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32 Cards in this Set
- Front
- Back
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Name the four stages of Oral Language Acquisition. |
1. Beginner 2. Intermediate 3. Advanced 4. Advanced High |
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What is CALLA and what does it mean? |
Cognitive Academic Language Learning Approach It means constructing knowledge by taking the learner from what they already possess and leading them forward. Build on what they know and can do. |
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Discuss the integration of language instruction. |
Must integrate 4 domains of listening, speaking, reading, and writing. This is essential for ELLs. Remember that the Receptive skills are listening, reading, and viewing. Expressive skills are speaking, writing, and representing. |
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Name the key features of each TELPAS proficiency level. |
Beginning: little or no ability
Intermediate: limited ability, simple language structures, LEP modified texts, stays in present tense, etc.
Advanced: grade appropriate with L2 support
Advanced High: grade appropriate with minimal L2 support and can comprehend abstract language |
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Discuss instructional ideas for Listening with Beginning ELLs. |
Lots of modeling, being read to, taped books TPR Songs High context, visuals, hands on |
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Discuss instructional ideas for Listening with Intermediate ELLs. |
Distinguishing phonemes Morphology Slap Listening and retelling Fairly high context, visuals, hands on Listening for main idea/topic Nonlinguistic representations (use of graphic representations, pictures, mental images, physical and technological models, and kinesthetic activities |
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Discuss instructional ideas for Advanced ELLs. |
Listening for details Integrated with writing Lectures/note taking Provide graphic organizers |
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Discuss instructional ideas for Advanced High Listening with ELLs. |
May need occasional processing time Comprehend with little dependence on visuals, verbal cues, gestures |
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Discuss instruction of Speaking for Beginning ELLs. |
No pressure/silent period Single word answers (yes or no) Query using either/or Rehearsed/mimicked phrases (What else can I say besides I don't know? poster) |
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Speaking: Intermediate ELLs |
Tiered questions (3colors of sticks) Use sentence stems Focus on message, not errors Telling stories from pictures Answering knowledge and fact based questions Retelling stories with pictures and text |
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How do sentence stems help intermediate ELLs with speaking? |
Scaffold language Access prior knowledge and make connections with new material May be oral or written Focus on issues and concepts Embed academic language |
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Speaking: advanced ELLs |
Focus presentations Higher order questions Defending/justifying Debating Discussion Typical things you'd do with native speakers |
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Speaking: Advanced High ELLs |
Speak using grade appropriate English with MINIMAL support Make few L2 acquisition errors that interfere with communication May need support with prepositions, pronunciation, and multi-meaning words |
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What is LEA and who do you do this with in reading? |
Language Experience Approach Use with Beginning and Intermediate ELLs in reading, but not Advanced |
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Reading: Beginning ELLs |
Phonics instruction with words comprehended oral long and n context Single words or short phrases after introduced thru lesson to develop vocabulary Picture books in English Read in L1 LEA |
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Reading: Intermediate ELLs |
LEA Pre-teach vocabulary Elicit prior knowledge Re read familiar texts for fluency Independent reading at appropriate level Modified or highly supported grade level texts Teach text structures |
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Reading: Advanced ELLs |
Intensive reading More pre-teaching, pre-reading through discussion Grade level texts with assistance Graphic organizers High interest reading materials Re read familiar texts Literary elements Expanding meaning |
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Reading: Advanced High |
Grade level texts with MINIMAL assistance Graphic organizers High interest materials Lit circles SQ3R Literary elements Expanding meaning |
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Writing: Beginning ELLs |
Journals in L1 Dictation Fill in the blank One word answers Not focusing on errors, just getting them to express themselves in writing Labeling-lots of this Sentence structure - S-V-O Copying familiar text they can read Drawing |
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Writing: Intermediate ELLs |
Narratives they have already told Wordless books Dialogue journals that build fluency Short answer LEA Paragraph structure Paragraph frames |
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Writing: Advanced |
Writer's Workshop/writing process Peer conferencing Reading to wall, PVC phones Reflection journals Writing new endings to familiar stories Note taking Paragraph frames |
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Writing: Advanced High |
Response journals and logs Writer's Workshop Peer conferencing |
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Why journal writing? |
-Strongly supports ELLs -Students take more risks in writing than with spoken language -Helps students acquire conventions of standard language, including spelling -promotes fluency in writing -provides safe, private place to write -validates personal experiences and feelings |
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What are LEP Modified texts? (Used primarily for Intermediate ELLs) |
- simple to understand - simple text - bolder vocabulary words - contain many visuals |
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Define Field Dependent Learner. |
Tends toward CONCRETE. More teacher and group interaction |
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Describe the Field Dependent Learner. |
Experiences in a global fashion, adheres to structures Learns material with social content best Attends best to material relevant to own experiences Requires externally defined goals and reinforcements Needs organization provided More affected by criticism Learns best by using examples |
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Discuss Field Dependent Teaching Styles. |
Prefers teaching situations that allow interaction and discussion with students Uses questions to check on student learning following instruction Uses student centered activities Viewed by students as teaching facts Provides less feedback, positive feedback Strong in establishing warm, personal learning environment |
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Discuss Field Independent Learners. |
Perceives analytically Makes specific concept distinctions Impersonal orientation May need explicit training in social skills Interested in new concepts for their own sake Has self defined goals and reinforcement Less affected by criticism Can self structure situations |
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Discuss Filed Independent Teaching Styles. |
Prefers to engage students by establishing routines in order to work thru ideas Uses questions to introduce topics and probe student answers Uses teacher-organized learning situations Viewed by students as encouraging to apply principles Gives corrective feedback using error analysis Strong in organizing and guiding student learning |
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Discuss overall Writing characteristics by the four ELL levels |
Beginning: drawing Intermediate: writing sentences Advanced: writing paragraphs Advanced High: can edit writing |
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What are the features of the Language Experience Approach? |
- materials are learner generated - all communication skills (listening, speaking, reading, writing) are integrated - difficulty of vocabulary and grammar are determined by the learners own language use - learning and teaching are personalized, communicative, creative |
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What are the recommended criteria for LEA? |
- comprehensible level of complexity - interesting to the reader - degree of complexity determined by the learner's own language - texts relate to the learner's personal interests |
