANGUAGE DEVELOPMENT NEEDS OF ENGLISH LEARNERS
. San Francisco schools sued by Chinese community. EL students were not given any additional help to achieve with native speakers. 1800 students in a class action suit. Parents wanted ESL classes-district refused—saying that they were providing equality. Supreme Court disagreed. “NO EQUALITY OF TREATMENT MERELY BY PROVIDING STUDENTS WITH THE SAME FACILITIES , TEXTBOOKS, TEACHERS AND CURRICULUM, FOR STUDENTS WHO DO NOT UNDERSTAND ENGLISH ARE EFFECTIVELY FORECLOSED FROM ANY MEANINGFUL EDUCATION.
LAU VS. NICHOLS became Federal law with the EEOA Equal Educational Opportunities act of 1974
EQUITY not equal treatment–giving children what they need.

Question 28

What is NCLB ?

Answer 28

1. The No Child Left Behind Act of 2001 Congress it included Title I provisions applying to disadvantaged students.
2. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education.
3. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.
4. The act did not assert a national achievement standard—each state developed its own standards.
5. NCLB expanded the federal role in public education through further emphasis on annual testing, annual academic progress, report cards, and teacher qualifications

Question 29

Problems with NCLB

Answer 29

1. disaggrageted data so every school MUST look at sub-groups including EL’s. Separate their performance and make sure we are meeting their needs. BUT Not all EL are Latino and vice versa (85%). Not all EL’S are protracted English learners.
2. Protracted english learners- not arriving in K put in class at age level and then becoming proficient in 4-5 years.
3. To close the achievement gap the idea was to accelerate learning and primary L1 as a key to aiding EL proficiency. Students have a harder time processing language tests. Test in primary language but students do not know the CALP or academic language skills in their L1.

has unintentional negative effect:
1. Identified and focused attention on sub-groups including EL
2. Has side effect of narrowing curriculum(less art, science and history) teaching to test.
3. AMAO (ANNUAL MEASURABLE ACHEIVEMENT OBJECTIVES) Are they making one unit of progress (level 1- prof-level 2) each year? Most schools less then ½ were achieving these goals.
NCLB also mandates ALL STATES MUST
1. Establish statewide proficiency standards
2. Assess each EL with a statewide Eng proficiency assessment in academic content with all students grade 3-12
3. States must include assessments of EL in determining the AYP of school Annual Yearly Progress.
4. Have to measure proficiency within first 30 days student enters school.
5. Continue to test every year to measure progress.

Lawsuits against NCLB- is it valid and reliable testing?
increases segregation–African Americans scored considerably lower
inadequate funding

Question 30

Discuss Mendez vs. Westminster

Answer 30

1947 lawsuit challenged racial segregation in Orange County- they put students in”Mexican schools” —seven years before Brown. … From the first case to hold that school segregation itself is unconstitutional and violates the 14th Amendment (equal protection).

Question 31

Brown vs. Board of Ed 1954
CIVIL RIGHTS ACT 1964
TITLE VI
TITLE VII
1970 MEMORANDUM

Answer 31

1947- Mendez vs. Westminster
1954 -Brown vs. Board of Ed said black and white segregated schools were unconstitutional.
CIVILRIGHTS ACT 1964- which ended segregation in public places and banned employment discrimination on the basis of race, color, religion, sex or national origin, is considered one of the crowning legislative achievements of the civil rights movement. (Title VI came on the heels of this act–must do something to help EL students–not biling educ but something)
TITLE VI (part of Civil rights act) pre-cursor to Lau- 1964 Bilingual Education Act –on the heels of Civil Rights–No person in the United States shall, on the ground of race, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. (Native American protection) Basically saying you don’t have to have bi-lingual programs but you have to have something.–they can go to school cannot be excluded)
1968-
1. TITLE VII this act signaled that the federal government now also recognized the need for and value of bilingual educationPassed on the heels of the Civil Rights movement,
1970 MEMORANDUM- (created in response to 1964 civil rights, , Title VI, Title VII- bilingual act)Where inability to speak and understand the English language excludes such [national origin] students from effective participation in a district’s educational program, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.

Question 32

1968 & 1974 Bilingual Acts

Answer 32

1968- its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability. Not saying how to teach (state level) but that they needed to teach
Shifted focus- bilingualism became default preference in hiring – push back from teachers union.
1974
1. This policy update Lau compliance reviews – that is, compliance reviews designed to determine whether schools are complying with their obligation under the regulation implementing Title VI of the Civil Rights Act of 1964 to provide any alternative language programs necessary to ensure that national origin minority students (LEP students) have meaningful access to the schools’ programs.

Question 33

1981 Castenada vs. Pickard

1983 Nation at Risk

Answer 33

The Castañeda standard, which encapsulates the central feature of Lau — mandates that schools do something to meet the needs of ELL students — has essentially become the law of the land in determining the adequacy of programs for ELLs.

Basically, schools cannot use a single measure of proficiency.
Look at achievement as well as fluency.
1. Need a pedologically sound plan for LEP
2. Sufficient qualified staff (hiring new and training old)
3. System to evaluate program
4. Does not require bi-lingual programs to meet these standards only that appropriate action be implemented to overcome language barriers.

1983 Nation at Risk- education system was failing to meet the national need for a competitive workforce. Prompted NAEP which keeps ongoing record of school performance.

Question 34

Example of curricular design for Bilingual students

Answer 34

CURRICULUM DESIGN FOR BILINGUAL STUDENTS
Level 1- least proficient- ELD, art classes, music PE in English(classes with lots of context tools) –math science, history, literature in native language
Level 2- more proficient- design would begin to incorporate math (context-manipulatives)
Level 3- more proficient- add science (context clues visuals and experiments)
Level 4- (2-3 years later) at history, geography, economics

Progression in learning- history and literature- concepts and intricate understanding –learn from discussion and ideas. They can then bring what they know to learning from their L1 (reading literature in primary lang) Gives EL students the opportunity to understand nuance.

Question 35

Transitional Program vs.

Maintenance Program

Answer 35

TRANSITIONAL PROGRAM- get them thru the system and into ENG classes as quickly as possible
MAINTENANCE PROGRAM- intentionally plans out design so when students complete elementary or beyond they will have grade level info needed but their English will be developed by maintaining the primary language of the student

Question 36

Prop 227

Answer 36

OPPOSED BILINGUAL EDUCATION
Billed as parent’s choice but was not quite that. Proposition 227 changed the way that “Limited English Proficient” (LEP) students are taught in California. Specifically, it:
1. Requires California public schools to teach LEP students in special classes that are taught nearly all in English. This provision had the effect of eliminating “bilingual” classes in most cases.
2. Shortens the time most LEP students stay in special classes.
3. eliminated most programs in the state that provided multi-year special classes to LEP students by requiring that (1) LEP students should move from special classes to regular classes when they have acquired a good working knowledge of English and (2) these special classes should not normally last longer than one year.
REQUIRED SHELTERED ENGLISH IMMERSION
Instruction time OVERWHELMINGLY IN ENGLISH
RESULT:
1.performance gap remained constant
2. less than 40% of students reclassified after 10 years in schools
3.Prop 227 no significant impact on EL success

Question 37

What are state requirements for identifying EL students?

Answer 37

Step 1- begins with student registration HOME LANGUAGE SURVEY

Step 2- answer other than English to any must be tested OR IF TEACHER HAS REASONABLE DOUBT
ADMINISTER LANGUAGE PROF TEST CELDT
a. CELDT is NOT GRADE SPECIFIC (CA ENG LANGUAGE DEVELOPMENT TEST)Test by grade span K-2, 3-5, 6-8, 9-12 rather than grade
b. ALL 4 DOMAINS ARE TESTED
c. Determination made if they are EL
d. IF EL place in appropriate placement (HS class with all different languages or bilingual class)
e. THE ABOVE IS REQUIRED BY LAW-Test administer must be trained to test and evaluate
f. ALL EL students must be assessed
g. RECLASSIFICATION- can go into regular classes
h. Some schools test in primary lang as well so you know what you need to build on in class-conversely good to know if they are not fluent in L1
MUST HAVE SCREENING DEVICE IN PLACE-state compliance review-state comes to school and checks if home lang surveys are in student files

Question 38

What is TESOL?

Answer 38

TESOL standards (Teacher of English Standards to Other Languages)

Question 39

What is SOLOM?

Answer 39

SOLOM- Student Oral Language Observation Matrix(MEASURED IN CLASS-NOT TESTING ENVIRONMENT)

1. 5 areas measured: comprehension, fluency, vocab, pronunciation, grammar
2. FIVE LEVELS 1-5
3. Includes descriptors that need calibration among users
4. portfolios and observation tools—all are useful in collecting evidence to chart growth

This technique is great for schools with many different languages

Question 40

CRITERION REFERENCED TESTS

Answer 40

compare child to OBJECTIVE STANDARDS rather than other students.

Question 41

NORM REFERENCED TESTS

Answer 41

compare students to a large sample group of students who have taken test in past norm group. Groups are selected racially and geographically—diverse as basis of comparison

Question 42

STANINE SCORE

Answer 42

STANINE SCORE-compare child against norm range 9-7 above av 6-4 av 3-1 below
score is a way to scale scores on a nine-point scale. It can be used to convert any test score to a single-digit score. … However, where a standard normal distribution has a mean of 0 and a standard deviation of 1, stanines have a mean of 5 and a standard deviation of 2

Question 43

FORMATIVE TEST

Answer 43

testing along the way- how are we making progress? Measure students grasp of material as you are teaching—also measures readiness. Weekly vocab

Question 44

SUMMATIVE TEST

Answer 44

SUMMATIVE TEST- measures what they have learned overall ie-chapter test, final, state test

Question 45

What is reliability in testing?

REQUIRED BY NCLB

Answer 45

1. RELIABILITY- consistency of measurement and the degree to which an instrument measures the same way each time
2. Repeatability of the measurement—it is reliable if person scores the same on test if given twice
3. Result not measured but estimated

Question 46

What is validity in testing? Practicality?

REQUIRED BY NCLB

Answer 46

Strength of out conclusions, inferences ,propositions
COOK AND CAMPBELL-
It is valid if you can count on it for consistent result
FOUR ASPECTS OF VALIDITY
• CONTENT VALID?- is content fair and equitable?
• CONSTRUCT VALID? Asking to do test that is not possible (ie reading math in English instead of L1)
• PREDICTIVE VALIDITY involves testing a group of subjects for a certain construct, and then comparing them with results obtained at some point in the future
• CONSEQUENTIAL VALIDITY Consequential validity refers to the positive or negative social consequences of a particular test. For example, the consequential validity of standardized tests include many positive attributes, including: improved student learning and motivation and ensuring that all students have access to equal classroom content.
IT’S VALID IF IT MEASURES WHAT IT CLAIMS TO MEASURE (i.e. oral proficiency –pronounce words, correct speech respond orally to questions
PRACTICALITY- is it cost or time prohibitive?–or grading journals–too subjective

Question 47

Test Bias

Answer 47

TEST BIAS
Schellenberg ”If a test cannot be trusted with identifiable subpopulations it is not valid in that context.”
(ie test asking animals to climb a tree—not fair)
CULTURAL BIAS- asking about Halloween, or birthday celebrations
ATTITUDINAL BIAS- negative attitude of examiner toward certain language or dialect or culture
TEST BIAS & NORM BIAS- excluding ELLs or different populations to obtain norm results
TRANSLATION BIAS- tests are literally translated from L2 to L1– lots can be lost in translation
ALSO:
TEACHER BIAS- not trained to give test
CULTURAL- written by white middle class contexts
LINGUISTIC- English test is only option for LEP

Question 48

What is sheltered instruction or SDAIE?

INTERMEDIATE FLUENCY

Answer 48

1. Sheltered Instruction or SDAIE-specially designed academic instruction in English
2. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English. SDAIE is not an English-only submersion program where the student is dependent solely on English, nor is it a watered down curriculum
3. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language.
4. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input.
5. Lessons thus include both content goals and language goals for the students
6. SDAIE teachers: speak slower in the simplest lang possible, gesture, illustrations,–goal to make material comprehensible

Question 49

What are teaching approaches in SDAIE?

Answer 49

1. Modified speech–slower speech rate–clear enunciation–controlled vocabulary–use of cognates–limited use of idiomatic speech
   - -words with double meaning defined
2. Contextual clues–gestures and facial expressions–meaning acted out–color-coded materials/ graphic organizers
   - -Multisensory experiences–realia– props and manipulatives–audio-visual materials–hands on activities and demonstrations
   - -overhead transparencies and similar projection technologies
3. Comprehensible input–graphic organizers (maps, charts, graphs)–word banks with picture clue–bulletin boards
   - -explanation of word origins (etymology)–use of examples and analogies
4. Frequent Comprehension checks–questions asked about details
   eliciting responses through various modalities (write on white boards, thumbs up/down, etc.)
5. Formative assessment–confirmation checks–clarification requests–repetitions–expansions–variety of question types–interaction: teacher: student student:teacher student: student group

6.Summative assessment–mastery assessed using a variety of modalities
review of main topics and key vocabulary–resulting product shows mastery of key concepts and synthesis of information
–written assessment appropriate for intermediate/ early advanced English language learners

7.Appropriate lesson design–student fluency level is reflected
–evidence of scaffolding–listening and speaking activities precede reading and writing activities
–reading assignments include prereading, during reading, postreading activities
writing activities preceded by pre-writing–vocabulary emphasis
use of cooperative learning groups–tapping prior knowledge/ personal application
appropriate pacing–modeling of activities–specific learning strategies or study skills are taught and modeled
evidence of text adaptation–emphasis on higher order critical thinking skills–provision of native language support
extension/ debriefing activity included–Content-driven–rigorous core curriculum (not ‘watered down’)
key topics organized around main themes–topics appropriate to grade level

Question 50

3 things States agree on about EL lang acquisition

Answer 50

• Language is a continuum
• There are predictable stages in L1&L2 development
• Many factors influence the rate of lang acquisition

Question 51

What are the stages of L2 lang acquistions

Answer 51

SILENT/PRE PRO 6-8 MOS 500 WORDS “POINT
TO” SHOW ME
EARLY PROD 6 MOS 1000 WORDS CHOOSE MILK
OR SODA
SPEECH EMERGENT 1 YR 3000 WORDS PRODUCE
INDEPENDENTLY
I NEED MY BOOK
INTERMEDIATE 1 YR 6000 WORDS I AGREE WITH
MARCO
(STUDENTS STAY ON TOPIC A LONG TIME/ LONGER SENTENCES, STATE OPINIONS, ASK FOR CLARIFICATION

Question 52

What is Tier 1 vocab and what are strategies for learning these words?

Answer 52

TIER ONE VOCAB
Common words
Usually learned thru interaction, listening and non-verbal cues(lunch, tree, running)
Formal instruction required for ELL

STRATEGIES FOR TIER 1
Provide visual cues thru role play of images
Provide quick L1 translation
Explain common idioms (hold your horses)
Point out cognates (family/familia)
Point out false cognates(parente/parents)

Question 53

What is Tier 2 vocab and what are strategies for learning these words?

Answer 53

TIER 2 WORDS
Academic words-Usually found in texts, less frequently in speech
Need to be taught
Can be translated by students into “student friendly language” (make it their own) “This backpack is cumbersome” to “Big bulky lunchbox out of there it wouldn’t be so cumbersome.”
EL STRATEGIES FOR TIER 2 WORDS
1.Use gestures, demonstrations, pix and realia (real stuff or stuff that looks like real stuff) for words that can be modeled and have multiple meanings
2. point out cognates
3. pre-teach those that are not cognates and can’t be demonstrated

Question 54

What is Tier 3 vocab and what are strategies for learning these words?

Answer 54

TIER 3 WORDS
Academic-nomenclature for specific subject–Rarely used in conversation
Integral to the instruction of a content area (science)

EL STRTEGIES FOR TEACHING TIER 3
•	Identify cognates
•	Caution against false cognates
•	Offer L1 explanations by teacher or peers (pair students)
•	Use bilingual dictionaries
•	Create word books
•	Record lectures and make accessible for students to relisten
•	Create glossary

Question 55

What is LOOP game?

Answer 55

Game to teach idiomatic expressions–S1who has the meaning”you took the words right out of my mouth” S2 I have “I was thinking the same thing” who has meaning of “hold your horses” S3 “I have be patient” who has etc.

Question 56

Dual language 50/50 program

Answer 56

bi-lingual teacher, parent input, admin support, school climate 50/50: An immersion program model in which English and the partner language are each used for 50% of instruction at all grade levels
dual language students test strongest yet have the least enrolled.

Most students are in immersion-they have the least effective test scores.

Question 57

What is a difference between syllabic and phonemic awareness development in english and spanish?

Answer 57

ENGLISH- phonetic awareness develops first before syllabic awareness.
SYLLABIC AWARENESS develops before phonemic awareness since syllables are defined. (in Span 5 vowels always make same sound)

Question 58

Development of phonological skills

Answer 58

Age /Skill Domain/Sample Tasks
4 Rote imitation and enjoyment of rhyme and alliteration pool, drool, tool
“Seven silly snakes sang songs seriously.”

5 Rhyme recognition, odd word out
“Which two words rhyme: stair, steel, chair?”
Recognition of phonemic changes in words:
“Hickory Dickory Clock. That’s not right!”
Clapping, counting syllables truck (1 syllable)
airplane (2 syllables)
boat (1 syllable)
automobile (4 syllables)

5½ Distinguishing and remembering separate phonemes in a series Show sequences of single phonemes with colored blocks: /s/ /s/ /f/; /z/ /sh/ /z/.
Blending onset and rime:
“What word?” th-umb qu-een h-ope
Producing a rhyme
“Tell me a word that rhymes with car.” (star)
Matching initial sounds; isolating an initial sound
“Say the first sound in ride (/r/); sock (/s/); love (/l/).”

6 Compound word deletion
“Say cowboy. Say it again, but don’t say cow.”
Syllable deletion “Say parsnip. Say it again, but don’t say par.”

Blending of two and three phonemes /z/ /ū/ (zoo)
/sh/ /ǒ/ /p/ (shop)
/h/ /ou/ /s/ (house)

Phoneme segmentation of words that have simple syllables with two or three phonemes (no blends) “Say the word as you move a chip for each sound.”
sh-e
m-a-n
l-e-g

6½ Phoneme segmentation of words that have up to three or four phonemes (include blends) “Say the word slowly while you tap the sounds.”
b-a-ck
ch-ee-se
c-l-ou-d
Phoneme substitution to build new words that have simple syllables (no blends) “Change the /j/ in cage to /n/.
Change the /ā/ in cane to /ō/.”
7 Sound deletion (initial and final positions) “Say meat. Say it again, without the /m/.”
“Say safe. Say it again, without the /f/.”
8 Sound deletion (initial position, include blends) “Say prank. Say it again, without the /p/.”
9 Sound deletion (medial and final blend positions) “Say snail. Say it again, without the /n/.”
“Say fork. Say it again, without the /k/.”

Question 59

Discuss the role of L1 in learning L2 (Cummins Concept of Transfer)

Answer 59

• Students only learn to read once
• What students know in one language contributes positively to learning a new lang. Build on what students know:
• Concepts transfer (algebra—just have to learn new labels)
• Reading skills transfer
• Cognates transfer(some do not)
CUP- Cummins believes that in the course of learning one language a child acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon when working in another language. This common underlying proficiency (CUP),

Question 60

Name some teaching strategies to help with language acquisition

Answer 60

1.BUILDING BACKGROUND: metacognition tells us that building background greatly enhances ability to understand text.
Pix, videos—multi-media approach good

i. e.—IDITORARD race—Span never seen snow go to races: BMX, horse, races—make correlations
2. FRONTLOAD VOCAB- explain what a “musher” is

3. THINK ALOUD approach. Model behavior for them and then apply it. They make connections.
   i.e. “Musher, gosh, that’s a new word for me, I think it means….”
   Idioms
   Compare and contrast- model draw from text specific examples of what I’m comparing to AND provide academic lang relationship between one and the other—compare.
   4.Also frontload FORM to be able to compare and contrast—use the specific language. Practice it orally so they have a comfort level with the language.

Question 61

Discuss scaffolding

Answer 61

scaffolding allows us to build upon bits of learning that help us teach a concept
Stretch out material
POUND the concept. A lot of repetition-a lot of examples and gradually over time build understanding. Over time with many pix many graphic organizers-explain concept.
Scaffolding builds over time –teacher must be conscious of what preceded it.
i.e. take a standard—what language do they need to know? Like training wheels on a bike
Jerome Bruner cognitive psychologist 1950’s)• The learner begins with modeling, support and coaching to aid learning (guided practice) training wheels concept

Question 62

What is the LANGUAGE EXPERIENCE APPROACH?

Answer 62

Language Experience Approach (LEA) is a literacy development method
1. It combines all four language skills: listening, speaking, reading, and writing. Working on the four language skills side by side aids fluency.

An LEA lesson is centered around a learner-generated text. . For teachers wanting to work on reading fluency with emergent readers, learner-generated texts are ideal.

The following sections describe the steps of an Language Experience Approach lesson.

STEP #1: A Shared Experience
The LEA process begins with something the class does together, such as a field trip, an experiment, or some other hands-on activity. If this is not possible, a sequence of pictures (that tell a story) can be used, as can a student describing a sequence of events from real life.

STEP #2: Creating the Text
Next, the teacher and students, as a group, verbally recreate the shared experience. Students take turns volunteering information, as in a large-group discussion. The teacher transcribes the student’s words on the board in an organized way to create the text.

STEP #3: Read &Revise
The class reads the story aloud and discusses it. The teacher asks if the students want to make any corrections or additions to the story. Then she marks the changes they suggest and makes further suggestions, if needed.

STEP #4: Read and Reread
The final story can be read in a choral or echo style, or both. Students can also read in small groups or pairs, and then individually.

STEP #5: Extension3
This text can be used for a variety of literacy activities like illustrations or creating comprehension questions.

Have FLASH CARDS for high frequency words–
Alliteration of words: B–bear bug body bath–to emphasize sound of letter

Question 63

What is UNIVERSAL ACCESS?

Answer 63

1. implies that all students have the same opportunities to succeed in school and that all teachers make their instruction understandable so that students do not experience barriers in learning.
2. Students who test below prof in CELDT get 30-45 minutes daily of instruction in academic English(CALP)

IDEA-barrier-free design of buildings (handicapped—not after thought) software (for visually impaired) websites—thinking about special ed.
In education it is the ability of all people to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities. The term is used both in college admission for the middle and lower classes, and in assistive technology for the disabled.

Question 64

WILLIAMS VS. STATE OF CA (2000)

VALENZUELA SETTLEMENT (AB347)

Answer 64

1. a lawsuit filed by the ACLU against the State of California because of the terrible conditions in many of its public schools.
2. Opportunity to Learn case=students have less qualified teachers and equipment are they as prepared and given the same opportunities? IMA not equal—did all students have a text book?
3. Schools failed to provide students wth equal access to instructional material, safe and decent facilities and qualified teachers and parents with the write to complain in writing–info regarding this must be sent to parents in their L1
4. VALENZUELA-schools that receive funding must post a notice in classrooms grades 10-12 making parents and students aware of the procedures for alleging lack of opportunity if their student has not passed exit exam by end of 12th grade.

Question 65

What is backward design?

Answer 65

Identify desired results and work backwards to develop instruction
Backward Design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment.
3 KEY STAGES
1. ID desired outcome-what do they need to do?
(big ideas and skills).
2. What should the students know, understand, and be able to do?
3. Plan instructional strategies and learning experiences that bring students to these competency levels
4. Different from traditional (defines topics to be covered) in that outcomes are used to plan the lesson.

Question 66

What is the difference between ELD and ELA?

Answer 66

• ELD(eng lang development) by proficiency level–it is a subject like math or science or english lit
• ELA (english lang. arts)by grade level
• ELD are the on- ramp to ELA standards(what they need to know)
Over 10 years ago, the discussion around English Learners finally came to a head. Now that there were English Language Arts standards were in place, it was clear that many children would not reach these rigorous benchmarks at their grade level. The ELD standards then were considered a pathway that slowly built up and scaffolded an English Learner’s acquisition of English in all four domains (listening, speaking, reading, writing). These were a way in essence, to assess a child’s eventual acquisition of the ELA standards. This is especially obvious when you see that the ELD standards for ELs in the “Advanced” (Level 5) category are suspiciously similar to the ELA standards.
ELD STANDARDS
• define what EL (in CA schools) must know and be able to do as they progress toward fluency in Eng and proficient in state ELA standards
• ELD standards are organized with the 4 DOMAINS separated by grade spans K-2,3-5,6-8,9-12—the standards are ID’ed by proficiency level

Question 67

What is a strategy to teach Academic speech functions?

Answer 67

ACADEMIC SPEECH FUNCTIONS (CALP):
• Which functions are needed? (debate? Borrow?)
• Plan to teach them
• Set up authentic situations to use them
• Model them
• Reinforce their use with wall charts and editor’s word banks for writing

Question 68

What are speech functions and speech standards?

Answer 68

Speech functions and standards: deal with the uses of lang. we use different language patterns to accomplish various tasks. The phrases we use to request something different from those we use to demand
EXAMPLES:
Borrowing, inviting, requesting help from a stranger

Question 69

What is the Cummins Quadrant?

Answer 69

I &11 . EASIER QUADRANTS–LOTS OF CONTEXT CLUES
111 and IV- HARDER CONTEXT REDUCED
1- COGNITIVE UNDEMANDING/CONTEXT EMBEDDED-TALKING ON PLAYGROUND-embedded in context of playground–see equipment–ordering library book
2- COGNITIVELY UNDEMANDING/CONTEXT REDUCED-
TALKING ON PHONE–no clues–still easy task–no context–reading a letter, recorded instructions
3- COGNITIVELY DEMANDING/CONTEXT EMBEDDED-
MATH PROBLEM– manipulatives–pictures–embed, experiment, interactive computer game
4- COGNITIVE DEMANDING/ CONTEXT REDUCED
Abstract content– hardest one–cognitively demanding and not a lot of context clues. proving math theorems, writing a research report

Question 70

What is the most effective tool when using SDAIE

Answer 70

BUILDING BACKGROUND IS MOST EFFECTIVE RESEARCH SHOWS when incorporating SDAIE strategies with students

Question 71

What is Plaza Comunitaria?

Answer 71

Plaza Comunitaria is a program that offers a great opportunity for adults to finish or begin their elementary and secondary education in Spanish. Encourage parents to get their GED

Question 72

What did the 2004 Rand study find about the impact of parental education?

Answer 72

1. FOUND: WHEN ALL VARIABLES ARE HELD EQUAL, THE LEVEL OF PARENT EDUCATION CAN MEDIATE (IMPROVE) THE EFFECTS OF POVERTY.
2. PARENT EDUCATION (ESPECIALLY MOM) HAS THE GREATEST IMPACT
3. RAISE PARENT LEVEL OF EDUCATION TO IMPROVE STUDENT’S CHANCES OF SUCCESS

Question 73

What are the elements of a SDAIE lesson plan template

Answer 73

1. materials needed
2. content objective
3. language objective
4. vocabulary/idioms/collocations
5. tap prior knowledge/build background
6. check for understanding

Question 74

What are the 5 principles of Anna Charmots’ CALLA

Answer 74

COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH
1. recognize and build on students prior knowledge
2. provide meaningful learning tasks
3. engage in interactive teaching and learning(pair work–can pair by fluency level-one better with one weaker)
4. focus on learning processes and strategies(think aloud modeling) META COGNITIVE strategies–get them to think about learning
5. help students evaluate their own learning
*6. Designed for advanced beginners to intermediate learners.
*7. Teachers instruct in both academic lang and content.
8. Emphasis on learning strategies,reduced lang demands, and content learning.
CIVIL WAR
METACOGNITIVE STRATEGIES-
a. planning (skimming the text ID how text is organized and plan to complete task posed by teacher
b.monitoring- clarify concepts
c. evaluating- self-evaluate how well task was accomplished
COGNITIVE-
a. activate prior knowledge- already know about civil wars?
b. taking notes-important words and concepts
c. grouping the notes- mind map, cause-effect chart
d. linguistic transfer- names and cognates from L1
SOCIOAFFECTIVE-
a. cooperative group work toward common goal
b. self talk-positive attitude

Question 75

What are some examples of scaffolding strategies?

Answer 75

1.modeling-showing them what you mean
2.bridging-tapping prior knowledge-something they know to something new
3.contextualization-putting new learning in familiar context
schema- understanding world around us as natives that may be different for EL (ie-play coloring)
4.METACOGNITIVE DEVLEOPMENT- thinking aloud—showing how we go about problem solving—making our thought process public
5.TEXT REPRESENTATION-text accompanied by pix and graphics-make words on page make sense
6.PRIMARY LANG SUPPORT- L1 links to L2 preview-review in L1—listen talk to peer in L1
7. Thematic instruction can sometimes make students put all info into clumps
(ie—knife, spoon, fork) give different purposes
8. THEMATIC INSTRUCTION scaffolding strategies that recognize that language is constructed thru a blend of purpose, situation and social need
CAN be organized by: TOPIC, PURPOSE
Topic- back to school night
Purpose: how to make a phone call
Tiering vocab is attached to purpose and/or theme makes learning more accessible
Thematic instruction can sometimes make students put all info into clumps
(ie—knife, spoon, fork) give different purposes

Question 76

SCHEMA

Answer 76

Background knowledge a reader brings to a reading task that facilitates comprehension.
EXAMPLES:
pre-reading strategies such as naming the genre, describing special features of that genre, noting the text’s structure, and examining any accompanying illustrations or graphics. If the text is nonfiction, particularly from a textbook, then further points for discussion arise, including textual cues such as subtitles, bullet points, photographs, captions, timelines, and charts.

Question 77

In selecting primary language material what is important in terms of translation?

Answer 77

Look for LITERARY rather than LITERAL translations (ie Richard Wilbur with Moliere) It is easier to translate non-fiction. Rhymes don’t translate

Question 78

What are some important checkpoints for IM

Answer 78

1. comprehensible units—highlighting new vocab in different color in text books
2. new words are put in good context sentences when first referenced
3. supplemental visual supports
4. Are there visual study aids-graphic organizers, matrices, maps etc.?
5. captions, margins, headings
6. visuals match text to better illustrate abstract concepts

Question 79

STAGES OF L2 LANG ACQUISTION

Answer 79

SILENT PRE-PRO/6-8 mo 500 words/point to x on map
EARLY PRO/6 -12mos/1-2 word phrase,short answers,either/or, who,what,where questions// milk or water? what is your brother’s name?
EMERGENT/1 yr. 6,000 words/short phrases,simple sentences, ask and answer simple questions/ I need my book. Can I go to the bathroom?
INTERMEDIATE/ 1 yr. 6000 words/longer sentences, state opinions, ask for clarification/I agree with Marco. I need to wash my hands, may I go to the bathroom?

Question 80

What is a homophone?

Answer 80

sound alike–spelled differently to,two,too

Question 81

What is TPR? TOTAL PHYSICAL RESPONSE

Answer 81

The TPR method is exactly as the name entails, all about total physical response. TPR is used to connect English instruction with quick and immediate responses from students, completing each command as quickly as it is given
TPR benefits their brains start to connect language with real-world activities and practical uses more than ever before. The vocabulary and grammar becomes more natural and memorable, and the responses start to come reflexively.
Double sided–student and teacher do it together–visual, kinesthetic
(Nancy video)

Question 82

What are some level 1&2 listening and speaking proficiency level tasks?

Answer 82

1. TPR with basic commands
2. Reading stories aloud with picture cues
3. completing cartoon strip dialogues
4. listening to story in english and retelling in L1
5. matching pix and words
6. word sorting based on phonics
7. writing numbers from dictation
8. drawing objects from discussion
9. following directions
10. reading aloud to complete a task,recipe or art project
11. sequencing events based on short narrative

Question 83

What are some Level 3 listening and speaking proficiency level tasks?

Answer 83

1. jokes, riddles, word games “who am I?”
2. simulation activities
3. analysis of charts, graphs, tables
4. oral panel presentation
5. speechmaking to describe narrate or inform

Question 84

What is the appropriate way to correct mistakes?

Answer 84

1. HIGH FREQUENCY ERRORS-correct in academic instructive way—model correct way
2. STIGMATIZING ERRORS-can cause student harm or embarrassment
3. errors that block meaning or the understanding of the listener

Question 85

What is the audio-lingual method?

Answer 85

1. Drills students in the use of grammatical sentence patterns
2. Speaking and listening competence precede reading and writing
3. primary language discouraged in classroom
4. structured patterns taught as repetitive drills
5. printed word kept away from EL as long as possible

Question 86

What is the Natural Approach?

Answer 86

The natural approach is a method of language teaching developed by Krashen and Terrell in the 70-80’s … The natural approach has become closely associated with Krashen’s monitor model,

1. comprehension preceded production–not asked to speak until they are comfortable and it feels natural
2. Production emerges in stages
3. strategies thematic and topical organization
4. low anxiety level (affective filter)
5. syllabus based on communicative goals. Focus on meaning rather than correct form early on
6. lots of acting out and context clues

Question 87

PREVIEW/REVIEW

Answer 87

1. used to make content comprehensible
2. use L1 to briefly introduce key concepts and vocab
3. content taught in sheltered instruction/SDAIE mode
4. review taught in L1 to clarify questions

Question 88

Describe DUAL LANGUAGE PROGRAMS

Answer 88

• Type of bilingual program
• Highly structured to anticipate student’s transition
• Provides models of native English speakers in the
classroom
• Provides models of L2 too
• L1&L2 working together to create language acquisition
test scores sky rocket

Question 89

What is additive and subtractive bilingualism?

Answer 89

Cummins draws the distinction between additive bilingualism in which the first language continues to be developed and the first culture to be valued while the second language is added; and subtractive bilingualism in which the second language is added at the expense of the first language and culture, which diminish as L2 is learned.

Question 90

What is SEI or structured english immersion?

Answer 90

Significant amounts of the school day are dedicated to the explicit teaching of the English language, and students are grouped for this instruction according to their level of English proficiency.
“The English language is the main content of SEI instruction. Academic content plays a supporting, but subordinate, role.”
“English is the language of instruction; students and teachers are expected to speak, read, and write in English.
“Teachers use instructional methods that treat English as a foreign language.”
“Students learn discrete English grammar skills.”
“Rigorous time lines are established for students to exit from the program.”
SEI program graduates continue to receive support services until they are reclassified as “fluent English proficient” whereby Federal law then requires students be monitored for two years after reclassification.

Question 91

What is transitional bilingual education?

Answer 91

1. aka early exit bilingual ed
2. L1 primary lang of instruction
3. maintains and develops skills in primary lang and culture while introducing and maintaining english skills
4. primary goal to facilitate EL transition while receiving academic instruction in L1 to extent necessary

Question 92

Maintenance bilingual education

Answer 92

1. aka late exit bilingual education
2. uses two languages- L1 & L2 means of instruction
3. develops and expands english language skills of students to enable them to achieve proficiency in both languages while providing access to content areas

Question 93

How long does it typically take for a student to become proficient?

Answer 93

Takes 5-7 years for students to become proficient.

Question 94

What are some tips for vocabulary development?

Answer 94

1. focus on shared words across lang—COGNATES-
2. have lists and charts that students can add to—
3. early id—homophones-(sound same spelled differently(knew/new)
4. Also—preread text and ID possible problem vocab

Question 95

Explain in detail several elements of academic language and how you would go about determining what language elements to teach to English Learners of Intermediate level English proficiency. (2) Include a description of at least two strategies that are specifically aimed at English Learners and how these might be incorporated into content lessons.

Answer 95

A strong response would mention the use of the CELDT to determine the level of English proficiency and the characteristics of an intermediate level English Learners. It would describe the elements of academic language to include the three tiers of vocabulary - common words that native speakers of English at one’s grade level would already know and use, tier two words which are used in formal, academic discourse and are found and used across subject content areas, and tier three words that are more uncommonly used specific to a content area. It would also explain the difference between formal and informal speech registers, as well as academic speech functions needed for students to effectively participate in class with some examples such as how to disagree with the opinion of another person in an academic setting.

A strong response would describe two academic language strategies such as modeling through using sentence frames, teaching EL students cognate patterns to look for, using a dictionary to look up idiomatic expressions they encounter and regular checking for understanding throughout the lesson using leveled checking questions. A strong response would explain how these can be incorporated into content lessons by knowing the proficiency levels of your English Learners, previewing the textbook pages or lesson plan for the words, idioms and expressions that are likely to come up and be new to English Learners so an explanation can be planned, and including different student groupings and pairings so that more limited levels of proficiency can work with bilingual peers to discuss in English or the primary language and students who have more English proficiency can be challenged to use more robust vocabulary and sophisticated structures.

Question 96

Describe the essential similarities and differences between English Language Arts and English Language Development. (2) Explain and give examples of how students with literacy in their primary language and those without literacy in their primary language can be helped to learn to read in English.

Answer 96

A strong answer will include a description of English Language Arts to include instruction in the grade level appropriate listening, speaking, reading and writing skills as described in the state English Language Arts standards. English Language Development includes these same four domains but will vary by English proficiency level rather than by grade level as described in the CA state English Language Development Standards. Similarities between the two might include a focus on academic English and grammatical writing. Differences include the amount of English vocabulary and native-like proficiency expected in an English Language Arts class as opposed to the varied levels possessed by students in English Language Development. The English Language Development class might be described like a foreign language course for English Learners while an English Language Arts class is focused on refining the existing English skills that native English speakers posses. Basic English that would be learned by a native English speaker as a young child may not yet have been acquired by an older English Learner and may need to be explicitly taught.

The CULP (Common Underlying Language Proficiency) theory by Dr. Jim Cummins explains why EL students with strong primary language literacy skills may learn to read, speak and write English more quickly than those who are illiterate in the home language. According to Cummins’ knowledge and skill in one language transfers to the new language so if a student knows the alphabet or that letters can form words, or that words can be searched in a dictionary, all of these can be utilized in English. Providing summaries or short passages about a content topic in the student’s primary language to be read first, can also strengthen reading comprehension in English. For those students who bring literacy skills in a writing system dissimilar to the English language system, they will still bring an understanding that written symbols stand for ideas and concepts to be shared. An English Learner student who arrives in the US and is illiterate in their home language will need to learn concepts of print and how literacy works without the benefit of a basic oral English vocabulary. Having a primary language study buddy or tutor or teacher who is bilingual can be very helpful to the student’s understanding. A description of the Language Experience technique might be included as it can be used with older students who do not yet read at all.

Question 97

Museum/Gallery Walk

Answer 97

SDAIE strategy –

1. post categorized notes on post its–others come and read– one person stays with info
2. students walk around room–gallery walk
3. share findings

Question 98

INTERNAL ELEMENTS OF CULTURE

Answer 98

1. behavioral elements–not always concrete or visible to outsiders
2. values. mores.rules for behavior. punishment. non-verbal communication (personal space, eye contact,gesture, touch)

Question 99

EXTERNAL ELEMENTS OF CULTURE

Answer 99

1. interesting when different from our own
2. visible, tangible artifacts, symbols, heroes, myths/legends, rituals
3. often the cause of stereotypes

Question 100

SOBRECITO SYNDROME

Answer 100

we need to raise the bar and help them to achieve.
Create an environment in which there is a genuine respect for students and a belief in their capability.
Encourage students to meet expectations
Praise them when they truly achieve
College- wanted a break—her prof said, “I know you can and if you don’t the process of failing will be a part of your education.”
Clear expectations and strong consequences—ie chop wood—if not students cold

Question 101

JIGSAW STRATEGY SDAIE

Answer 101

Cooperative learning technique that enhances critical thinking and social skills and independent learning
1,2,3,4–group task to research topic become “expert” put all pieces together

Question 102

Thoughts on re-shaping curriculum

Answer 102

way and what we teach is entrenched. We must add other perspectives—use other sources other than text book solely.
Share “a la Rashoman”—alternative viewpoints-give a world view-how does the world see us?
Integrated units of universal themes(humanitas)

Question 103

What majority of Hispanic EL were born in USA?

Answer 103

84%

Question 104

Top two states (more than half EL enrollment)

Answer 104

Texas and California

Question 105

What are the four principles for assessing students with linguistic and cultural differences?

Answer 105

1. convene a full multidsciplionary assessment team: parents,educators, interpreters, bilingual experts
2. determine if difficulties stem from lang or cultural differences, lack of opportunity to learn or from disability
3. Determine lang to be used in testing
4. conduct a tailored and appropriate assessment of the child and environment–not just testing, sources of info(school, home and community)

Question 106

Describe why the actions by the student’s family might differ from the school’s expectations and how they might be misinterpreted as disinterest. Explain how as a teacher you would make this expectation known to the parents. (2) Describe a strategy to use in order to uncover other differing expectations and effectively address the parents’ need to know. (3) Discuss some of the cultural and linguistic issues surrounding parent conferences with parents of English Learners and how you would address them.

Answer 106

A strong response would describe how schools in many other countries differ from US schools in the level of formality of the relationship between the child and teacher, and that teachers are considered expert professionals so parents may not see themselves as equal partners in education. Some immigrant parents may have very little formal education in their home country so may not be prepared to help their child with higher levels of school work. Language can also be an obstacle in parent conferences if the parents do not speak English. The school should be prepared to provide professional translation and interpretation, and not utilize children in that role. When children are brought in as interpreters in a parent conference there is a role reversal as the child is explaining to the parent and then to the teacher any issues regarding the child’s education. Parents may also be very satisfied with the level of English proficiency of their child since they seem much more fluent than the parent and they may not realize the level of English proficiency required to pass grade level standards or take advanced placement courses or meet reclassification criteria. Parents who were educated in countries where students do not advance to the next grade level unless they have passed all the required material may not realize that their child has been promoted to the next grade level but is considered working far below grade level. These expectations need to be discussed with individuals in the community who know the language and educational experience of the students and their families to gather information about the immigrant expectations. It is also important to have teachers and other educators gather an explicit list of their own expectations and to find ways such as parent meetings, handbooks, DVD’s, parent conferences and ELAC meetings where these expectations can be shared and explained.

Question 107

PHONEMES PITCH STRESS

Answer 107

Components of phonology (analyzes the soundstructure of a language):

1. phoneme-smallest unit of sound that affects meaning(english 44 sounds 26 letters–not a phonetic language–no 1 to 1 correspondence)
2. PITCH (REGISTER)- determines the context or meaning of words or series of words (handles intention)
3. STRESS-can occur at word or sentence level–CONflict conFLICT– can modify words meaning

Question 108

PHONOGRAPHEMICS

Answer 108

the study of letters and letter combinations. English wide variation of phonemes-MUST BE TAUGHT AND DRILLED. Graphemes introduced long after english is spoken. Must speak and hear language first

Question 109

HOMONYMS
HOMOGRAPHS
HOMOPHONES
HETERONYMS

Answer 109

HOMONYM-(LIE)word forms with 2 or more meanings –SAME SPELLING
HOMOPHONES- 2 or more words that have same pronunciation but DIFFERENT spelling(wood/would, cite/sight, to,two, too)

HOMOGRAPHS- two or more words that have same spelling or pronunciation but different meaning
HETERONYMS- two or more words same spelling different pronunciation and meaning (Polish,polish)DIFF SOUND

HOMONYMS are words that sound alike but have different meanings. Homophones are a type of homonym that also sound alike and have different meanings, but have different spellings.

HOMOGRAPHS are words that are spelled the same but have different meanings. Heteronyms are a type of homograph that are also spelled the same and have different meanings, but sound different.

WORDS THAT BOTH SOUND THE SAME AND ARE SPELLED THE SAME are both homonyms (same sound) and homographs (same spelling). Example: lie (untruth) and lie (prone); fair (county fair), fair (reasonable).

Question 110

PROBLEMATIC PHONEMES:
digraph
dipthong
schwa-

Answer 110

PROBLEMATIC PHONEMES:
digraph-any two letters that form a single sound /ph/ phone /ea/ read
dipthong- two vowels combine for a sound that slides together /oy/boy /ou/house
schwa-sound made by every vowel in English. /a/about /e/the /i/ pencil /o/ onion /u/ but

Question 111

TEACHING BEGINNING READING TO NATIVE SPEAKER START WITH–

Answer 111

–short vowel sounds /a/apple /e/elephant
Spanish EL have a hard time hearing the difference pat,pet, pit, pot–frustrating–don’t insist on perfect pronunciation beginning and early interediate

Question 112

MORPHOLOGY
MORPHEMIC ANALYSIS
MORPHEME

Answer 112

process of words forming MEANING
MORPHEMIC ANALYSIS- breaking a word down into its component parts to determine its meaning (root(base word) prefix, suffix
MORPHEME- smallest unit of a language system that has meaning

Question 113

HOW would you apply morphemic analysis to a word?

Answer 113

KIND
create as many new words by changing prefix and suffix
unkind kindness mankind kindly
(helps EL decode unfamiliar words)
Guessing on words should be encouraged!

Question 114

4 KEY ASPECTS OF ENGLISH MORPHOLOGY

Answer 114

1. Morphemes can be free and stand by themselves(chair bag) OR derivational (needing other morphemes to create meaning) i.e. read-ABLE . ENable
2. knowing meanings of derivational prefixes and suffixes help (un-means not) (non-means against)
3. some morphemes provide grammatical rather than semantic info–(of, the, and)
4. Words can be combined in English to create new compound words(key chain keychain)

Question 115

THREE SKILLS TO DRILL FOR BEGINNER READERS for improving vocabulary

Answer 115

1. DECODING
2. RHYMES
3. SYLLABICATION
4. PHONEMICS
5. CONTEXT CLUES– what is happening in picture etc.

Question 116

CONTRASTIVE ANALYSIS OF L1 and L2

Answer 116

involves comparing and contrasting linguistic feautres of L1 and ENGLISH. (i.e. Spanish transporta communica–CION– ENGLISH –TION

Question 117

SYNTAX

STAGES OF DEVELOPMENT

Answer 117

SYNTAX-involves the order in which words are arranged to create meaning–rules for creating correct sentence patterns
STAGES-
1.single words . I-throw-ball
2.S-V-O I throw the ball
3. Wh-fronting Where are you?
Do-fronting . DO you like me?
Adverb fronting . Today I go to school
Negative + verb. She is not nice.
4. Y/N inversion Do you know him? Yes, I know him.
Copula inversion(linking verb) Is he at school?
Particle shift Take your hat off.
5. Do second Why did she leave?
Auxillarysecond Where did she leave?
Negative do second She does not live here.
6. Cancel inversion I asked what she was doing.

Question 118

Collier, Garcia, Genesee Theories on L1 cognitive and academic development

Answer 118

cognitive and academic development in L1 has extremely important and positive effect on L2.

1. 5 yr old is 1/2way thru the process of L1 development 6-12 child continues to acquire subtle phonology, vocab, semantics and syntax and pragmatic complexities.
2. These skills transfer to L2.
3. Students who do not reach threshold of knowledge in L1 including literacy experience cognitive difficulty in L2.
4. Parent should speak L1 at home with students.
5. CUP common underlying proficiency–skills that transfer form L1 to L2

Question 119

SEMANTICS

Answer 119

the meaning of individual words and combinations of words.

1. teaching in context helps students understand meaning of words and sentences.
2. EL must learn how to translate words they know in L2 to English. Daunting because of the complexity of the eng lang. Lexicon of lang–stored meaning, contextual meaning from word association, pronunciation, grammar and morphemes.
3. syntatic and semantic context clues must be taught.

Question 120

GAMES THAT TEACH SYNTAX

Answer 120

1. Cuisiniere Rods-rods replace words in sentences. blue-noun, white-verbs-auxillary verbs-green, negative words-black, adjectives pink. Students visualize the correct order of the sentence. (McKay)
2. SHUNTING WORDS- teacher types text without spelling or punctuation and spacing. Students work in groups of 3 to correct sentences.
3. Expanded sentences- Draw pix of sportscar. Teacher writes sportscars are ^ expensive. Continue game until no more carrots can be added.

Question 121

Perfunctory speech/empty language

Answer 121

has little meaning but is important in social exchanges.

Question 122

HALLIDAY 8 FUNCTIONAL LANGUAGE CATEGORIES

Answer 122

1. Instrumental- satisfy needs
2. Regulatory- used to control behavior of others (organize tasks
3. Interactional- social, working with others
4. Personal- expressions of individuality pride
5. Heurisitc- asking and seeking knowledge
6. Imaginative- making up stories, creating
7. Informative- sharing info, ideas
8. Divertive- jokes, puns, riddles

Question 123

What are the academic language structures?

Answer 123

Describing
Defining
Explaining
Comparing
Contrasting
Making predictions
Persuading

Question 124

SOCIOLINGUISTICS

Answer 124

the study of how social conditions influence the use of language. (dialects, ethnicity, status, education)

Question 125

Variations in language occur because of what circumstances?

Answer 125

Social Lang, academic lang, geography, wars (Napalm, friendly fire,blitzkreig) Contemporary culture(Xerox, uber) Political rhetoric-“send a message” “candidate of change” Tech and science, Texting, JARGON (teaching acronyms)

Question 126

DISCUSS REGISTER (as pragmatics)

Answer 126

choice of language for a particular discourse refers to register. Halliday 3 factors that lead to variation:
1. field of discourse-reference subject matter
2. mode of discourse-speaking or writing
3. manner of discourse- social relations between participants
REGISTER term for speech that is appropriate to certain settings

Question 127

COHESION

COHERENCE

Answer 127

COHESION- “surface” characteristics of semantic relationship between elements of text
COHERENCE- deeper meaning of logical elements of the text(theme, topic)

Question 128

Raabinowitz and Chi–reading strategies

incorporating SCHEMA:giving students scaffolding they need to comprehend

Answer 128

must be consciously applied– when reading operating instruction manuals (skimming/scanning) instructions or poetry (inference), sci-fi(suspension of disbelief)

Question 129

Describe the two types of discourse competence

Answer 129

textual competence: create monologue (report or speech)

interactional competence: ability to understand and respond

Question 130

PRAGMATICS

Answer 130

how context affects the interpretation of language
(how to order fast food vs. elegant dining) (doctors office)
role playing is an excellent strategy
Sociolinguistic competence results when EL knows correct response to various situations–we need to scaffold process with them

Question 131

CHOMSKY (LANGUAGE ACQUISITION DEVICE)

Answer 131

NATIVISM- humans born with special biological brain mechanism, LANGUAGE ACQUISITION DEVICE(LAD) ABILITY TO LEARN LANG IS INNATE, nature more important than nurture. Experience using lang is only necessary in order to activate LAD.

Question 132

PIAGET (COGNITIVE CONSTRUCTIVISM)

Answer 132

Cognitive development precedes language development. Lang is simply one way a child represent their familiar worlds, a reflection of thought, lang does not contribute to thinking-Stages of development–

Question 133

VYGOTSKY (SOCIAL CONSTRUCTIVISM)

Answer 133

relationship between thought and language. Interested in the ways different lang affect a person’s thinking. Language is social communication which promotes both language itself and cognition.private speech

Question 134

INTENTIONALITY(recent theory)

Answer 134

lang development is part of child’s holistic development, emerging from cognitive, emotional and social interactions. Social and cultural factors - environment – proto-conversation: talking and listening to baby as if they truly understand (they do)

Question 135

BRAIN RESEARCH SINGLE MOST IMPORTANT FACTOR AFFECTING LANG ACQUISITION

Answer 135

Onset of puberty–easier to learn L2 before puberty kicks in

Question 136

PRAC

Answer 136

COGNITIVE STRATEGY
Practicing-repetition, imitate native speaker
Receiving and sending messages- help to locate salient points and then interpret meaning
Analyzing and reasoning- rules to understand meaning and then work into specifics
Creating structure for input/output-taking notes, summarizing passages,using highlighter

Question 137

METACOGNITIVE STRATEGY for ELs

Answer 137

1. center your learning-review concept and link to existing knowledge
2. Arrange and plan your learning- understand how lang is learned–create optimal learning environment
3. Evaluate your learning -keep track of errors and progress

Question 138

L1 &L2 LANGUAGE ACQUISITION SIMILARITIES

Answer 138

1. SILENT PERIOD (L2 no babble)
2. PRIVATE SPEECH(early prod 1,000 words)
3. LEXICAL CHUNKS (SPEECH EMERGENT) 3000
4. FORMULAIC SPEECH (INTERMEDIATE LANG PROF)6000 words–makes statements, asks?, shares thoughts)
5. EXPERIMENTAL/SIMPLIFIED(ADVANCED LANG PROF) level of fluency can make semantic and grammar generalizations

Question 139

IMMERSION EDUCATION MODELS ESL ELD, STRUCTURED ENGLISH IMMERSION

Answer 139

1. L2 is the medium for instruction for academic content and second language learning
2. ELD, ESL–PULL OUT PROGRAMS
   a. grammar based teaches about lang-structure,
   b. communication based(using L2 in meaningful context)
   c. Content-based- english instruction that attempts to develop lang skills and prepare EL to study grade level content- emphasis on lang but with graded intro to content areas, vocab and basic content
3. STRUCTURED ENGLISH IMMERSION- ELs pulled out for structured instruction in english so that subject is comprehensible(little to no L1 lang support)Teach content in a way that carefully builds vocab and sentence structure. Students no more than one prof level apart
   a. submersion with primary lang support
   b. Canadian French Immersion- L2(french) first 2 yrs–then english–goal english (L1) fluent in L2 french
   c. Indigenous Lang immersion- supports endangered minority lang (Navajo)

Question 140

SCHEMATA/SCHEMA THEORY Carrell&Eisterhold)

Answer 140

prior knowledge students have when beginning a new foreign language, a valuable asset.

1. Schema Theory- how the brain processes knowledge and how this facilitates comprehension and learning
2. SCHEMA a framework around information that is stored in the brain
3. new information received schemata are activated to store new info

Question 141

4 COGNITIVE LEARNING STYLES

Answer 141

1. CONCRETE- people oriented, spontaneous, emotional
2. ANALYTIC- object oriented, capacity to make inference
3. COMMUNICATIVE- autonomous, prefers social learning
4. AUTHORITY- defers to teacher, not into learning by discovery

Question 142

REID 4 PERCEPTIBLE LEARNING TENDENCIES

Answer 142

1. VISUAL LEARNING-seeing
2. AUDITORY LEARNING-hearing
3. KINESTHETIC-learn by experience
4. TACTILE- hands on–doing–experiments, labs

Question 143

SCHUMM- READING LEVEL CHARACTERISTICS IN L1 and L2

Answer 143

1. Is L1 writing system the same as L2
2. L1 syntax compare to L2
3. Spelling patterns phonetic with consistent grapheme-phoneme relationships or multiple vowels like english
4. L1 Read left to right?
5. Any TRUE/FALSE COGNATES
6. Discourse patterns similar?
7. Questions- known answers (teachers) rhetorical(working class families) ?
8. L1 circular writing with many details and long sentences(Span) or LINEAR–minimal facts to support details in main idea(eng)

Question 144

TOMPKINS 5 levels of scaffolding

Answer 144

1. MODELING
2. SHARED- group work-knowledge pooled
3. INTERACTIVE- everyone is a learner–lots of ?’s
4. GUIDED- well posed questions, clues and reminders
5. INDEPENDENT LEVELS

Question 145

2 TYPES OF MOTIVATION

Answer 145

1. INSTRUMENTAL–specific reason to acquire (job)

2. INTEGRATIVE- wish to communicate with different culture

Question 146

KRASHEN

Answer 146

LOWER AFFECTIVE FILTER

MONITOR THEORY- correction does not lead to lang acq Learners need comprehensible input so they can acquire target lang

Question 147

ACCULTURATION/TRANSCULTURATION

Answer 147

ACCULT-process of becoming accustomed to the customs, lang and practices of new culture
TRANSCULAT- acculturation by individual, accult same process by large group

Question 148

ACCOMMODATION THEORY

Answer 148

1970’s–

1. accommodating L2 vocab, structure, pronunciation– make it more understandable to those striving for proficiency
2. immigrant and ethnic groups accommodate their cultural heritage to the host or dominant culture in an effort to show their flexibitlity and willingness to assimilate

Question 149

DIGLOSSIA

Answer 149

2 languages in a community–high and low variety–high variety outside home and higher status. Lower at home

Question 150

COLLIER&THOMAS 5 ORGANIZING PRINCIPLES THAT ENCOURAGE HIGH ACADEMIC STANDARDS FOR EL

Answer 150

1. Facilitate learning thru joint, productive activities among teachers and students
2. Develop students’ competence in the lang and literacy instruction thru all activities
3. Contextualize teaching and curriculum in the experiences and life skills of home and community
4. Challenge students toward cognitive complexity
5. Engage students through dialog, especially in instructional conversation

Question 151

Give an example of lesson plan that reflect ELD standards for each level of EL students

Answer 151

1. Students can collaboratively prepare a report/fact sheet based on topic
2. Present facts on the topic orally
3. Write a paragraph to display on a poster

Question 152

CURRICULUM CALLIBRATION

Answer 152

1. examination of content standards across grade levels

2. standards agreed upon then design practical strategies to align teachers and textbooks with grade level standards

Question 153

CURRICULUM MAPPING

Answer 153

outline of the unit or course in a schematic form to help teacher planning

Question 154

What are the four criteria when considering reclassification?

Answer 154

1. CELDT test (given yearly until reclassified)
2. Student performance in basic skills
3. teacher evaluation
4. parent/guardian consultation

Question 155

DISCRETE POINT TESTING VS INTEGRATIVE

Answer 155

1. DISCRETE refers to the testing of one element at a time, item by item (particular grammatical structure)
2. INTEGRATIVE makes use of a combination of language elements for a candidate to complete a task (listen to lecture, take notes, write a composition

Question 156

DIRECT VS. INDIRECT

Answer 156

1. direct- perform precisely the skill to be measured–write compositions
2. indirect -determine the abilities that underly the skills(paper and pencil test pronunciation for rhyming words)

Question 157

NORM REFERENCED VS. CRITERIA REFERENCED

Answer 157

1. norm referenced– one student performance compared to other students i.e. better than 50%
2. classifies whether or not they are able to perform a task or set of tasks regardless of how others did

Question 158

OBJECTIVE VS SUBJECTIVE

Answer 158

multiple choice vs. essay

Question 159

COMMUNICATIVE LANG TESTING

Answer 159

observe students working on a task, structure assessment so that comprehension of a reading passage enables student to finish task

Question 160

DIFFERENTIATED LEVELS OF DISCUSSION ?’s

Answer 160

evaluates comprehension and mastery of content

Question 161

EXAMPLES OF ALTERNATIVE ASSESSMENTS

Answer 161

1. portfolios
2. conferencing
3. oral interviews
4. teacher observation
5. documentation-like teacher observation–transpires over period of time
6. interviews
7. self assessments
8. student journals
9. story or text retelling
   10 Experiments and/or demonstrations

Question 162

TWO-WAY IMMERSION PROGRAMS

Answer 162

1. focus on developing proficiency in two languages while also developing academic skills of the students of all programs
2. challenge is disparity– middle class english lower class Spanish (no computers, can’t visit missions)

Question 163

HERITAGE LANGUAGE MOVEMENT

Answer 163

teaches academic language and history in heritage language in order to maintain connections within families and communities

Question 164

TOOLS TO HELP LOWER EL STUDENT’S AFFECTIVE FILTER

Answer 164

1. pronounce name in native tongue
2. find a buddy who speaks lang
3. point out on map where EL is from
4. class learn some words from EL’s L1
5. honoring EL parents

Question 165

Teacher requirements NCLB

Answer 165

1. must be highly qualified
2. Must have BA
3. state license or credential
4. demonstrate subject matter competency

Question 166

NEWCOMER CENTERS

Answer 166

transitional programs that provide middle-grade elementary students core subjects(math,science,social studies) taught in L1 for 1 year with ESL as part of the instructional day

Question 167

WHY THE NEED FOR BETTER ASSESSMENT TOOLS?

Answer 167

5 year study CADOE found no quantifiable difference among success rates. BUT tests do not reflect student growth. 7th grade student started a 2nd grade reading level–finished at 5th grade BUT was recorded as FAR BELOW BASIC because they were not 7th grade level

Question 168

SDAIE AND ELD PARNTERSHIP

Answer 168

1. provide a scaffold for student to improve Eng comprehension daily without loss of core curriculum
2. Direct instruction of the ELD supports and provides a basis for understanding the work being done in the content class, while SDAIE reinforces the learning and introduces curriculum content

Question 169

METHODS USED TO ACTIVATE PRIOR KNOWLEDGE FOR READING AND WRITING

Answer 169

1. DOUBLE ENTRY JOURNALS- pre-read and post -read entries
2. ANTICIPATION GUIDE- teacher prepares list of questions before read to react to
3. DIRECTED READING THINKING ACTIVITY-select text-decide on stop points–teacher asks students to predict what is going to happen
4. KWL- KNOW WANT TO KNOW-LEARN G.O.
5. PRE-READING PLAN- brainstorm associations with the topic to be read. Reflect on student thoughts–verbalize changes after hearing everyone’s thoughts– READ
6. DIRECTED INQUIRY ACTIVITY-prepare 5W ?’s– students skim material for answers–make predictions–READ and then amplify or clarify their predictions
7. SQ3R- Survey-Question(use titles and headings to formulate questions)Read-Recite(answer your questions) Review
8. PLAN-PREDICT(draw a graphic representation of the text LOCATE check for what they know ? for what they don’t ADD -as they read add to diagram NOTE-write new understandings and reconstruct their diagram

Question 170

WAYS TO CREATE A LANGUAGE RICH ENVIRONMENT

Answer 170

1. Read to students in content areas
2. have students create books
3. create opportunities for students to use language
4. variety of games that use langauge
5. recording student lang on board
6. lots of resources:phone books, dictionaries, menus, recipes,labels, signs, directions, alphabets,calendars

Question 171

PURPOSEFUL LITERACY ACTIVITIES FOR VERY YOUNG PEOPLE

Answer 171

1. dramatic play
2. make posters about favorite books
3. label classroom items
4. write morning messages
5. write notes to parents
6. pen pals
7. read and write charts and maps

Question 172

HOW TO ESTABLISH A STANDARDS BASED THEMATIC UNIT

Answer 172

1. collect set of textbooks on unit
2. establish a listening center
3. learning log activities that correspond
4. communicative activities and graphic organizers
5. checklists and rubrics
6. brainstorm possible projects

Question 173

WHAT ARE SOME SCAFFOLDING LITERACY IDEAS

Answer 173

1. exhibits and projects
2. visual displays- graphic organizers
3. organized lists–students organize and sequence
4. table and graphs-construct, complete and label
5. short answers

Question 174

UNRAU’s 5 STAGES OF PROCESS WRITING

Answer 174

1. PRE-WRITING- brainstorm, research, note taking, listing,organizing
2. DRAFTING-select a format, write draft, decide on audience
3. REVISING- review, reflect, rethink, add, drop,rearrange,rewrite
4. PROOFREADING- prepare for publication polish, spell and grammar check
5. PUBLISH- share with audience

Question 175

UNRAU’S TYPES OF GRAPHIC ORGANIZERS

Answer 175

1. CLUSTERS(mind mapping, semantic mapping)
2. CHARACTERISITCS OUTLINER- draw circle in center and then place arrows between a term and it’s characterisitcs
3. FLOWCHART- organize steps in a process
4. CAUSE-EFFECT ORGANIZER- causes connect with arrow to effects
5. PROBLEM-SOLUTION-EVALUATION boxes with corresponding info connected by lines and arrows.
6. COMPARE/CONTRAST- Venn DIagram or three columns showing similarities and differences

Question 176

PRE-READING ACTIVITIES

Answer 176

activate prior knowledge, make predictions, word maps, preview, picture walk, role play–set the mood

Question 177

5 LEVELS OF PROFICIENCY

Answer 177

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Question 178

RLA FRAMEWORK

3 GROUPING STRATEGIES

Answer 178

teachers employ flexible grouping strategies according to students needs, achievement and instructional task.
3 groupings:
1. BENCHMARK GROUP- generally making good progress
2. STRATEGIC GROUP- for students who are one or two standard deviations below the standard mean (SST, teacher,special ed modifications )IEP, 504
3. INTENSIVE GROUP- at risk students chronically low performance –def need help

Question 179

ELEMENTS FOR LANGUAGE RICH CLASSROOM

Answer 179

1. group students–count off- 1’s, 2’s 3’s work together
2. tables (younger) work groups upper
3. posters, charts, word walls
4. bring objects from home re: topic

Question 180

SCAFFOLDING STRATEGIES FOR CALP

Answer 180

1. use synonyms with new vocab
2. use cognates
3. paraphrase and repeat message
4. shorter and simpler sentences for new concepts
5. write new vocab words on the board
6. reduce speed of talk but keep intonation

Question 181

TYPES OF VOCAB
PROCUEDURAL
DECLARATIVE
CONDITIONAL

Answer 181

PROCUEDURAL- how to use word, which form, what context
DECLARATIVE- what a word means
CONDITIONAL- when to use a word

Question 182

FORM

FUNCTION

Answer 182

FORMa broad range of linguistic/expressive devices
FUNCTION purposes served by the forms used in narrative discourse
Different forms and functions used in distinctive discourse (passive voice, impersonal gender)

Question 183

DISCOURSE TASKS

Answer 183

these encourage students to experiment with language and interact with text:
1. DICTOGLOSS: teacher reads fast pace students write parts they can catch. Form small groups and see if they can piece it together
2. READING GRAFITTI- write complete text on the board
students write questions and comments ON THE TEXT. Discuss
3.FLOOR SQUARES- Students wander around classroom looking at questions written on pieces of paper on the floor while music plays. When music stops students ask their classmates the question nearest to them.

Question 184

COGNITIVE STRATEGIES

Answer 184

1. connect new and old information
2. select thinking strategies
3. Plan,monitor, evaluate

Question 185

LINGUISTIC STRATEGIES

Answer 185

1. FRONTLOAD VOCAB AND STRUCTURE IN CONTENT
2. word order,cognates,elements of lang, mechanics of writing taught at appropriate intervals
3. Positive and negative transfer of cognates
4. pronunciation of vowels, consonants, dipthongs,verb tenses, register and pragmatics

Question 186

Zainuddin KEY FEATURES OF COMMUNICATIVE LANGUAGE TEACHING

Answer 186

1. focuses on meaning thru interaction in target lang
2. text and materials reflect real world lang–authentic
3. allows learners to rehearse lang used outside the classroom
4. focuses on previous knowledge, experiences or skills learners bring to classroom
5. plans link between class lang and real world lang
   COMMUNICATION IS PARAMOUNT, EVEN WITH MISTAKES–STUDENTS NEED TO INTERACT WITH TEACHER AND PEERS TO ADVANCE SKILLS

Question 187

ORAL EXERCISES FOR STUDENTS

Answer 187

1. Work on or create dialogs
2. hold mock telephone call
3. conduct surveys with classmates(beginner-what time do you get up? intermediate-what is your address? early advanced-what do you want to do for a career?)
4. fill-in gap exercises by talking with classmates
5. give you a word that (runs/is blue/is cold)

Question 188

WRITING EXERCISES

Answer 188

1. use labels and captions
2. use order forms
3. write checks
4. write personal letters
5. write scripts
6. write essays:
   a. ennumeraiton- list info chronologically
   b. compare/contrast
   c. problem/solution
   d. cause/effect
   e. thesis/proof

Question 189

ELA STANDARDS FOR LISTENING and SPEAKING

Answer 189

1. middle school- one-to-one conference with teacher and parent-asks /’s and paraphrases adult comments
2. beginning- understand direction but need to paraphrase in L1 and ask questions L1 or performs task without speaking
3. Advanced- expected to express themselves with accurate lang use

Question 190

ACTIVITIES TO HELP STUDENTS UNDERSTAND THE ROLE OF ADVERTISING IN MEDIA

Answer 190

1. Surveys– do you buy toys you see on tv?
2. create favorite ads on posters or give oral presentations
3. students determine target age group for show by observing advertising.

Question 191

RESEARCH SHOW ONE OF THE MOST EFFECTIVE STRATEGIES FOR IMPROVING LEARNING IS TO

Answer 191

ACTIVATE PRIOR KNOWLEDGE-

BEST WAY TO DO THAT BRAINSTORMING QUESTIONS

Question 192

ENGLISH /SPANISH COGNATES

Answer 192

hotel,radio,religion,eclipse,editor

Question 193

ENGLISH/SPANISH with CHANGED END VOWEL

Answer 193

cost-costo,cause-causa,medicine-medicina,list-lista,map-mapa

Question 194

FALSE COGNATES

Answer 194

liberia-not library-bookstore
embarazada-not embarrassed-pregnant
asistir- not help–to attend, to present

Question 195

PREFIX and SUFFIX as scaffolding to decode words

Answer 195

ful/ less
help-ful help-less
care-ful, care-less

Question 196

FLUENCY STRATEGIES

Answer 196

1. duet reading
2. listen/repeat exercises
3. choral reading
4. singing or lang that is sung(happy birthday)

Question 197

TEACH TEXT CONNECTORS

Answer 197

Recognizable text connectors (and, but,because, until, unless) student has a method to help break down text into manageable segments

Question 198

Teacher use variety of scaffold techniques to recognize different types of text:

Answer 198

1. fact/opinion: I believe, it seems to me
2. draw lines-cause/effect
3. inference–the old woman was crying. What does that tell us?
4. test-to-self connections (have you ever)
5. Evaluate credibility (Is a wolf a reliable narrator?)

Question 199

AUTHENTIC LITERATURE

Answer 199

-that which shows that the author is intimately familiar with the nuances of a culture

Question 200

THE MOST SUCCESSFUL TEACHING OF LANGUAGE CONVETIONS IS

Answer 200

1. THE PRESENTATION OF WELL WRITTEN MATERIAL

2. GOOD READER BECOMES GOOD WRITER WHEN SELF-EDITING PROCESS DEVELOPS AND GOOD MODELS ARE AVAILABLE

Question 201

BEGINNING CHECK FOR BACKGROUND KNOWLEDGE

INTERMEDIATE-

Answer 201

CHECK FOR BACKGROUND KNOWLEDGE- NEED REFERENTS (WORDS) -WORD BANK
BEGINNING- I see someone wearing black shoes. Who is it?– students can say name of student word bank-color-black clothing-shoe
INTERMEDIATE-read story about a tired boy. Very, very tired. Are you tired? When? What do you do to wake up?

Question 202

USE OF GAMES for contextually embedded authentic lang with low affective filter

Answer 202

1.game playing-popping balloons, running touching items of different colors
2. interviews and surveys– collect class phone numbers
3. Number teach beginners-
a. show and tell class the numbers
b. say numbers in mixed up order –students hold correct fingers up
c. dictate numbers in mixed up order ask to write what they hear
d. ask for phone number write on board
e. phone directory– student dictate 5 or 10 real numbers
partner watches and corrects
f. go around room asking each others phone number- make a list
g. teacher asks what is Juan’s number? someone other than Juan replies

Question 203

SINGING RATED EASIEST WAY TO REMEMBER

Answer 203

VOCABULARY

Question 204

METHODS TO GET STUDENTS TO USE NEW LANGUAGE

Answer 204

1. TPR–hold up a pencil– pat your head
2. Duet reading
3. Races– touch object
4. team drawing on board
5. singing
6. cooperative learning–student has one piece of info must get from other classmates
7. Simon says (learn prepositions) hang on your desk, hand under your seat

Question 205

PLANNING OF INSTRUCTION SHOULD INCLUDE

Answer 205

1. What content will be taught
2. Who is the student(lang and cult background)
3. How will students be taught? (strategies,materials)
4. How well is student learning? (goals and assessment methods)

Question 206

HELP STUDENT BECOME AWARE OF LEARNING STRATEGIES:

METACOGNITIVE STUDENT STRATEGIES

COGNITIVE STUDENT STRATEGIES

Answer 206

METACOGNITIVE
1. center your learning: review key concepts and link to prior know.
2. Arrange and plan your learning- learn how a lang is learned, create optimal learn conditions
COGNITIVE
1. practicing-repetition, make attempts to imitate native speakers
2. Receiving and sending messages- need to know–nice to know
3.Analyzing and Reasoning: general rules to understand meaning- work to specifics
4. creating structure for input/output: format for note taking, practice summarizing long passages, use highlighter-help focus main idea

Question 207

TRANSFORM TEXT FROM GENRE TO THE OTHER

Answer 207

take text-create skit- change skit to short story

Question 208

ASSESSMENT USING MULTIPLE MODALITIES

Answer 208

1. BEGINNER- thumbs up /thumbs down or make a sound like a monkey, draw a monkey,move like a monkey
2. ADVANCED- verbal assessments. Evaluate with rubrics, written work, structured and unstructured questions, free recall, completing graphic illustrations of text. Word association, end of chapter test, teacher tests

Question 209

LESSON EVAL THRU THE SDAIE LENS

Answer 209

1. using every tool possible to make content understandable
2. new vocab contextualized
3. creating variety of ways to access the content
4. assessment method accurate?

Question 210

CULTURAL UNIVERSALISM
CULTURAL RELATIVISM
ETHNOCENTRISM
CULTURAL PLURALISM
CULTURAL CONGRUENCE

Answer 210

CUL UNI-elements, patterns traits common to all humans
CUL RELA- persons beliefs and activities understood in context of their society
ETHNO- focuses on one’s own community and belief that it is superior
CUL PLUR- different cultures in one society
CUL CONGRUENCE- the way people develop expectations about their society that are congruent with their views of society–allows them to maintain stable identities (globalism, westerinzation, Americanization, Islamization,ecotourism, immigration)

Question 211

CROSS CULTURAL

Answer 211

INTRAGROUP-members of same culture involved
INTERGROUP- members of different cultures (classroom, youth culture, company culture)
Cross cultural–focuses on intra-cultural and inter-cultural issues

Question 212

DIFFERENT WAYS EXTERNAL CULTURE AFFECTS STUDENT PARTICIPATION:

Answer 212

1. shelter- fixed or movable, large or small
2. clothing- seasonal, religiousrestrictions
3. Art and Literature-is it appreciated–artists honored in culture–who creates-men, women?
4. Religious structure-churches old/newly built?
5. Government-monarchy, dynasty, democracy
6. Technology- advanced or primitive? Avail to all or elite
7. Language-lang or langs spoken by culture? Official Language?
8. Food-what foods eaten?Order? Social obligations

Question 213

HISTORICAL PERSPECTIVE ON POWER AND STAUS RE: LANGUAGE

Answer 213

Power attributed to “superior culture and language” French in diplomatic circles, English in India, eradication of Native tongues

Question 214

4 BENCHMARKS TO EVALUATE DEGREE OF SOCIAL ASSIMILATION:

Answer 214

1. socioeconimic status
2. geographic distribution
3. second-language attainment
4. intermarriage

Question 215

PSYSCHOLOGICAL DISTANCING

Answer 215

the duality of closeness to and distance from a new culture is psychological distancing. Culture shock can occur causing distancing

Question 216

4 STAGES OF ACCULTURATION

Answer 216

1. HONEYMOON- everything bright and positive,eager to please,happy to be there
2. HOSTILITY-Frustration begins as reality strikes. New lang, new survival tasks, new food–new culture Depression, homesickness, anxiety, anger
3. HUMOR- accomplishments bring the feeling it’s not all bad. Adjusting to new life demands with some success allows them to laugh at themselves and previous frustrations
4. HOME- patriotism for native country retained as new country becomes home.

Question 217

Checking for culture shock consider–

Answer 217

1. cultural background and educational sophistication of the EL
2. exposure of EL to various english lang variants and cultural beliefs

Question 218

HOLISTIC-ANALYTICAL DIMENSION

Answer 218

refers to the way in which individuals tend to process info– either as a whole or broken down into parts(analytic) Holisitc-analytical is associated with these terms: analytic-deductive, rigorous, constrained, convergent, formal, critical and synthetic.
VERBALIZER-IMAGER- represent info as words or images

Question 219

PROP 63 1986

Answer 219

CA official lang is English

Question 220

LARGE SCALE MIGRATIONS

Answer 220

1. Cuba Freedom Flights- Tito’s parents
2. Fall of Saigon 1975-Vietnam
   other factors:
   natural disasters

Question 221

RELATIONSHIPS ARE DEFINED BY:

Answer 221

Family, school, workplace, professional organizations, church

Question 222

SECOND MIGRATION

Answer 222

one or more family members leave family behind in native country to search for work. Other family members join when they are settled–second migration

Question 223

ADDITIVE BILINGUALISM

SUBTRACTIVE BILINGUALISM

Answer 223

+ L2 is learned without adverse effects on L1

- occurs when child learns L2 without opportunity of L1 being fully developed. Has negative effect on mental development

Question 224

DISINTEGRATIVE POWER

Answer 224

the integration that is achieved through hatred, fear, and the threat of the common enemy. One group creates negative stereotypes and discriminates against them

Question 225

ORAL DISCOURSE CROSS-CULTURAL

Answer 225

1. distance between speakers
2. ways conversations open and close–Japan sexist–woman first-youngest man-patriarch
3. timing of responses-wait time–rhetorical ?’s seem pointless–allow wait time
4. turn taking- Japan-inferiors/jrs first
5. volume of voice-
6. use/role of silence- Americans value smart talk, Asians value silence–

Question 226

WRITTEN DISCOURSE CROSS CULTURAL

Answer 226

1. STYLE OF ARGUMENTATION-African Americans look away from speakers,
2. USE OF VOICE- voice is the sound of the story in English text-narrator,other cultures-voice may reflect oral traditions of culture-
   VOICE AND GENRE HAVE TO BE TAUGHT TO ELLs.
3. FORMALITY LEVEL-written is more formal than spoken- instruct appropriate degree of formality
4. Organizational structure-teachers prefer linear, single-topic storytelling–kids from oral culture prefer narrative style stories and assume shared knowledge

Question 227

ADDRESSING RACIAL CONFLICT

Answer 227

1. multicultural education
2. antiracist education
3. conflict resolution

Question 228

ADDRESSING RACIAL CONFLICT

Answer 228

1. multicultural education
2. antiracist education
3. conflict resolution

Question 229

ADDITIVE APPROACH CHARACTERISTICS

Answer 229

1. FEATURES : adds ethnic content without restructuring curriculum(look at leaders, sports, writer, political figures)
2. GOALS: increases the linguistic abilities of students without diminishing L1 ability
3. OUTCOMES: resource for bilingual families to draw from

Question 230

TRANSFORMATIVE APPROACH

Answer 230

1. FEATURES: infuse various perspectives, frames of reference and content from various groups
2. GOALS: extend students understanding of complexity of US society
3. OUTCOMES: deeper understanding of cultural issues in the US

Question 231

Muslims, Native Americans and Asians value_____ over ______

Answer 231

cooperation and loyalty OVER competition. Non-competitive group results work better with them.

Question 232

POLARIZATION

Answer 232

newcomers and US born members from same cultures group becomes opposed

Question 233

SCHWA

Answer 233

reduction of vowel--short--neutral--unstressed--or weak stress
BAnana
applE
studEnt
octOpUs
experIment

Question 234

EXAMPLES OF NEGATIVE TRANSFER

Answer 234

Deletion: Don’t becomes Don REASON: No final /t/ and no final clusters in Spanish
Distortion: Spaghetti becomes Espaghetti REASON: No initial /s/ cluster in Spanish
Replacement: This becomes Dis REASON: No /th/ so the brain chooses the most similar sound from the first language.