Ctel - Module 2 Urwick

Front 1

What is FEP?

Back 1

FEP - Fluent English Proficient; students are truly bilingual; they test HIGHER on state tests than English Only students!

Front 2

What are the 2 categories of FEP?

Back 2

IFEP - Initially English Proficent (never in EL program)
RFEP - Redesignated Fluent Proficient (graduated from EL program)

Front 3

What is EO, EL, ESL, LEP & ELL ?

Back 3

EO - English Only
EL - English Learner
ELL - English Language Learner
ESL - English as a Second Language
LEP - Limited English Proficient
(NOTE: EL,ELL, LEP & ESL are the same)

Front 4

What is HLS?

Back 4

Home Language Survey - this is taken by ALL students when they enter school to determine whether they're EO or EL

Front 5

What is CELDT?

Back 5

California English Language Diagnostic Test - Test given to ELs to determine their level (1-5)

Front 6

What are the 5 EL levels as determined by the CELDT (California English Language Diagnostic Test)?

Back 6

1 - B - Begninning
2 - EI - Early Intermediate
3 - I - Intermediate
4 - EA - Early Advanced
5 - A - Advanced
(NOTE: levels 1-3 are considered BICS/social; levels 4 & 5 are considered CALP/academic--it takes longer to learn CALPS than BICS!)

Front 7

What are L1 & L2?

Back 7

L1 - 1st/native/primary language
L2 - 2nd language

Front 8

What are BICS & CALP?

Back 8

BICS - Basic Interpersonal Communication Skills (Playground or social talk; EL levels 1-3)
CALPS - Cognitive Academic Language Proficieny (academic talk; EL levels 4 & 5)

Front 9

What is CUP & SUP?

Back 9

CUP - Common Underlying Proficiency (things that are the SAME in L1 & L2)
SUP - Separate Underlying Proficiency (things that are DIFFERENT in L1 & L2)

Front 10

What is SDAIE?

Back 10

SDAIE - Specially Designed Academic Instruction in English (a "sheltered English" program for EL levels 3, 4 & 5; the purpose is to give ELs access to the CORE CURRICULUM; students are taught the academic CONTENT at GRADE LEVEL in ENGLISH)

Front 11

What is ELD?

Back 11

ELD - English Language Development; A systemic & explicit teaching of how the ENGLISH LANGUAGE works (i.e. vocab., fluency, form & function); Primarily for EL levels 1, 2 & low 3s, but also used for levels 4 & 5 to fill in gaps; PULL-OUT program to help ELs develop ENGLISH SKILLS (listening, speaking, reading & writing)according to ELD standards; students are taught at their ABILITY/PROFICIENCY LEVEL (i.e. below grade level); provide ELs with MANY OPPORTUNITIES to practice language skills at their proficiency level AND at systematically teach language skills at the NEXT LEVEL of proficiency

Front 12

What is CBELD?

Back 12

Content Based English Language Development; PULL-OUT program for EL levels 1, 2 & low level 3s to teach ENGLISH SKILLS to ELs though CONTENT at their ABILITY LEVEL (not grade level); purpose is to access the core curriculum & begin developing academic vocabulary

Front 13

What is SEI?

Back 13

Structured English Immersion; an EL program where ELs & EOs are mixed; program includes both SDAIE & ELD; students are placed if program if the have "less than reasonable fluency"; program usually lasts 1 yr.; students are taught overwhelmingly in ENGLISH

Front 14

What is CST?

Back 14

California Standard Test

Front 15

What is Lau v. Nichols?

Back 15

1974 Supreme Court decision that providing the same instruction & materials in English to ELs was not equitable--i.e. ELs need modifications & extra services

Front 16

What is NCLB, Title III?

Back 16

2001 No Child Left Behind, Title III provides federal funding for ELs & immigrants; requires accountability for progress of ELs

Front 17

What is IDEA?

Back 17

2004 Individuals with Disability Education Act; closely aligns w/ NCLB to ensure equity, accountability & excellence in education for children with disabilites

Front 18

What is Proposition 227?

Back 18

1998 proposition that required all instruction be overwhelmingly in ENGLISH, but still promote & validate primary language; alternative programs available through waiver process

Front 19

What is Williams v. State of California?

Back 19

2004 decision that requires Calif. schools to provide text books, maintenance of facilities & appropriately authorized staff (including teachers of ELs); i.e. must provide textbooks, toilets & teachers!

Front 20

What is a HERITAGE LANGUAGE program?

Back 20

A language that is indigeous (e.g. Navajo, Chumash, Hawaiian...); a community "will" creates a heritage language program or a majority language group's belief in the value of learning a 2nd language (Video: French is a heritage language in Louisiana)

Front 21

What is a DUAL IMMERSION Program?

Back 21

A program for both ELs and EOs where students are taught in both L1 & L2; start in Kindergarten with 90% L2 and 10% L1 and gradually increase L1 until 50% of the kids are EL and 50% of the kids are EO; students are placed by "parental exception waiver"; this is the goal of ACCULTURATION; Use ELD & SDAIE

Front 22

What is an ENGLISH ONLY Program?

Back 22

A program where all kids are taught in English ONLY; the belief is that common language is a unifier and that students wil be more academically successful; this is the goal of ASSMIMILATION

Front 23

What are 4 EQUITY ISSUES related to the education of ELs?

Back 23

1. PROGRAM PLACEMENT (length of time in program; tracking, segregation, special education, gifted educatio, access to AP)
2. STUDENT DATA (big Achievement Gap for ELs compared with EOs; higher Retention/promotion gap for ELs; Higher Dropout Expulsion & Detention rates for ELs)
3. STAFFING (Maldistribution of teachers--i.e. less qualified teachers are placed at lower performing schools
4. FUNDING (even though there is funding for EL students, there is still a big inequity--i.e. there is little local funding at minority schools

Front 24

What is an ENGLISH LANGUAGE MAINSTREAM program?

Back 24

A "regular" classroom composed of both ELs & EOs that is taught overwhelmingly in English; for ELs with "Reasonable Fluency"; Uses ELD & SDAIE

Front 25

What is a TRANSITIONAL BILINGUAL EDUCATION program?

Back 25

Students are taught core academics in their PRIMARY LANGUAGE and have 1 hr. of ELD; they are mainstreamed for their electives; used for EL levels 1 &2; placement is based on a "Parental Exception Waiver"; Uses ELD and Access to core in L1/L2

Front 26

What are 3 types of PARENTAL EXCEPTION WAIVERS that parents can sign to keep their EL students out of EL program?

Back 26

1. ENGLISH SPEAKERS (knows English based on standardized tests)
2. OLDER STUDENTS (10 yrs. or older; informed belief by principal & educators that it is best alternative for student)
3. SPECIAL NEEDS (physical, emotional, psychological or educational; principal & educators must agree this is best alternative)

Front 27

What is the link between ORAL and WRITTEN language for EL students?

Back 27

For ELs, it is very important to go back and forth from Oral to Written AND from Written to Oral; e.g it is helpful to start with Oral before writing an essay; examples of Oral: retelling, role playing & paraphrasing

Front 28

What are 5 PERSONAL FACTORS that affect English Language Literacy Development?

Back 28

1. VOCABULARY KNOWLEDGE - how well vocab. is developed & level of vocab. (social vs. academic)
2. EDUCATION BACKGROUND (prior knowledge, literacy skils, previous schooling, background knowledge (familiarity w/ concepts)
3. LEVEL OF ENGLISH PROFICIENCY - Beginning to Avdanced in listening, speaking, reading & writing
4. PRIMARY LANGUAGE - how well developed literacy skills are & linguistic differences bet. primary lang. & English
5. MOTIVATION - necessity, personal importance & affiliation (e.g. teacher, peers)

Front 29

What are 10 PEDAGOGICAL PRACTICES that affect English Language Literacy Across the Curriculum?

Back 29

1. Integrate listening, speaking, reading & writing
2. Provide a balanced, comprehensive reading program
3. Use standards-based thematic unit organization
4. Create a language-rich environment
5. Adapt instruction & materials to meet the special need of ELs
6. Plant meaningful & purposeful literacy activities
7. Select appropriate reading materials
8. Utilize ELs prior knowlege
9. Scafford literacy activities
10. Provide organized, systematic, explicit instruction in key skills

Front 30

What are 8 effective approaches for developin Reading & Writing ACROSS THE CURRICULUM?

Back 30

1. Frontloading Vocabulary & Language Functions.
2. Language Experience Approach
3. Interactive Journals
4. Shared Reading
5. Learning Logs
6. Process Writing
7. Graphic Organizers
8. Pre-Reading Acitivities

Front 31

What is FRONTLOADING VOCABULARY & LANGUAGE FUNCTIONS?

Back 31

In a systematic & explicit matter, PRE-TEACHING the vocabulary & language functions in the content area; use for ELD or SDAIE; teach language FORMS (e.g. I think you should...; according to the newspaper..., the West coast is___ whereas the East coast is___) & FUNCTIONS (e.g. to persuade, to inform, to compare & contrast)

Front 32

What is the LANGUAGE EXPERIENCE APPROACH?

Back 32

Use for ELD in lower grades; the teacher writes down exactly what the student says & then the students reads the story back to the teacher; holistic approach; kids "self monitor;"

Front 33

What are INTERACTIVE JOURNALS?

Back 33

Teacher & student write in the same journal in response to one another; increases self-esteem due to teacher attention; Use in ELD to work on fluency & in SDAIE to work on content

Front 34

What is SHARED READING?

Back 34

ELD strategy--Read a passage 3 times:
1. Intro. & motivation; book walk; teacer reads w/ animation to develop love of reading
2. Discuss concepts of print; clarification of vocab.; teachers rereads to build comprehension & discuss syntax
3. Differentiated Instructions--Emergent readers (phonemic elements); Early Readers (letter/word awareness; Fluent Readers (phonics); Teacher & student reread; Literature extensions

Front 35

What are LEARNING LOGS?

Back 35

Journals that students use to reflect on their learning in a particular content area; "Metacognitive Strategy" - helps make students aware of how they learn & what resources they most successfully utilize

Front 36

What is PROCESS WRITING?

Back 36

SDAIE strategy; 3 stages of writing:
1. PREWRITING (brainstorming, discussion, fronloading vocab., research/outline, graphic organizer)
2. WRITING - 1st & 2nd drafts
3. EDITING - Revising, publishing for sharing, bookmaking or final draft

Front 37

What are GRAPHIC ORGANIZERS?

Back 37

VISUAL devices used to record, group & classify info. about a specific topic(e.g. Venn diagrams, flow charts, clusters/webs/mapping, sotry ladder, story board, outline, matricies); crucial for ELs bec. they are linguistically "sheltered," but cognitively demanding!

Front 38

What are PRE-READING ACTIVITIES?

Back 38

Help connect learners with the cultural context of a book or passage; help to build their knowledge

Pre-reading activities: group brainstorming, use of pictures, charts & realia; field trips, nature walks& guest speakers

Front 39

What is the difference between L1 AND L2, L3, L4...?

Back 39

Your 1st language is ACQUIRED, whereas, subsequent languages are LEARNED based on your 1st language

Front 40

How are ELD & SDAIE similar?

Back 40

They both use many of the same strategies such as: scaffolding, frontloading, realia, graphic organizers, interactive journals, cooperative groups, visuals, brainstorming, etc.

Front 41

What are 3 GROUPING STRATEGIES for students?

Back 41

1. LANGUAGE DEVELOPMENT (ELD) - primary language; proficiency levels; mix ELs with proficient English speakers
2. CONCEPTUAL DEVELOPMENT (SDAIE) - Primary language, Proficiency level, Prior knowlege/schooling; Reading levels
3. CLASSROOM COMMUNITY BUILDING - use mixed, heterogeneous grouping; make sure the "affective filter" is low so ELs feel o.k. about making mistakes; invite & involve parents to share their culture & experiences

Front 42

What are the GROUPING STRATEGIES for each of the 5 EL levels?

Back 42

LEVEL 1: mix ELs with fluent English speakers for hands-on, concrete activites (e.g. P.E., Art)
LEVEL 2: mix 1 or more EL from the SAME background for conceptually demanding or abstract work; Preview in L1, teach lesson in L2 & Review in L1
LEVEL 3: Mix ELs with native speakers for hands-on & mix with 1 or more students of same background for conceptually demadig or abstract material
LEVEL 4 & 5: Mix with native-ENGLISH speakers for ALL activities

Front 43

What are 3 things that are important for the PHYSICAL SETTING of a classroom?

Back 43

1. SUPPORTS STUDENT INTERACTION - arrange furniture for both whole group & small group; good traffic flow
2. PROVIDE A LANGUAGE RICH ENVIRONMENT - display & use a variety of print materials in both primary language & English
3. OFFER STIMULI FOR CONVERSATIONS - display content related info. (diagrams, graphic organizers, cultural are...); Use educational technology & multimedia

Front 44

What are 4 way to organize a classroom for ASSISTANCE?

Back 44

1. PARAPROFESSIONALS - aides can work with small groups, provide individual support/tutoring & assist in primary language instruction
2. VOLUNTEERS - can be older students, former ELs, parents, community members
3. TEAM TEACHING - by subject matter or student proficiency level
4. EDUCATIONAL TECHNOLOGY - multimedia, software for ELD, document cameras, active response systems

Front 45

What are 5 ways to SCAFFOLD for Academic Language Development (i.e SDAIE strategies)

Back 45

1. MODIFICATION - modify the follow to expand, not simplify: vocab., speed, stress, intonation, paraphrase, repetition & amplification
2. PRIMARY LANGUAGE - teach "cognates" (things that are similar in different languages), use textbooks in L1 & peer support
3. PRIOR KNOWLEDGE - KWL, anticipation, guide, discussion/brainstorm
4. CONTEXTUALIZATION - put language in an understandable context by using realia & visual support
5. ASSESSMENT - use Formative (before work, Summative (after work) & Re-teach if needed

Front 46

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Back 46

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Front 47

What are CUMMIN'S QUADRANTS?

Back 47

The goal is to be in QUADRANT B--increasingly Cognitively Demanding & Context Embedded with many clues

Front 48

What are 3 important elements of CHECKING FOR UNDERSTANDING?

Back 48

1. Mnitor comprehension FREQUENTLY--use equity sticks, ask non-volunteers, have kids write answers on white boards
2. Check for DIFFERENT LEVELS of comprehension--Literal (who?, what?, when?, where?), Inferential & Evaluative (why?, should, could, would)
3. Effective QUESTIONING TECHNIQUES--wait 7 secs. for ELs to give answer; fram questions appropriately, ask different types of questions

Front 49

How can you EXPLICITLY teach LEARNING STRATEGIES?

Back 49

Give a name to the strategy, model the strategy out loud, explain how the strategy will help students and when & how it can be used

(e.g. "Using Images" strategy: draw a picture to help understand a problem by visualizing & understanding the problem)

Front 50

What is the problem with how people are referenced in the California Framework?

Back 50

The framework is dominated by WHITE MALES even though 84% of students in California are Latino; thus, it is impt. for teacher to be aware of "cultural diversity" and to supplement Framework!

Front 51

What are 4 types of ANALYSES to determine whether or not teaching materials are biased (e.g. against races, gender, social-class)?

Back 51

1. PICTURE ANALYSIS - Use for texts that picture American People
2. "PEOPLE TO STUDY" ANALYSIS - use for Science & History texts
3. ANTHOLOGY ANALYSIS - Use for elementary readers, literature texts, etc.
4. STORYLINE ANALYSIS - Use for history texts, long stories in liteterature books & novels

Front 52

What are some ways to MODIFY MATERIALS to meet the cognitive, linguistic, cultural & academic needs of ELs?

Back 52

Use graphic organizers, change the modality from written to ORAL, tape record selected passages, copy & highlight portions of texts, etc.

Front 53

What 3 things should a teacher consider when selecting BASIC & SUPPLEMENTARY MATERIALS?

Back 53

1. The LANGUAGE Used (e.g sexist, stereotypes...)
2. COMPLEXITY of the Language
3. Depiction of ETHNICITIES & GENDERS (Use ANAYSES--Storyline, Anthology, People to Study & Picture)

Front 54

What are 3 ELD APRROACHES?

Back 54

1. NATURAL APPROACH - e.g teach English ALL in English
2. TPR - "Total Physical Approach"
3. CALLA - "Cognitive Academic Language Learning Approach"

Front 55

Descibe the ELD "NATURAL APPROACH."

Back 55

"Krashen's Monitor Model;" e.g teach English ALL in English;" goal is for students to undertand the ideas, but not the specifics of language; use for EL levels 1 & 2

Front 56

Describe the ELD "TPR APPROACH"

Back 56

"Total Physical Response;" Based on idea that language is learned through association with BODY MOVEMENT (e.g. "Head, Shoulders, Knees & Toes); goal is for students to learn receptive, then expressive language; use for EL levels 1 & 2

Front 57

Describe the ELD "CALLA APPROACH."

Back 57

"Cognitive Academic Language Learning Approach;" Explicit teaching of LEARNING STRATEGIES within subject area; students learn to plan, monitor & evaluate their learning processes while furthering their ability to comprehend language & discourse of different subject areas; use for EL leves 3, 4 & 5

Front 58

What is the purpose of STRUCTURED INTERACTIONS for ELs and what are some Strategies (Oral & Written)?

Back 58

Structure Interactions can help ELs maximize language output if they are meaningful & purposeful; help ELs negotiate meaning in a supportive context during ELD & Content instruction; Use DYNAMIC GROUPING

ORAL STRATEGIES: "Numbered Heads Together" (you're #1,2,3...); "Think, Pair, Share;" "Tea Party" (each person has a piece of the info. & they have to find the person who has the related piece)

WRITTEN STRATEGIES: "Write Around;" "Cooperative Paragraph Strips" (put paragraphs in order)

Front 59

What are some EXPLCIT & IMPLICIT methods when doing ERROR CORRECTION & GRAMMAR DEVELOPMENT?

Back 59

ERROR CORRECTION:
Explicit - teachable moment to explain clarify a language structure or word meaning
Implicit - moveling, providing feedback, using correct syntactical structure

GRAMMAR DEVELOPMENT:
Explicit - guised by ELD stds.
Implicit - interactive journal (writing); SSR (reading)

Front 60

What are the ELD STANDARDS SEQUENCE FOR ORAL COMMUNICATION for each of the EL levels?

Back 60

BEG. - begin to speak a few words or sentences using Enlish phonemes & rudimentary grammar
EARLY INT. - Begin to be understood when speaking, but inconsistent use of grammar & sounds
INT. - Make onself understood when speaking by using some consistent std. grammar
EARLY ADV. - Make oneself understood when speaking using consistent grammatical forms, sounds, intonation, pitch & modulations, but may make random errors
ADV. - Speak clearly & comprehensibly using std. English grammatical forms, sounds, intonations, pitch & modulation

Front 61

What are some strategies to develop LISTENING & SPEAKING skills (Comprehension, Organization & Delivery of Oral Communication, and Analysis & Evaluation)?

Back 61

COMPREHENSION: Explicity tell students what they are listening for (e.g. main ideas, details, implied meaning...); listen to stories & info. & respond appropriately verbally & nonverbally; apply knowledge of vocab., idiomatic expressions, discourse markers, org. & tone
ORGANIZATION & DELIVERY OF COMMUNICATION: provide multiple opportunities to listen & reponds appropriately in different contexts; make oneself understood when speaking using std. English grammatical forms, sounds, intonation, pitch & modulation; varying speech; retelling stories & conversations; delivering oral presentations; restating ideas from oral presentations...
ANALYSIS & EVALUATION - responding orally to questions; identifying types of media

Front 62

What are some ELD strategies that promote LISTENING & SPEAKING across the curriculum?

Back 62

Frontloading key vocabulary & language functions; Pre-teaching; brainstorming questions prior to presentation; cooperative learning; whole-class & small group discussions, role-plays, interviews & debriefing

Front 63

What are some ELD strategies that promote READING in the areas of Word Analysis, Fluency, Systematicic Vocabulary Development, Reading Comprehension & Literary Response & Analysis?

Back 63

WORD ANALYSIS - concepts about print; phonemic & morphemic awarenes; vocab & concept deveopment; decoding; word & cognate recognition
FLUENCY - read aloud with appropriate pacing, intonation & expression; apply word recognition skills
SYSTEMATIC VOCABULARY DEVELOPMENT - word recognition skills; use dictionary; recognize multiple-meanding & common abbreviations; use morphems & context to understand unknown words
READING COMPREHENSION - identify cause & effect and fact & opinion; use text to draw conclusions & make inferences; describe relation bet. text & one's own experience
LITERARY RESPONSE & ANALYSIS - narrative analysis of grade-level appropriate texts; structural feature of literature; literary criticism

Front 64

What are some ELD strategies to develop skills that promote WRITING?

Back 64

WRITING STRATEGIES & APPLICATION (penmanship development; the writing process includes organization, focus, evaluation & revision; apply research & technology)

WRITING THAT REFLECTS THE PURPOSE, SPEAKER, AUDIENCE & FORM ACROSS DIFFERENT WRITING GENRES (narrative, expository, persuasive, descriptive)

ENGLISH LANGUAGE CONVENTIONS (capitalization, punctuation, sentence structure, grammar & spelling)

Front 65

What are 6 of the 11 SCAFFOLDING STRATEGIES for SDAIE? (continued)

Back 65

1. ACCESS PRIOR KNOWLEDGE - anticipator charts/guides, brainstorming, inquirly charts, quickwrites, think-pair-share
2. CONTEXTUALIZATION - use manipulatives, videos, verbal clues, parphrasing,visuals, graphic organizers...
3. MODELING - demonstrate learning task; provide clear model of expected outcomes
4. METACOGNITIVE & COGNITIVE STRATEGIES - Debriefing (logs/journals), self-evaluation & reflection, think alouds...
5. ACADEMIC LANGUAGE FUNCTIONS - Front load vocab.; explicitly teach language functions critical to content area
6. TEXT TRANSFORMATION - change text from 1 genre to another (e.g story into a play)
7. COMMUNICATION - Use a variety of grouping configurations, including primary language; ex: jigsaws, numbered-heads together, team tasks...
8. ASSESSMENTS - anecdotal records, teacher observations, quickwrites, interviews, projects, presentations, drawings & traditional assessments w/ modifications
9. FEEDBACK
10. MODIFY/AUGMENT TEXTBOOKS - focus on key concepts; use chapter summary b4 reading; use primary lang. resources
11. ANALYZING/INTERPRETING TEXT - Use higher levels of Bloom's taxonomy questions (e.g. Why do you think...? How could you justify...?)

Front 66

What are 6 key components of SDAIE?

Back 66

1. Tap into Prior Knowledge
2. Contextualize the lesson
3. Provide a Positive Affective Domain
4. Teach Study Skills
5. Modify the use of the textbook
6. Use Performance Assessment Tasks that assess student progress towards the standards

Front 67

TAPPING INTO PRIOR KNOWLEDGE is a key component of SDAIE. What are some methods for doing this?

Back 67

INQUIRY CHARTS - K-W-L chart, direct questioning, pictoral representations & small group discussions

SUPPLY NEEDED BACKGROUND INFO. - the more a student knows about a subject, the easier it is to learn new info.; train bilingual students, parents & community members to assist ELs; Have texts in a variety of languages & various readability levels in class; Use Preview-Review & Pre-teach related key words

PERSONALIZE THE LESSON - Use students' names, familiar characters & places; Use analogies; infuse Multicuturalism whenever possible

Front 68

CONTEXTUALIZING THE LESSON is a key component of SDAIE. What are some ways to do this?

Back 68

1. Present new concepts in CONCRETE, VISUAL ways (e.g. role-play, peer discussions, experiements, graphic organizers)
2. Use COGNATES when possible (words that are similar in 2 or more language AND have the same meaning
3. Teach vocabulary in CONTEXT & use REPETITION that doesn't feel repetitive
4. Let students choose method that works best for them (e.g. draw pictures of vocab., write meaning in native language...)

Front 69

PROVIDING A POSITIVE AFFECTIVE DOMAIN is a key component of SDAIE. What are some ways to do this?

Back 69

A POSITIVE AFFECTIVE DOMAIN is one that has a LOW AFFECTIVE FILTER (i.e. an environment that is accepting, encouraging & has low anxiety). This can be accomplished by focusing on the content of the students' message rather than on the form; provide "wait time" b4 asking a students questions by having them 1st discuss it with a peer or group; provide frequent student-student interaction; fill classroom with primary language materials to help students access info. & validate culture; use cross-age or peer tutors

Front 70

TEACHING STUDY SKILLS is a key component of SDAIE. What are some ways to do this?

Back 70

Teach students how to take notes, organize thoughts, differntiate between main ideas & supporting details, how to identify cause & effect

Use CALLA Approach to explicitly teach learning strategies & to help students figure out which ones work best for them

Use GRAPHIC ORGANIZERS to help students learn English's linear discourse
style

Use SCAFFOLDING support strategies & then gradually withdraw them

Teach students how to approach a TEXTBOOK (e.g titles, chapter headings, topic sentences, skimming for meaning, Table of Contents, Glossary...)

Front 71

MODIFY THE USE OF THE TEXTBOOK is a key component of SDAIE. What are some ways to do this?

Back 71

Before students read from textbook: determine students' background knowledge & supply missing info.; teach main concepts using visuals, manipulatives, realia, etc.; use outside sources as needed; & give students a chapter summary

Reading activities include: teacher reading aloud critical excerpts; rephrasing & phrasing

Teacher directed PRE-READING activities are crucial to to student success during independent reading!

Students can read in pairs, groups, in response to the teacher or along with the teacher

Front 72

Using PERFORMANCE ASSESSMENT TASKS that assess student progress towards the standards is a key component of SDAIE. What are some of the ways to do this?

Back 72

Traditional tests are not appropriate for ELs bec. they require lots of reading and/or writing. Therefore, EL tests need to include MULTIPLE MEASURES of Student Performance that are inclusive of various learning styles. Here are some assessment practices:
AUTHENTIC ASSESSMENT - draw tasks from instructional context of classroom
DYNAMIC ASSESSMENT - focus on both the processes & products of learning
INDIVIDUAL & GROUP ASSESSMENTS - use both
STANDARDS BASED ASSESSMENTS - acheivement is measured against benchmarks tied to stds.
MULTIPLE ASSESSMENTS - Use a variety of sources on multiple occassions

Front 73

What is SCAFFOLDING?

Back 73

The process of providing students with some STRUCTURE that will help them as they work on a performance task.

Ex: providing students w/ blank lines to write answer; underlining key words; providing pictures, diagrams or story maps; indicating reference materials to use; providing background info. or context; giving hints; providing a checklist...

As students develop more autonomous learning strategies, it is important to slowly TAKE DOWN the scaffolds!

Front 74

What is SIOP?

Back 74

"Sheltered Instruction Observation Protocol;" A checklist for peers to evaluate each other's SDAIE program in the areas of: (1) PREPARATION (e.g. clearly defined content AND language objectives; supplementary materials; adaptation of content; meaningful activities); (2) INSTRUCTION (e.g. Bulding Background, Comprehensible Input, Ample strategies; Interaction & Practice/Application); (3)REVIEW/ASSESSMENT

Front 75

What is the SDAIE Lesson Plan Format?

Back 75

GRADE LEVEL(s)
CONTENT STANDARD(s) - Calif. content std.
ELD STANDARD(S) or LANGUAGE OBJECTIVES - based on EL proficieny level & linguistic demands of lesson
ASSESSMENT - how will you know students have met stds./objectives
LEARNING OPPORTUNITIES - 3 Parts:
(1) INTO - Find out what students already know & provide experiences to link prior knowledge w/ lesson
(2) THROUGH - Contextualize content; scaffold input for comprehensibility; group students for optimum interaction...
(3) BEYOND - Students relate new knowledge to their own lives; they deveop new questions, creations, extensions; use "Metacognitive Strategies" to reflect on the learning process

Front 76

What are 3 things that EL parents MUST be notified of?

Back 76

1. Thier child's language assessment & academic assessment results

2. Placement in a Structured English Immersion classroom

3. The opportunite to apply for a parental exception waiver to place child in "alternate" program

Front 77

What are the criterion for resdesignating a an EL student as FEP?

Back 77

1. TEACHER EVALUATION of student's Enlish language proficiency
2. CELDT score
3. PARENTAL opinion or consultation
4. OBJECTIVE DATA based on content standards tests
5. OTHER adopted critera

Front 78

What are 6 limits of TRADITIONAL ASSESSMENTS?

Back 78

1. TIME - timed tests are stressful
2. LINGUISTIC BIAS - test is designed to be used with a different language group
3. CULTURAL BIAS - the values represented in the test differ
4. TEXT ANXIETY - compounded when test is alien to cultural background & test format may be unfamiliar
5. RAPPORT BETWEEN TESTER & TEST TAKER - person giving test may be unfamiliar
6. EQUIVALENT ENGLISH & OTHER LANGUAGE VERSIONS - when a test is translated, there may be a lack of correspondence & scoring may differ

Front 79

What are the ELD Standards?

Back 79

The pathway to the ELA stds.;
establish clear expectations for ELs; bases on PROFICIENCY levels & GRADE-LEVEL spans in listening/speaking, reading & writing; ELD stds. are aligned w/ CELDT

Front 80

How does a STANDARDS-BASED CURRICULUM work?

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STANDARDS inform ASSESSMENT--> Assessment informs INSTRUCTIONAL PRACTICES--> Students engage in LEARNING what they need to know & be able to do--> Students DEMONSTRATE whate they know & can do--> Either students experience LEARNING & transition to the next lesson OR if they do NOT experience success, the teacher RETEACHES & modifies instruction bases on ASSESSMENT results

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What are the 4 steps in DESIGNING an Assessment task?

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1. Select Standard(s) - Content & ELD
2. Dsign SUMMATIVE Assessment Task
3. Design INTRUCTIONAL activities -provide many different opportunities including formative assessments
4. TEACHER ASSESSMENT of student work & needs (if not sufficient, then return to step #3)

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What are some indications that an EL student may need EARLY INTERVENTION for learning difficulties?

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Background experience & previous school settings; response to classroom environment; level of acculturation; learning styles; physical needs

If there is a chronic problem and if function is significantly below classmates, then may need to refer to Special Ed.

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What are some of the 6 ACADEMIC & LEARNING problems that EL students may experience?

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1. Discrepancies bet. verbal & nonveral learning
2. Perceptual disorders
3. Metacognitive deficits
4. Memory difficulties
5. Motor disorders
6. Social-emotional functioning

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What are 5 SIMILARITIES bet. ETHNIC LANGUAGE VARIATIONS and LEARNING DISABILITY SYMPTOMS?

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1. Pragmatics
2. Prosody
3. Phonology
4. Syntax
5. Smantics

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What is meant by "Underachievement of ELs?"

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All ethinic groups score lower than Whites, except for all Asian-Americans

There is a growing "achievement gap" bet. EOs & ELs!

It is unclear as to what extent English Proficiency is linked to underachievement

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What is meant by "Overachievement of ELs?"

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Asian Americans are referred to as the "Model Minority" & this can lead to them being OVER-QUALIFIED for jobs; also this "Whiz Kid" image can mask indiviual needs & problems

High Achievement of Asian Americans may be due to TEACHER EXPECTATIONS which leads to a Self-Fulfilling Prophecy

Some subgroups resist assimilation

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What are the issues of DROP-OUTS, RETENTION & TRACKING?

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DROPOUTS - "Hispanic Dropout Project" found a tendency for teachers to blame students & their familiies OR to make excuses such as low socioeconomic status & lack of English proficiendy; Educators need to provide high quality curriculum & instructions, know about the students & their families, & receive high-quality professional development

RETENTION - 10% of ELs are retained; students who repeat at least 1 grade are more likely to drop-out of school

TRACKING - education gaps continue bec. of this

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What are Cummin's quadrants?

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