Ell Esl Mtel Set Iv

Front 1

ESL, ELD

Back 1

English as a Second Language, English Language Development

Direct instruction of how to speak, read, write, and understand the English language

The first part of an SEI program

Front 2

Sheltered Content

Back 2

Classes taught by a dually qualified ESL / content teacher or qualified SEI content teacher

Teachers tailor their language and instruction to ELL students’ needs

Some strategies: using props, visuals, comprehensible input, etc.

Second part of an SEI program

Front 3

SEI

Back 3

Sheltered English Immersion

An ELE support program consisting of ESL/ELD and sheltered content classes


All Massachusetts schools are required to have an SEI program

Front 4

Initial assessment

Back 4

The test that assesses if a student qualifies for ELE services

All students who have stated that they speak a second language at home on their Home Language Survey are required to take this assessment

LAS or IPT are the two most typical tests

Front 5

Home Language Survey

Back 5

A survey given to all incoming students in a school that assesses whether or not the student speaks a second language at home

Must be translated into all the major languages of a district or school

Front 6

MEPA

Back 6

Massashusetts English Proficiency Assessment

The standardized test that all LEP students are required to take in the Spring of every school year.

Assesses reading comprehension and writing skills and is scored on a 5 level scale.

Students scoring a 5 on this exam are exited from the ELE program

Front 7

MELA-O

Back 7

The listening comprehension and speaking portion of the MEPA assessment for all LEP students

This is a rubric that teachers fill out during class time that assesses students on the same 5 levels as the MEPA. (See rubric in yellow handout)

Front 8

FLEP

Back 8

Formerly Limited English Proficient

A student is “FLEPed” when they have reached a level 5 (sometimes a level 4) on the MEPA and are exited from the ELE program.

These students are monitored for 2 years to ensure that they continue to succeed and continue to be able to access the general education curriculum

Front 9

SIFE

Back 9

Students with Interrupted Formal Education.

Newcomers from other countries and even some students born and raised in the US (migrant students, etc.) who have not had consistent formal education and, as such, have significant gaps in their education.

Front 10

Wait Time

Back 10

A strategy for eliciting speech from LEP students

Give them extra time to formulate their response

Front 11

Echoing

Back 11

A strategy for eliciting speech from LEP students

When a student says something incorrectly, repeat back what they said in the correct way

Front 12

Modeling

Back 12

A strategy for eliciting speech from LEP students

Give students a model for how their speech should sound. If they are presenting something, the teacher presents first in order to show what they should sound like

Front 13

Selective correction

Back 13

A strategy for eliciting speech from LEP students

Only correct certain mistakes in an LEP student’s speech. Do not correct every mistake or over correct so that students will not feel guarded and nervous when speaking.

Front 14

Opportunities for interaction

Back 14

A strategy for eliciting speech from LEP students

Give LEP students lots of chances to interact verbally in a variety of ways (sharing out with the whole class, sharing with a partner or group, giving an interview, presenting a skit or role play, etc.)

Front 15

Cognates

Back 15

Words that are the same or similar in 2 different languages.

Students can often rely on their vocabulary knowledge in their home language (L1) and use that to understand cognates in L2

Front 16

Stages of the Writing Process

Back 16

Brainstorming, organizing, drafting, revising/editing, final draft/publishing

LEP students need different levels of intervention at each stage

Front 17

Phonics

Back 17

The knowledge of letter-sound relationships and how they are used in reading and writing.

Front 18

Phonemic Awareness

Back 18

The ability to hear in individual sounds in words and to identify particular sounds.

Front 19

Phonological Awareness

Back 19

The awareness of words, rhyming words, onsets and rimes, syllables, and individual sounds (phonemes).

Front 20

Onset

Back 20

The part of the word that comes before the vowel (cr-eam).

Front 21

Rime

Back 21

The ending part of the word containing the vowel; the letters that represent the vowel sound and the consonant letters that follow it in a syllable (dr-eam).

Front 22

Grapheme

Back 22

A letter or cluster of letters representing a single sound (a, eigh, ay).

Front 23

Morpheme

Back 23

The smallest unit of meaning in a language. There are free morphemes that can stand alone (run) and bound morphemes that can’t stand alone (the “s” in runs).

Front 24

Phoneme

Back 24

The smallest unit of sound in spoken language. There are approximately 44 units of speech sound in English.

Front 25

Base Word

Back 25

A whole word (root word) to which you can add affixes creating new words (wash + ing = washing)

Front 26

Syllable

Back 26

A minimal unit of sequential speech sounds composed of a vowel sounds or a consonant-vowel combination. A syllable always contains a vowel (to-ma-to).

Front 27

Affix

Back 27

A part added to the beginning or end of a base word to change its meaning or function.

Front 28

Alphabetic Principle

Back 28

The concept that there is a relationship between the spoken sounds in oral language and the graphic forms in written language.

Front 29

CLOZE Tests / Passages

Back 29

Used to determine if a student will be able to understand a given text. Every fifth word in a passage is deleted and the student attempts to fill in the missing word.

Front 30

SQ3R

Back 30

Stands for survey, question, read, recite, and review. A formula for in-depth reading that has been around since 1946.

Front 31

QAR System

Back 31

Stands for question-answer relationship system. It’s a way for teachers to ensure they’re asking a range of comprehension questions including right there; think and search; author and you; and on my own.

Front 32

KWL Chart

Back 32

Used to improve reading comprehension and textual analysis. K=what do students already know about the subject; W=what they want the text to teach them; L=what they learned about the subject.

Front 33

Letter Recognition

Back 33

The identification of letters in both the uppercase and lowercase forms.

Front 34

4 Basic Concepts of Print

Back 34

The meaning of print; the direction of text; letter, word & sentences representation; and book orientation.

Front 35

Phonics Approach to ESL Reading Instruction

Back 35

Emphasizes importance of relationship between sounds and comprehension. Starts with basic units of spoken language and phonemes, gradually increases complexity to include word units, phrases, and sentences.

Front 36

Skills or Balanced Approach to ESL Reading Instruction

Back 36

Focuses on giving students a set of tools to make sense of a simple text. It emphasizes reading authentic texts and building vocabulary over phonics.

Front 37

Whole Language Approach to ESL Reading Instruction

Back 37

Focuses on specific functions of language. It includes dialogue, role play and quality children’s literature.