TESL 710 Chapter 3 notes – Flashcards

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What is KWL?
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The traditional KWL Chart can be used with any content area to start students thinking about what they KNOW about a topic, what they WANT TO KNOW about that topic, and what they have LEARNED at the end of the unit.
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What are the three components that make up standards?
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1. Content standards that delineate what students should know and be able to do. 2. Benchmarks that specify expected knowledge and skills for each content standard at different grade levels. 3. Performance standards or progress indicators that describe how students will show they have met the standard.
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What is differentiated instruction (DI)?
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An approach in which teachers acknowledge, respect, accommodate, and build on a wide array of student differences to facilitate optimal growth for all (Tomlinson, 1999).
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What does differentiated instruction call for?
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Ongoing assessment relative to the curriculum and constraints and careful observation of students as they engage in a variety of learning activities. A classroom climate that actively promotes mutual respect and caring among students and teacher, a climate in which each student is valued for his or her particular talents, a climate that provides each one the support needed to learn, grow, and thrive. Variety and flexibility in classroom organization, learning materials, and grouping.
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What is Content-Based Instruction (CBI)?
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Commonly used to describe approaches to integrating language and content instruction. It is a teaching approach that focuses on learning language through learning about something.
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Give three ways that CBI supports English learners' achievement of the TESOL standards.
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1. Integrating language and content learning. 2. Addressing the language domains of listening, speaking, reading, and writing. 3. Providing support for various English language proficiency levels.
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What is sheltered instruction?
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Sheltered instruction is an approach to teaching that promotes language development and content-area learning. Content-area and ESL teachers adapt grade level content lessons to the students' levels of English proficiency. At the same time, teachers focus on English language development and help students increase proficiency in English.
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What is SDAIE and what are the three main goals of this format?
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Specially Designed Academic Instruction in English or Sheltered English is a teaching style established to provide meaningful instruction in the content areas for transitioning Limited English Proficient students to make sure they continue to move forward academically while they reach English fluency. As a content-based approach, sheltered instruction/SDAIE uses the target language for instruction, with special modifications to ensure student comprehension and learning. Sheltered instruction addresses three main goals: 1. Grade appropriate content area learning 2. English language and literacy development 3. Positive social and affective adjustment
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What are content objectives?
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Statements that identify what students should know and be able to do in particular content areas. They support school district and state content standards and learning outcomes, and they guide teaching and learning in the classroom. Objectives presented both in writing and orally during the launch of the lesson tell the students what the content of the lesson will be. It is revisited during the summary of the lesson to assess for understanding.
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What are language objectives?
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Language Objectives are the HOW of the lesson and articulates what students will be doing within the lesson in terms of reading, writing, listening, speaking and thinking. Like content objectives, language objectives should be stated clearly and simply in student friendly language. Students should be informed of them in both writing and orally.
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Why is group work important according to Wong Fillmore (1992)?
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Group work is an important element of sheltered instruction or SDAIE. When you provide opportunities for English learners to interact with their English-speaking peers, receptive and productive language learning opportunities abound. Benefit is that collaborative group work provides opportunities for both social and academic language development, with proficient English-speaking peers providing good models for English learners.
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What is heterogeneous grouping and role distribution format in cooperative learning methods?
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Cooperative learning may be defined as an instructional organization strategy in which students work in small groups to achieve academic and social learning goals. Heterogeneous grouping is done by randomly assigning or grouping including a variety of students in terms of gender, ethnicity, language proficiency, and academic achievement. Personality characteristics: shy/outgoing, quiet/talkative, etc. can be considered also. Procedural roles in the groups can be assigned to students in each group, such as recorder, observer, encourager, or reporter. These roles are rotated to ensure fairness.
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What is the procedure and purpose of the Buddy system type of collaborative grouping?
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Procedure- pair students; one more capable is paired with a student less proficiency in English. The buddy helps the student in and out of the class until the second language learner becomes proficient and knowledgeable about class and school routines. Purpose- helps the new second language learner become a member of the classroom society. Helps the student become comfortable in the school.
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What is the procedure and purpose of the Writing response groups type of collaborative grouping?
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Procedure- Students share their writing with one another, concentrate on what is good in the papers, and help one another improve their writing. The teacher begins by modeling good response partners and giving students specific strategies for improving their papers. Purpose- writing response groups have several purposes: making students independent; helping students improve their writing; and giving students an audience and immediate response to their writing.
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What is the procedure and purpose of the Literature response groups type of collaborative grouping?
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Procedure- Teacher first models response to literature, emphasizing the variety of acceptable responses. Students learn to value individual responses and support responses with what they have read. Students focus on individual feelings first and later on structure and form of literature. Purpose- to help students use their own background knowledge to respond to literature, to value students' individual responses and to help them become independent readers of literature.
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What is the procedure and purpose of the Cooperative groups type of collaborative grouping?
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Procedure- Students are given specific roles and responsibilities for group work. Students become responsible for the success of one another and they teach and learn from one another, creating success for all members of the group. Purpose- Build individual and group responsibility for learning. Build success for all members of the group. Develop creative, active learners.
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What are the phases of group development?
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Phase 1- Get along phase- students need a lot of help because they may not know how to get along or how to resolve conflicts. They need help in recognizing responsibility and conflict solutions. Phase 2- Developing relationships- students determine one another's strengths and decide who is best suited for various aspects of group work. They still may need help if group is dominated by one or two individuals. Multiple ways to display their knowledge will be needed. Phase 3- Phase of production- students begin to become efficient group workers who can bring their task to completion. Phase 4- Phase of autonomy- students require minimal help from the teacher, develop many of their own topics, and seem to move from one task to another without any help.
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What is the Jigsaw strategy?
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One segment of the learning task is assigned to each group member who then works to become an "expert" in that area. After research in their special areas, the experts from each group meet to compare notes and extend their learning. Finally, the original groups meet again, and the experts report back to their original groups.
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What are the six criteria for organizing thematic instruction to promote language development, critical thinking, independence, and interpersonal collaboration for English language learners?
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1. Meaning and Purpose- content of the theme study is interesting and relevant to the students. 2. Building on Prior Knowledge- The theme study builds on students' prior knowledge, including that gained from life experiences and the home culture. 3. Integrated Opportunities to use oral and written language for learning purposes- The teacher is conscious of creating opportunities for oral language and literacy to be used for learning purposes established in concert with students. 4. Scaffolding for support- thematic instruction is provided in a classroom atmosphere that respects all students, builds on their strengths, supports their efforts, and values their accomplishments. 5. Collaboration- Students are given many opportunities to work together on theme-related projects and activities. 6. Variety- Variety permeates the learning process- in topics of study, in the ways that learning is shared with others, in the functions of oral and written language used, in roles and responsibilities, and in task difficulty.
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What are some of the benefits of thematic instruction?
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Thematic instruction provides students with opportunities for functional and purposeful language use in the classroom, enhances active participation, new knowledge reflection, and promotes participation and motivation by encouraging student to make choices.
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What are the steps in organizing thematic instruction?
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Step one- choose the topic or theme that will serve as the focus of interest. There are many sources for themes and topics, including state and local curriculum guidelines and personal interests and curiosities expressed by the students. Step two- brainstorm ideas related to the theme. One way to conduct the brainstorming is to create a cluster or word web on the chalkboard as you and your students generate ideas around the theme. It is important to accept and write down every idea contributed by your students. Based on the words generated, related ideas can be grouped together, resulting in a map of the major subtopics.
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Give the purpose for various functional literacy forms.
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Lists-for organizing and remembering info. Order forms- for purchasing items for classroom activities. Checks- to pay for classroom book orders. Ledgers- to keep account of classroom responsibilities. Labels and captions- to explain pictures on bulletin boards or other displays.
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Give the purpose for academic literacy forms.(essay)
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Narrative- to relate stories; to share tales about people and places. Enumeration- to list information either by numbering or chronologically. Comparison/contrast- to show how two or more things are different and alike. Problem/solution- to discuss a problem and suggest solutions. Cause/effect- to show cause/effect relationships. Thesis/proof- to present an idea and persuade reader of its validity.
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What was Lev Vygotsky's concept about learning?
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What the learner can do with assistance today, he or she can do alone tomorrow. Teaching must aim not at today's but at tomorrow's development (zone of proximal development-ZPD).
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What is Zone of Proximal Development (ZPD)?
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The zone of proximal development(ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p86).
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What is scaffolding?
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Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. Scaffolding refers to temporary structures used to facilitate construction of a building. Students are constructing the ability to carry out complex processes, such as talking, reading, writing, thinking, and understanding the social and physical worlds around them.
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What is a way more proficient language users scaffold spoken language?
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They may take a simple cue from a novice language learner and restate the meaning in a more elaborated form.
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What practice can teachers use to scaffold language and literacy acquisition?
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Routines- Repeated language is readily learned by novice English learners. At a more sophisticated level, process writing and guided reading also represent scaffolding routines.
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What are literacy scaffolds?
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Reading and writing activities that provide built-in teacher or peer assistance, permitting students to participate fully at a level that would not be possible without the assistance.
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What is an interactive dialogue journal?
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A type of literacy scaffold in which the student and teacher carry on a written conversation. The student makes a written entry in his or her journal and the teacher then responds in writing with a comment or question that furthers the conversation.
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What are three purposes of assessment?
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1. English learner identification and program placement of students in need of special language support services. 2. Program evaluation for reporting to local, state, and federal education agencies. 3. Documentation of student progress to A. Inform instructional decisions B. Communicate progress to parents
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What is meant by formal assessment?
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Formal assessment measures include standardized tests, such as group-administered standardized achievement tests in reading, language arts, and mathematics. Formal measures also include individually administered tests, such as those used to identify special learning needs. Formal assessment measures are designed according to rigorous testing theory and principles, including field testing to establish validity and reliability. Designed to compare individuals or groups with a previously established norm or criterion.
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What is meant by informal assessment?
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Informal assessment measures include such items as teacher-made tests, miscue analysis of oral reading, checklists, anecdotal observations, and student work samples.
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When does a test have content validity?
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Its items closely reflect the knowledge or skill it purports to measure.
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When is a test considered reliable?
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It yields similar results when retaken, usually with the use of two equivalent forms to lessen the possibility of a learning effect between testing and retesting.
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What are norm-referenced tests?
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A formal assessment in which the test publisher determines the average or mean score (norm) achieved by a large group of students broadly representative of those for whom the test is intended. A problem with norm-referenced test stems from the fact that the norming population usually consists primarily of fluent English speakers, making comparisons with English language learners at best difficult to interpret.
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What are criterion-referenced tests?
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Assessments that set up cutoff scores to determine the competence level achieved. Standards-based assessments are criterion-referenced in that they establish a specific level of performance for determining whether a student has met the standard. When evaluating English learner performance on such tests, you have to consider whether the criterion is reasonable for your students.
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What do informal measures in testing address?
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Informal measures compare individuals with themselves and with small groups, such as other students in a class. These measures are generally based on student work samples and student interactions during naturally occurring classroom situations.
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What is meant by performance assessment?
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Efforts the combination of formal and informal assessment features. This type of assessment involves the direct observation and measurement of the desired behavior. Incorporates an element of informal with a direct measure of the desired behavior. Incorporates an element of formal assessment with cross-group comparisons which are data collected in a systematic, standardized fashion so that valid group performance comparisons maybe made.
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What is a home language survey and steps to program placement?
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Survey sent to parents to find out whether a language other than English is spoken in the home (1st step). A follow-up phone call may be necessary from an interpreter. If a language other than English is used in the home, the student must be tested for English language proficiency (2nd step). Standardized English language proficiency tests are available for this purpose, with subtests for oral language, reading, and writing (ex: Language Assessment Scales by CTB-McGraw Hill, IDEA Language Proficiency Tests (IPT) by Ballard and Tighe, and WIDA. Scoring and analysis conducted by the school district or by the test publisher (3rd step). Test results are interpreted to yield a level of second language proficiency resulting in the following program placements: non-English proficient (NEP), limited English proficient (LEP), or fully English proficient (FEP) (4th step).
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What are some limitations on language testing?
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Student score is based on a single performance sample elicited out of the context of routine classroom activity and may lead to inaccurate appraisal of language proficiency. Test performance is easily affected by nonlinguistic variables, such as lack of familiarity with the testing procedure, disinterest, and fatigue. Performance may be affected by anxiety. Different standardized language proficiency tests sometimes yield different levels for the same student.
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What should an authentic assessment (classroom-based assessment) contain?
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Assessment should be based on observations of students as they engage in authentic learning tasks. Assessment should be tied directly to your curriculum standards, instructional goals, and teaching. Assessment should be continuous, based on observations over a substantial period of time. Assessment should take into consideration the diversity of students' cultural, linguistic, and special needs. Assessment should be collaborative, providing opportunities for students to evaluate their own work. Assessment should be multidimensional- that is, based on a variety of observations, in a variety of situations, using a variety of instruments. Assessment should be based on current research and theory concerning language, literacy, and knowledge construction.
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How can a student's cultural and experiential background interact with your assessment procedures to cloud or clarify the results?
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Because schooling practices tend to conform more or less to middle-class European American experiences and values, students from other cultural backgrounds may be assessed incorrectly by virtue of cultural and other experiential differences.
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What is a portfolio and what articles should it include?
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A folder that contains a variety of samples of student work related to a particular curriculum area. Students and teachers together decide which pieces of work to include in the portfolio. Periodically, they select their best pieces from their working folder to be placed in the portfolio. Other items that may be included in a portfolio include interest inventories, lists of topics written or read about, running records of oral reading, unit tests, titles of books read, and any other classroom-based measurements that you believe will provide a rich and representative picture of your students' academic performance. Tabs and a table of contents help to organize the contents.
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What is the Sheltered Instruction Observation Protocol (SIOP)?
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A 30-item list of observable teacher behaviors that comprise effective planning, delivery, and assessment of sheltered instruction/SDAIE. The protocol includes a 0- to 4-point rubric to mark each item, covering a range from highly evident to not evident. Model components include; preparation, building background, comprehensible input, strategies, practice application, effectiveness of lesson delivery, and lesson review/evaluation.
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