Esl Flashcards

ESSA - Every Student Success Act

acknowledging the unique needs of the EL's (disabilities, recently arrived and long term EL's)

Dual Immersion (1 way)

Bi-literacy program for only ELL. Academic in L1 and L2

What is the goal of the dual immersion programs?

Bi-literacy

Success comes from?

using that L1 formal school training, ESL taught through academic content is better than pull-out, bi-lingual student can outperformed monolingual students in 4-7 years of dual lang classes

What is necessary to be successful in teaching to ELL's

Syntax, grammar, vocab, pronunciation and conventions

phonological awareness strats

plan fun rhythm and sound activities, place chips on diff sounds, build on what students know

Using prior knowledge

find common sounds, directly teach sounds that make up eng

How to teach syntax?

real reading and modeling; chunk sentences, interpret and sum up main idea. Use sentence frames and graphic organizers

Phrasal verb

combination of a verb and a preposition or adverb ex. go out, go over, go about go on

Why a problem with phrasal verbs?

more than one meaning ex. go on. can't always be inferred by their individual elements

Academic Language Functions

Teaching students identify the specfic vocab and grammatical structures that students will need to learn ex. comparison words and superlative adjectives

Content-Specific Discourse

Measure and confirm, restate and explain

What is ELPS?

designed to give every ELL an opportunity to learn English and succeed academically

What does ELPS do?

identifies the communication skills that students need to learn in order to understand and use English for grade level academic instruction

Student Expectations

Essential knowledge and skills, catagorized by Listening, Speaking, Reading, Writing and Learning Strategies

PLD's

How well a student at a given prof level can understand and use English to participate in grade level academic instruction: Beg, intermed, Adv, Adv H

Adv Students

Able to partic in grade-level academic instruc, L2 acq supp is still needed

Adv High Students

Attained the command of Eng, can engage with small supp in reg, all enlg academic instruc at grade level

Content based ESL

Problem based Learning and Student Inquiry, Communicative competence, Interaction, Intergration of 4 Lang Domains, Sheltered Instruction and Review, Consolidation and Assess

Chap 7 Content Based Learning

teachers need to assess students lang proficiency separately from their content knowledge

TELPAS

designed to assess the progress students make in learning the

OLPT

Used to determine a students oral english fluency

What is the authority for all ESL/Bilingual Lang Prog

Commissioners Rules

What provides resources to school districts and oversees the implementation of the law?

Texas Education Agency

Where are the laws for educating children in Texas?

Texas Education Code

Formative Assessment

used throughout the school year to allow teachers to give students feedback on their progress.

Summative Assessment

shows ESL teachers what objectives students did not master so they plan instruction accordingly.

Prob based learning and student inq

Students actively involv in solv prob, expl concepts, debating solutions, hyp, data, finding answ to ques

Communicative competence

Engage in content specific discourse through speaking and writing

Interaction

negoiate meaning through oral and written interactions with their teachers and peers, students need to: notice content lang pattern, retrieve lang from memory and generate lang

Intergration 4 domains

Speaking and Writing are the 2 most important because ELL's internalize new eng vocab w/ prac

Review, Consolidate and Assess

Teachers and students work together to monitor student progress and target content for review

How to develop higher order thinking skills

Personally relevant topics for students; students should form questions they want to answer

Student Materials

Enhancers, songs for memory, pictures/dict, read alouds, focus on familiar topics, reading material enriched with many abilities to assist

Computer Assisted Language Learning (CALL)

POS way for computer use when tasks are meaningful, interactional w/ clear purpose

Benefits of CALL

Chat rooms, listening activity w/ pic, more coherent lang, writing assisted software, email

What is Language?

Our innate ability to use abstract symbols to communicate meaning

Phonetics

the study of how phonemes are physically produced

Cognates

Words from 2 diff lang spelled almost the same and share similar meanings

True Cognates

Words are spelled the same and mean the same thing

Partial Cognate

Words are spelled from the same origin but spelling will have a different suffix or prefix ex. fragrance/fragrancia

False Cognate

Words spelled from the same origin but the spelling will have a different suffix or prefix and meaning will be diff ex. exit and exito

BICS Examples

Casual, practical, express needs/wants, social, makes jokes, personal convo, 1-2 years native sp

CALP Examples

Academic vocab, textbooks, written work, researching, connections, ask and answer, comprehend

Metacogitive (Learning strats for CALP)

Planning for learning, monitoring own comp, eval achievement in learning

Cognitive (Learning strats for CALP)

manipulating material to be learned, mental or phyically (grouping items and taking notes)

Interacting with another person to assist in learning, ask for clarification

Brain Lateralization

Allotement of certain functions to the left or right hemispheres of the brain

Right Brain

Holistic, pragmatic, contextual, artistic

Holophrastic (8-14 months)

one word, sound meaning connected, can comprehend more than can produce

Two word stage (12-18 months)

Holophrastic strings at first, Two word answers

Telegraphic

Main message words, sentence like grammar, in and on prepositions, -ing morpheme

Preschool and school age

speech sounds correctly pronounced, learning pragmatics, simple sentences

Behaviorism (Skinner)

blank slate brain, behavior imitated through environment creates language

Constructivism (Piaget)

Brain learns when ready, progress from concrete to more abstract, explore and discover, learn from social interactions, learn in context

Instructional Conversation

what is learned rigorously in L1 will be easier to grasp well in L2; consistently, actively and sustained in academic conversation

Scaffolding

used to promote reading comprehension for ELL's

Scaffolding Strats

Feedback, promote ques/answer, clarification, prompts, model extended lang

Promoting Lang Acquisition

Comprehensible input (listening/speak) and output (R/W), listening and speaking develops first

1 way communication

Silent period, listen to kanguage but do not soeak

High Quality Oral lang Development

Culturally relevant read-alouds and role-playing, legends, riddles, poetry, analogies, idioms

Beginning ESL writer needs?

time to write, write about interest, learn spelling and grammar

Sheltered Instruction

developed to support the needs ofEnglish language learners in content area classes; uses mod instruction to make grade level content more comprehensible

Content Objectives

Teach most important concepts in a unit FIRST

Teaching Vocab

Relate to experiences, categorize words to show relationships

Avail for ss in grades 3-5 for whom a Spanish version of STAAR most appropriately measures their acad progress; Not for an ELL whose parent/guardian has declined bilingual/ESL prog serv Criterion-referenced test,

Esl Flashcards ionicons-v5-c