Listening K-12 ELPS-TELPAS and week 2 – Flashcards

English Language Learner

Students who are learning English as second language:: (i) First generation immigrant children (ii) Second generation immigrant children (iii) Involuntary immigrants (iv) Sojourners

English Language Proficiency Standards

Texas English Language Proficiency Assessment System

Beginning ELLs have little or no ability to understand spoken English in academic and social settings.

These students: (i) struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures; (ii) struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELLs; and (iii) may not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues.

Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings.

These students: (i) usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary; (ii) often identify and distinguish key words and phrases necessary to understand the general meaning during social and basic instructional interactions that have not been intentionally modified for ELLs; and (iii) have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech.

Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings.

These students: (i) usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding; (ii) understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELLs; and (iii) occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear.

Advanced high ELLs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings.

These students: (i) understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used; (ii) understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and (iii) rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear.

Students will be able to

influence or domination over others

Students who are learning English as second language:: (i) First generation immigrant children (ii) Second generation immigrant children (iii) Involuntary immigrants (iv) Sojourners

oral language proficiency test

Language Proficiency Assessment Committee

(Cummins, J. 1979-1980) Basic Interpersonal Communication Skills: Skills necessary for functioning in every day life, face-to face interactions. These skills usually take about two years to develop in most second language learners. Ability to converse and understand every day discussions

Proficiency Language Descriptors. (the PLD's will help you pinpoint the accurate ratings for your FES student's-Advanced & Advanced High - FES)

deals with Bilingual and ESL programs

includes all educational programs such as BL/ESL, SPED, GT, etc

No Child Left Behind. Accountability: teachers must be highly qualified, certified by the state and demonstrate subject area competency. ELLs must make adequate yearly progress in measurable objectives. ELLs enrolled in schools for 3 consecutive years must be assessed in English, reading and language arts and math. All teaching and instruction must be research based. Parents have the right to transfer their children to higher performing schools if their school is low performing. School must provide transportation. School districts have more control.

(1) Transitional bilingual/early exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than two or later than five years after the student enrolls in school. (2) Transitional bilingual/late exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school. Dual language immersion/two-way: a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English-only instruction not earlier than six or later than seven years after the student enrolls in school. (4) Dual language immersion/one-way: a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school. (5)English as a second language/content-based: an English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction. (6)English as a second language/pull-out: an English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under TEC §29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

(Cognitive Academic Language Proficiency) ability to function in academic L2; takes 3-8 years. Ability to read, write, speak, and listen at an academic level

Is made up of 4 quadrants Cognitively Undemanding & Context Embedded Cognitively Undemanding & Context Reduced Cognitively Demanding & Context Embedded Cognitively Demanding & Context Reduced

Texas Essential Knowledge and Skills

Chapter 74 74.1 Essential Knowledge and Skills 74.2 Description of a Required Elementary Curriculum 74.3 Description of a Required Secondary Curriculum 74.4 English Proficiency Standards

1. Communicated Using comprehensible input to present key ideas/concepts 2. Sequenced Instruction should reflect language development level. 3. Scaffolded The ELL receives the support needed to learn independently

total physical response

• Use of visuals, TPR (total physical response) and other methods (e.g. media) • Clear explanations • Speech that meets language level • Native language resources

• Differentiating language of content instruction • Targeted use of supplementary materials and resources • Pre-teaching social and academic vocabulary necessary for interaction and classroom tasks

• Oral scaffolding: recasting paraphrasing, wait time, etc • Procedural scaffolding: Moving from whole class, to group, to individual tasks • Instructional scaffolding: providing students with concrete structures such as sentence and paragraph frames, patterns and models

Learning Strategies Listening Speaking Reading Writing

(A) use prior knowledge and experiences to understand meanings in English; (B) monitor oral and written language production and employ self-corrective techniques or other resources; (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; (F) use accessible language and learn new and essential language in the process; (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) distinguish sounds and intonation patterns of English with increasing ease; (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; (E) share information in cooperative learning interactions; (F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired; (I) adapt spoken language appropriately for formal and informal purposes; and (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; (B) recognize directionality of English reading such as left to right and top to bottom; (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; (D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text; (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; (F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; (H) read silently with increasing ease and comprehension for longer periods;

The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) learn relationships between sounds and letters of the English language to represent sounds when writing in English; (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; (E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly; (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Birth to One Year Crying, gurgling, cooing, communicates through different cries Comprehension exceeds production Use of holophrases (one word utterances) One- Two Years: Telegraphic speech (nouns and verbs) Has between 20-40 words Two - Three Years: Vocabulary expands to around 1000 words, can understand over 2500 words Telegraphic sentences (2-3 words) Starts to use function words (e.g. pronouns, articles, possessives) Can make up words. Enjoys rhyme, patterns and repetition. Three - Four years: Can use regular verbs and plurals Has the basic foundations of language Applies general rules to exceptions Five- Six Years: Completely articulate Some pronounciation difficulties (e.g. l, r, sh, at the end of words) Makes up words easily Aware of curse words Embarrasses easily Seven - Eight Years: Fully developed grammar Eight- Eighteen Years: Analytical abilities develop along with vocabulary Thinks abstractly Academic speech

Preproduction Early production Speech Emergence Intermediate fluency Advanced fluency

traditional approach from mid 19th century memorization of grammar rules and vocabulary written language emphasized over spoken language translations used to test comprehension of rules and readings students learned to talk about the language rather than in the language No theory behind the method

Influenced by the US entry into WWII L2 taught without reference to L1 students learned languages through S-R techniques dialogue memorization and pattern drills were the means by which conditioned responses were achieved language was speech, not writing language was a set of habits taught the language and not about the language did not take into account learning styles

Reaction against artificiality of pattern-practice Dialogues center around communicative functions Functions of language emphasized over forms of language Lessons organized around concepts Toleration of "errors" produced by learners Goal is to develop communicative competence Translation allowed if it helps the learner

Response to grammar translation methods Connects meaning and action directly No translation allowed Grammar is approached inductively AKA The natural or oral method Emphasis on correction Behaviorist approach Berlitz method based on the direct method

Developed by Tracy Terrell in 1977 Joined with Krashen to develop this approach based on the Monitor Model Errors are natural Low affective filter needed to learn Comprehensible input Learning in context Focuses on communication skills The natural approach http://www.youtube.com/watch?v=eTVbdstastI&feature=related BBC/ Stephen Krashen on Language Acquisition- 1983- Audiolingual: http://www.youtube.com/watch?v=fdSxTuA1hPM&feature=related

(1)The acquisition-learning hypothesis: There are two independent ways of developing ability in second languages. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, ... [and] 'learning' ..., [which is] a conscious process that results in 'knowing about' [the rules of] language" (Krashen 1985:1). (2) The Natural Order Hypothesis: Grammatical forms are acquired in a predictable manner. (3) The Input Hypothesis: Comprehensible input. i + 1 (4) The Monitor Hypothesis: must know rule, focus on form and have time to use the correct form. (5) The Affective Filter Hypothesis

Developed by James Asher Method built around the coordination of speech and action Teaches language through physical activity Whereas most teaching methods are directed to left brain learning, this is directed to right brain learning Relaxed classroom environment (generally speaking) Used in combination with other methods Total physical response http://www.youtube.com/watch?v=bkMQXFOqyQA&feature=related

"The use of a number of techniques, such as scaffolding, adapting texts, integrating language and content concepts, emphasizing key vocabulary, connecting new learning to background and prior knowledge, and providing opportunities for interaction, to make academic content comprehensible for language learners." http://www.cal.org/twi/toolkit/glossary/sheltered.htm

Most researched sheltered English method Lesson preparation Building background Comprehensible input Strategies Interaction Practice/Application Lesson delivery Review/Assessment