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88 Cards in this Set
- Front
- Back
What is FEP?
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FEP - Fluent English Proficient; students are truly bilingual; they test HIGHER on state tests than English Only students!
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What are the 2 categories of FEP?
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IFEP - Initially English Proficent (never in EL program)
RFEP - Redesignated Fluent Proficient (graduated from EL program) |
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What is EO, EL, ESL, LEP & ELL ?
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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) |
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What is HLS?
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Home Language Survey - this is taken by ALL students when they enter school to determine whether they're EO or EL
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What is CELDT?
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California English Language Diagnostic Test - Test given to ELs to determine their level (1-5)
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What are the 5 EL levels as determined by the CELDT (California English Language Diagnostic Test)?
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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!) |
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What are L1 & L2?
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L1 - 1st/native/primary language
L2 - 2nd language |
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What are BICS & CALP?
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BICS - Basic Interpersonal Communication Skills (Playground or social talk; EL levels 1-3)
CALPS - Cognitive Academic Language Proficieny (academic talk; EL levels 4 & 5) |
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What is CUP & SUP?
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CUP - Common Underlying Proficiency (things that are the SAME in L1 & L2)
SUP - Separate Underlying Proficiency (things that are DIFFERENT in L1 & L2) |
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What is SDAIE?
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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)
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What is ELD?
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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
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What is CBELD?
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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
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What is SEI?
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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
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What is CST?
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California Standard Test
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What is Lau v. Nichols?
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1974 Supreme Court decision that providing the same instruction & materials in English to ELs was not equitable--i.e. ELs need modifications & extra services
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What is NCLB, Title III?
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2001 No Child Left Behind, Title III provides federal funding for ELs & immigrants; requires accountability for progress of ELs
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What is IDEA?
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2004 Individuals with Disability Education Act; closely aligns w/ NCLB to ensure equity, accountability & excellence in education for children with disabilites
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What is Proposition 227?
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1998 proposition that required all instruction be overwhelmingly in ENGLISH, but still promote & validate primary language; alternative programs available through waiver process
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What is Williams v. State of California?
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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!
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What is a HERITAGE LANGUAGE program?
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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)
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What is a DUAL IMMERSION Program?
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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
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What is an ENGLISH ONLY Program?
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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
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What are 4 EQUITY ISSUES related to the education of ELs?
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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 |
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What is an ENGLISH LANGUAGE MAINSTREAM program?
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A "regular" classroom composed of both ELs & EOs that is taught overwhelmingly in English; for ELs with "Reasonable Fluency"; Uses ELD & SDAIE
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What is a TRANSITIONAL BILINGUAL EDUCATION program?
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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
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What are 3 types of PARENTAL EXCEPTION WAIVERS that parents can sign to keep their EL students out of EL program?
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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) |
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What is the link between ORAL and WRITTEN language for EL students?
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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
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What are 5 PERSONAL FACTORS that affect English Language Literacy Development?
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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) |
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What are 10 PEDAGOGICAL PRACTICES that affect English Language Literacy Across the Curriculum?
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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 |
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What are 8 effective approaches for developin Reading & Writing ACROSS THE CURRICULUM?
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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 |
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What is FRONTLOADING VOCABULARY & LANGUAGE FUNCTIONS?
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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)
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What is the LANGUAGE EXPERIENCE APPROACH?
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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;"
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What are INTERACTIVE JOURNALS?
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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
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What is SHARED READING?
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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 |
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What are LEARNING LOGS?
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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
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What is PROCESS WRITING?
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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 |
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What are GRAPHIC ORGANIZERS?
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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!
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What are PRE-READING ACTIVITIES?
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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 |
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What is the difference between L1 AND L2, L3, L4...?
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Your 1st language is ACQUIRED, whereas, subsequent languages are LEARNED based on your 1st language
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How are ELD & SDAIE similar?
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They both use many of the same strategies such as: scaffolding, frontloading, realia, graphic organizers, interactive journals, cooperative groups, visuals, brainstorming, etc.
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What are 3 GROUPING STRATEGIES for students?
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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 |
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What are the GROUPING STRATEGIES for each of the 5 EL levels?
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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 |
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What are 3 things that are important for the PHYSICAL SETTING of a classroom?
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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 |
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What are 4 way to organize a classroom for ASSISTANCE?
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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 |
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What are 5 ways to SCAFFOLD for Academic Language Development (i.e SDAIE strategies)
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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 |
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What are CUMMIN'S QUADRANTS?
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The goal is to be in QUADRANT B--increasingly Cognitively Demanding & Context Embedded with many clues
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What are 3 important elements of CHECKING FOR UNDERSTANDING?
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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 |
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How can you EXPLICITLY teach LEARNING STRATEGIES?
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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) |
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What is the problem with how people are referenced in the California Framework?
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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!
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What are 4 types of ANALYSES to determine whether or not teaching materials are biased (e.g. against races, gender, social-class)?
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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 |
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What are some ways to MODIFY MATERIALS to meet the cognitive, linguistic, cultural & academic needs of ELs?
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Use graphic organizers, change the modality from written to ORAL, tape record selected passages, copy & highlight portions of texts, etc.
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What 3 things should a teacher consider when selecting BASIC & SUPPLEMENTARY MATERIALS?
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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) |
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What are 3 ELD APRROACHES?
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1. NATURAL APPROACH - e.g teach English ALL in English
2. TPR - "Total Physical Approach" 3. CALLA - "Cognitive Academic Language Learning Approach" |
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Descibe the ELD "NATURAL APPROACH."
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"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
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Describe the ELD "TPR APPROACH"
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"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
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Describe the ELD "CALLA APPROACH."
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"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
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What is the purpose of STRUCTURED INTERACTIONS for ELs and what are some Strategies (Oral & Written)?
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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) |
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What are some EXPLCIT & IMPLICIT methods when doing ERROR CORRECTION & GRAMMAR DEVELOPMENT?
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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) |
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What are the ELD STANDARDS SEQUENCE FOR ORAL COMMUNICATION for each of the EL levels?
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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 |
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What are some strategies to develop LISTENING & SPEAKING skills (Comprehension, Organization & Delivery of Oral Communication, and Analysis & Evaluation)?
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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 |
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What are some ELD strategies that promote LISTENING & SPEAKING across the curriculum?
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Frontloading key vocabulary & language functions; Pre-teaching; brainstorming questions prior to presentation; cooperative learning; whole-class & small group discussions, role-plays, interviews & debriefing
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What are some ELD strategies that promote READING in the areas of Word Analysis, Fluency, Systematicic Vocabulary Development, Reading Comprehension & Literary Response & Analysis?
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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 |
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What are some ELD strategies to develop skills that promote WRITING?
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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) |
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What are 6 of the 11 SCAFFOLDING STRATEGIES for SDAIE? (continued)
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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...?) |
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What are 6 key components of SDAIE?
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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 |
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TAPPING INTO PRIOR KNOWLEDGE is a key component of SDAIE. What are some methods for doing this?
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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 |
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CONTEXTUALIZING THE LESSON is a key component of SDAIE. What are some ways to do this?
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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...) |
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PROVIDING A POSITIVE AFFECTIVE DOMAIN is a key component of SDAIE. What are some ways to do this?
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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
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TEACHING STUDY SKILLS is a key component of SDAIE. What are some ways to do this?
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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...) |
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MODIFY THE USE OF THE TEXTBOOK is a key component of SDAIE. What are some ways to do this?
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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 |
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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?
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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 |
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What is SCAFFOLDING?
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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! |
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What is SIOP?
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"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
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What is the SDAIE Lesson Plan Format?
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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 |
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What are 3 things that EL parents MUST be notified of?
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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 |
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What are the criterion for resdesignating a an EL student as FEP?
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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 |
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What are 6 limits of TRADITIONAL ASSESSMENTS?
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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 |
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What are the ELD Standards?
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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 |
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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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