CTEL Exam Prep Flashcards

NCLB
Terms Definitions
 
 
 
 
 
 
 
 
 
L2
second language
DR-TA
Directed Reading-Thinking Activity
 
Thinking aloud as one reads.
AYP
adequate yearly progress
MMR
mildly mentally retarded
LAD
Language Acquisition Device
BICS
Basic Interpersonal Communication Skills
 
Conversational English
Concrete examples
not abstract
informal
native speakers up to age 3-4
English learners 6 mo. to 2 years
Speech adjustments
phonological: (precise pronunciation)
syntactical: (shorter sentences, less subordination)
semantic: more concrete, basic vocab
pragmatic: more frequent pauses, exaggerated stress and intonation
discourse: self-repetition, slower rate
CULP
Common Underlying Language Proficiency
 
Concept knowledge transfers across languages
Building up L1 pays off in L2
Additive v. subtractive bilingualism
L1 is an asset: concepts transfer, cognates, bilingual dictionary
AVID
Advancement Via Individual Determination: high school "untracking" to help low-achieving Ss get into college prep classes
CDE
Calif. Dept. of Ed.
CMC
computer-mediated communication: the role of computers in facilitiating virtual communication
SUP
separate underlying proficiency: proficiency in Eng. is separate from proficiency in a primary language
Four Domains of Language
Receptive: Listening/Reading
 
Expressive: Writing/Speaking
 
Scaffolding Strategies
Modeling (Think alouds, metacognition)
Bridging
Contextualization (Thematic instruction)
Schema building (build on background knowledge)
Metacognitive development
Text representation
Primary language support (Preview in L1, audio summaries, pair same L1 students, dual language programs, tech)
Use media, tech resources, and other visual supports: video, posters,pictures, bilingual dictionary
Formative and summative assessment and reteaching (use alternate ways for students to show what they know)
 
Model bridges while setting context and schema for metacognition, text representation, and primary language support
Formative Assessment-Beginning
Thumbs up/thumbs down
Nod yes/no
Explain to your team in your L1
Demonstrate
Show me
Point to object
Illustrate
Create a model
Draw
Reclassification
School district establish own reclassification criteria but must include:
 
Proficient on all CELDT subtests not lower than intermediate
Passing score on state achievement test
Teacher input (grades, write-ups, conferences)
Parent consultation
Stages of development
PESI
 
Preproduction: Silent period, context clues are critical
Early production:1-3 word combos, recite simple poems or songs
Speech emergent: more complex/sentences with syntactical errors
Intermediate fluency: sustained conversation, some self-correction
NCLB
Identification of sub-groups.
Has had side-effect of narrowing curriculum.
 
States must:
 
identify English Learners
Measure their English proficiency
Include EL's in state testing, including academic testing in grades 3-8
Must include EL's in AYP
 
AMAO
 
Annual Measurable Achievement Objectives for ELL's must be set and measured and included in AYP.
CALLA
Cognitive Academic Language Learning Approach: cognitive, social-affective and metacognitive strategies plus academic language
CTEL
California Teacher of English Learners
LAS
Lang Assessment Scale measures oral-lang skills in Eng and Spanish
EIEP
Emergency Immigrant Education Program, part of NCLB, provides assistance to dists whose enrollment at least 3% immigrants, or at least 500 Ss.
EEOA
Equal Education Opportunities Act, guarantees schools will act to overcome lang barriers that impede equal participation
FLES
foreign language in elem school
NAEP
National Assessment of Educational Progress
Formative Assessment--Intermediate
Either ___ or ____ Why?
Compare/contrast, sequence
Describe
Who, what, where, when, why, how?
Teaching ELA
Word analysis, Fluency, Systematic Vocabulary Development
Reading Comprehension
Literary Response and Analysis
 
Tips for error correction
Correct:
high frequency errors
stigmatizing errors
errors that block meaning
How to correct:
 
Model back correct wording
Encourage peer editing
Make notes of errors and conduct group editing
Anticipate errors by previewing text
14th Amendment
Provided citizenship for African Americans but also affected citizenship rights for all Americans.
NCELA
National Clearinghouse for Eng Lang Acquisition
BSM
Bilingual Syntax Measure measures oral prof in Eng or Spanish grammatical structures & lang dominance
Morpheme
Meaningful linguistic unit, can be a word or part of a word.
 
Prefixes, individual words, contracted word forms, inflections
Examples of Inclusion
Cooperative learning that raises student's status
Considerate text
Encourage use of primary language
Modeling of other languages by teacher and other students
Cataneda v. Pickard
Set standards for EL programs:
 
Must have a sound plan.
Must have the staff to carry out the plan.
Must evaluate how well the plan works.
 
Didn't require this but did require that "appropriate action to overcome language barriers" be taken.
Grapheme
In a fully phonemic orthography, a grapheme corresponds to one phoneme. However this is very much the exception. In spelling systems that are to some extent non-phonemic, such as in English, multiple graphemes may represent a single phoneme. These are called digraphs (two graphemes for a single phoneme) and trigraphs (three graphemes). For example, the word ship contains four graphemes (s, h, i, and p) but only three phonemes, because sh is a digraph. Conversely, a single grapheme can represent multiple phonemes, or no phonemes at all in the case of 'silent' letters: the English word "box" has three graphemes, but four phonemes: /ˈbɒks/.[1]
 
Furthermore, a particular grapheme can represent different phonemes on different occasions, and vice versa. For instance in English the sound /f/ can be represented by 'F', 'f', 'ff', 'FF', 'ph', 'PH', 'Ph', 'gh', 'GH', and in some place names of Welsh origin by 'Ff'; while the grapheme 'f' can also represent the phoneme /v/ (as in the word of).
 
Electricity, electrician, electric uses c to represent: s, sh, k
dialect v. language
80% or more commonality=dialect
less than 80% commonality=language
TOEFL
Test of Eng as a Foreign Language
Internal Elements of Culture: Non-verbal communication
Personal space
eye contact
Body language
Facial expression
Gesture
Touch
Purpose of SDAIE
1. Learn content standards
2. Improve language skills as a byproduct
Activating prior knowledge
Use culturally familiar examples to build concept background
Use realia,visuals
Use primary language
Build on what students already know
Principles of Universal Design
In Building Design
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
In classroom
Fitting instruction to student needs
Preplanning instruction through lesson plans that serve as well-designed blueprint
Build shared background
Preview vocab and preteach it
Use L1 supports as necessary
Match visuals with text
Use graphic organizers
Engage parents
Modifying language without simplification
Use repetition
Slow rate of speech
gestures and body language
Explain idioms or multiple meaning words
Behaviorism/Audiolingualism
Behaviorists claim that the mind is a blank slate: a learner must be filled with content during the course of teaching. Strict principles of timing, repetition, and reward led to classroom methodology that incorporated extensive drill and practice of language components, from sounds to complex sentences. Audiolingualism: oral practice is key, repetitious training with teacher using correct grammatical forms. Direct Teaching and Mastery Learning: small units of language to learn, discrete facts, sequences, rules, immediate feedback to remediate (correct pronunciation, word recognition, low-level comprehension.
Applying Universal Access to English Learner Instructional Materials
Building shared background
Previewing vocabulary and pre-teach it
Using L-1 resources to support comprehension
Matching visuals and illustrations to the text
Using graphic organizers to access higher levels of thinking without sole reliance on words
Using individualized technology
Achieving Universal Access
 
Know student's proficiency levels
Have repetoire of teaching techniques to draw on
Plan ahead and reflect afterwards
Conversational Rules
A script is what linguists call a predictable pattern of rules for the use of language:
 
Turn taking
Topic focus and relevance
Conversational repair
Classroom discourse (teachers talk 70% of time, when ask for questions they are short with little wait time)
Flyiing Carpet Beetle
The most dastardly form of carpet beetle.
Formative Assessment-Early Intermediate
Either___or____
Is this a ___ or a _____?
One word answer/short answer
Make a list
Steps in a sequence
Complete a sentence frame or template
Complete a graphic organizer
Content Based ESL/ELD
Use content of various disciplines to teach language with a primary emphasis on language development
The Natural Approach
Develop language skills in a natural context. Students acquire language through interaction in authentic, and meaningful learning experiences.
 
Principles:
 
Comprehension precedes production. Students don't produce speech until they are comfortable doing so.
Production occurs in stages
Emphasis is on meaning not correct form early on
Keep anxiety level low.
Community Mapping
Find out what is out there so that linkages can be made and services can be accessed.
Lau v. Nichols
Schools have to do more than just provide equality in terms of books, classrooms, teachers, and curriculum. They have to help kids understand English so they can participate fully in learning academic subject matter.
Raising the status of L1
Use L1 with parents and other adults
Bilingual dictionaries
Preview-review
Peer support
L1 resources tied to textbooks
L1 technology
Seal of biliteracy
Listening and Speaking Activities for ELD
TPR with basic commands
TPR with pictures
Reading stories aloud with picture clues
Completing cartoon strip dialogues
Listening in English and retelling in L1
Matching pictures and words
Sorting/classifying objects
Word sorting based on phonics or concepts
Naming characters from stories or pictures
Associating sentences to pictures
Drawing objects from discussion
Following a set of directions
Reading aloud to complete a task, recipe, or art project
Patterned responding using audio-lingual strategies
Sequencing events based on pictures or familiar short narratives
Things to consider when developing vocabulary
Learners need to be able to:
 
define the word
use the word 
know the word's multiple meanings
decode and spell the word
Parents rights under NCLB
right to know why their child is being placed in EL classes
right to be involved in the decision-making process under Title III
right to be notified of a child being placed in Title III program within 30 days of the beginning of the school year.
Strategies to help EL in development of vocabulary
learning words in a rich, engaging context (word lists don't work very well)
structural analysis (looking at roots, prefixes, suffixes)
word attack skills
cognates
context clues
bilingual dictionaries
visuals
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Term:
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