MTEL – SEI Terms to Learn – Flashcards
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What is Sheltered English Immersion (SEI)?
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Sheltered Content Instruction + English as a Second Language. Inclusion model, NOT bilingual education.
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What is the purpose of Title III of No Child Left Behind?
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(2002) - Created a federal grant program to support ELL instruction. It's purpose is to guarantee that ELLs make adequate progress in attaining language proficiency (must be monitored annually) and also meet content area standards. (English Language Acquisition, Language Enhancement, and Academic Achievement Act)
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What is the purpose of Chapter 71A of the Massachusetts General Laws?
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Ballot Question #2 (2002) "English in Public Schools." Replaced previous state law that provided for transitional bilingual education for ELLs. It requires, with limited exception, that all public school children be taught in English and placed in English language classrooms. Mandates Sheltered English Immersion (SEI) in schools.
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What is BICS?
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Basic Interpersonal Communication Skills: communication on bus or playground
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What is CALP?
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Cognitive Academic Language Proficiency: language to be successful in class
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What is SIFE?
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Student w/Interrupted Formal Education 1) 2+ years interrupted education in home country 2) students who have attended school in US, gone home, come back 3) students who have jumped between L1 and L2 instruction 4) students with ineffective instruction in US schools 5) students who have moved schools often.
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What are examples of supportive strategies to use with SIFEs?
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supportive environments (bilingual staff, buddies) access to resources adaptive materials intensive literacy/language instruction teach learning strategies for future use activate prior knowledge print-rich environment hands-on learning checks for communication multiple opportunities to demonstrate understanding collaborative groups graphic organizers high but realistic expectations
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What are examples of supportive strategies to use with Newcomers?
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Explicit about the rules of school
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What are examples of supportive strategies to use with Migrants?
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Welcome families create a list of resources encourage academic success.
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What are examples of supportive strategies to use with Refugees?
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Learn about students integrate culture and country into classroom routines increase exposure to language pair with trained buddies
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What is the purpose of the W-APT (WIDA ACCESS Placement Test)?
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Identification of ELLs and program placement. Typically administered only to new students at any time during the year, as needed.
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What is the purpose of the WIDA MODEL (assessment)?
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Placement and/or interim assessment of ELP progress. May be used as annual assessment of ELP progress outside of U.S.
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What is ACCESS for ELLs and what is the purpose?
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Annual assessment used to meet accountability requirements of NCLB for US Consortium members. It's a secure, standardized test that measures ELL student progress. It is administered during annual test window for the state of MA.
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WIDA Features of Academic Language "word" - What is it?
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Exactly what it sounds like.
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WIDA Features of Academic Language "sentence" - What is it?
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"How we put words together.
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WIDA Features of Academic Language "discourse" - What is it?
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"How we arrange sentences to create more comprehension."
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WIDA Performance Level 1 Entering How do you recognize an L1?
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(Word) pictures or graphics (sentence) chunks of language, one-step commands (discourse) errors impede meaning of basic oral commands & simple statements
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WIDA Performance Level 2 Beginning How do you recognize an L2?
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(Word) general language (sentence) phrases & short sentences (discourse) errors impede meaning of multiple-step commands
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WIDA Performance Level 3 Developing How do you recognize an L3?
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(Word) general & some specific language (sentence) expanded sentences oral or written (discourse) errors impede communication but not as much meaning
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WIDA Performance Level 4 Expanding How do you recognize an L4?
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(Word) specific & technical language (sentence) varying sentence lengths and complexity in related paragraphs (discourse) minimal errors that do not impede meaning.
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WIDA Performance Level 5 Bridging How do you recognize an L5?
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(Word) specialized technical language (sentence) varying sentence lengths and complexity in essays reports (discourse) approaches English-proficient peers
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WIDA Performance Level 6 Reaching How do you recognize an L6?
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(Word) specialized technical language at grade level (sentence) varying sentence lengths and complexity in extended oral or written (discourse) comparable to English-proficient peers
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Phonology - definition
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Organization of sounds in language
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Phoneme - definition
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Smallest unit of speech that can be used to make one word different from another word (p d b t: pad, pat, bad, bat)
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Phonemic awareness - definition
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Understanding that spoken words are made up of separate sound units that can be manipulated (blended, separated, combined)
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Phonics - What does this mean for ELLs?
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ELLs who know about phonics in their native language can transfer this skill into English - can be used with older ELLs to help decode text. ELLs who have poor literacy skills in their native language should only be taught phonics as needed and always in context of what they are reading.
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Morpheme - definition & examples
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Smallest meaningful unit in language (examples: roots, prefixes, suffixes)
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Fluency - definition & implication for ELLs
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Rapid word and word group recognition - students spend less time decoding and more time on meaning. ELLs need familiarity with sounds and spelling of English to become fluent. Teachers should provide a variety of readings to better determine student fluency.
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Semantics - definition
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Word meanings/vocabulary
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Syntax - definition
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Grammar. Rules of a language.
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Discourse - definition & implication for ELLs
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The use of words to exchange thoughts and ideas. ELLs need instruction to analyze language structures of academic oral and written language functions
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Pragmatics - definition & implication for ELLs
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The ways in which context contributes to meaning - "social language". Teachers should help facilitate ELLs sense of finding the socially appropriate language. "Secret rules of English".
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OR Strategy - 1) Write a Content Objective What do you need to remember about writing an objective?
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Keep it SIMPLE and MEASURABLE. (Examples: define, identify, lower on Bloom's)
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OR Strategy - 2) Analysis of Vocabulary - How do you analyze vocabulary?
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Identify Tier 1, 2 and 3 vocabulary words. Note polysemous words
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What are Polysemous words?
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Words that have more than one meaning.
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What are Tier 1 Vocabulary Words?
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Basic everyday words that most children know in L1. Rarely have multiple meanings or require explicit teaching. Words you "learn when you go to another country". (Ex: book, girl, sad, run, dog, orange)
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What are Tier 2 Vocabulary Words?
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Extended (Academic) Words that are essential to comprehension. High frequency across domains, polysemous, increased specificity and descriptiveness, such as idioms, cognates, clusters. Most important for direct instruction. (Ex: measure, fortunate, industrious)
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What are Tier 3 Vocabulary Words?
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Expert Words that are low frequency, content-specific, glossed in the back of a textbook (Ex: isotope, oligarchy, crepe)
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OR Strategy - 3a) Sentence-Level Analysis Types and variety of Grammatical Structures - What to do?
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Look for verbs, pronouns, word order, sentence structure, syntax. Example: pronoun tracking
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OR Strategy - 3a) Sentence-Level Analysis: Conventions, Mechanics, Fluency - What to do?
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Discuss spelling, punctuation, capitalization, grammar. Fluency: use of transitional phrases and punctuation Example: "funky" punctuation within the passage.
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OR Strategy - 3a) Sentence-Level Analysis Match Language Forms to Purpose/Perspective - What to do?
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Discuss whether formal, informal, persuasive, descriptive, etc.
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OR Strategy - 3b) Discourse-Level Analysis What are the talking points?
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Amount, Structure, Variety of Sentence Types, Density, Organization and Cohesion of Ideas (Examples: how many descriptive structures, comparative structures, activating background knowledge for comparisons, purpose of the passage)
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OR Strategy - 3b) Discourse-Level Analysis: Density - What is it?
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How deep and how much content/meaning, how clear are the ideas, textbook vs. literature (i.e. figurative language)
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OR Strategy - 3b) Discourse-Level Analysis: Organization and Cohesion of Ideas - What are the talking points?
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"What is the purpose of the structure?" Expository (i.e. embedded definitions), Narrative (i.e. background knowledge and voice), Analytical, Persuasive, Point of View, Compare/Contrast
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OR Strategy - 4) Language Objectives What are they?
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Language objectives articulate HOW the student will demonstrate content mastery through academic language skills. Language function + content objective = language objective
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OR Strategy - 4) Language Objectives What are the 3 types we need to write?
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Vocabulary and Discourse Objective Reading Comprehension Objective Written Discourse Objective Look for language already embedded in the tasks of the lesson.
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OR Strategy - 4) Language Objectives What are the 4 language skills?
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listening, speaking, reading, writing Input: Listening, Reading Output: Speaking, Writing
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OR Strategy - 4) Language Objectives What are some elements of language objectives?
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Language functions: describe, explain, compare, justify, hypothesize. Identifying grammar or language structures:comparative language, passive voice. Identifying essential vocabulary: words in order to talk, read and write about a topic. Use language learning comprehension strategies: questioning, making predictions, using text.
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OR Strategy - 4) Language Objectives What are examples of Vocabulary/Discourse objectives?
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Vocab: determine the meaning of unfamiliar words; utilize content-specific vocabulary to answer questions about the text. Discourse: orally summarize, orally retell, follow one/two/multi-step directions
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OR Strategy - 4) Language Objectives What are examples of Reading Comprehension objectives?
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Determine the theme/main idea/conclusions of a text. Provide an accurate summary of the text. Analyze the structure an author uses to organize a text Distinguish between fact, opinion, reasoned judgment and speculation in a text. Identify aspects of a text that reveal an author's point of view or purpose.
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OR Strategy - 4) Language Objectives What are examples of Written Discourse objectives?
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Quote accurately/cite specific textual evidence when explaining what the text says explicity, drawing inferences, or supporting analysis of historic/technical texts. Summarize in writing.
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OR Lesson Plan w/Scaffolds What are key points of the Lesson Plan?
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1) Scaffold for students at different levels 2) model, model, model (picture, think aloud, etc.) 3) sensory, graphic and interactive supports (up until WIDA L5) 4) work in pairs or groups
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OR Lesson Plan What are the parts of the lesson plan?
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Vocabulary, Reading, Writing, Assessment
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OR Lesson Plan - Vocab Strategy: How do you provide a rich & varied language experience?
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Learn through reading, writing, listening, speaking • in early proficiency it is important to listen and speak
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OR Lesson Plan - Vocab Strategy: What are strategies to teach individual words?
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Give definition and context actively process new meanings multiple exposures to new words
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OR Lesson Plan - Vocab Strategy: What are strategies to teach word learning?
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Word parts • context and inference • dictionary • cognate knowledge
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What are Cognates?
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Words that "sound the same" between languages or dialects. Examples: problem/problema, complicated/complicado
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OR Lesson Plan - Vocab Strategy Word Wheel - What is it and how to use it?
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Strategy for approaching Tier 2 words. Put word in the center, students will add words around the central word that are related to or synonyms of the word.
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OR Lesson Plan - Vocab Strategy Lexical Array - What is it and how to use it?
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Strategy for expanding vocabulary. Students identify word that could be made more precise and then identify words that offer more precision. Example: hard: difficult/challenging/laborious Example: make: build/construct Example: get: buy/take/receive
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OR Lesson Plan - Vocab Strategy Word Form Chart - What is it and how to use it?
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Strategy to display forms of vocabulary words that are frequently transformed. Ex: prohibit, prohibition, prohibitive, prohibitively
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OR Lesson Plan - Reading Strategies What are key points to remember about planning for reading strategies?
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*Model!* • frequent checks for understanding • connect to background knowledge • consider modifications for volume, complexity and time as necessary
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OR Lesson Plan - Reading Strategy What are strategies for PRE-READING?
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1) Activate background knowledge (reference point, visuals) 2) identify challenging vocabulary
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OR Lesson Plan - Reading Strategy What are strategies for DURING READING?
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1) purpose for reading (annotation focus, chunking, graphic organizer) 2) interactive supports (pairs/groups, mentors)
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OR Lesson Plan - Reading Strategy What are strategies for AFTER READING?
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1) frequent comprehension checks (guiding Qs, teacher check-ins, strategy modeling), 2) ask differentiated Qs (reference purpose, require evidence, provide evidence, scaffolded Qs)
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OR Lesson Plan - Writing Strategy What are strategies for Structuring & Scaffolding writing?
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Graphic Organizers Sentence Starters, Sentence Frames Word bank Exemplar/model Extended time or shortened prompt Alternate option for L1 or L2 (diagram, map, web, chart, matrix, graphic organizer, timeline, drawing)
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OR Lesson Plan - Writing Strategy What are strategies for providing feedback for writing?
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Teach spelling and grammar in context Balance accuracy with fluency and motivation
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What is a Concept Map?
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A type of graphic organizer (looks like a flow chart)
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What does FLEP stand for?
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Former Limited English Proficient (monitored for 2 years)
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What does FLNE stand for?
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First Language Not English
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What is a Graphic Organizer?
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A chart or mapping tool to help organize ideas
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What is Guided Reading?
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Teacher guides small groups of students in reading a common text that is in their instructional level.
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What is an L1?
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A student's first/heritage language
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What does LEP stand for?
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Limited English Proficient (Federal term)
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What is Morphology?
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How words are constructed
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What is Pull-Out instruction?
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ELLs are pulled out of the classroom to work with a specialist on English skills
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What is Push-In instruction?
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Helper comes into the classroom to work with an individual or group of ELLs (this could be an ESL teacher or a para)
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What is Word Call?
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"Reading" out loud, but with no understanding of sounds being produced. Kids whose L1 uses the same alphabet as their L2 can appear to be able to read out loud when, in fact, they are just producing the appropriate sounds, but not understanding them.
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What are the 7 steps for vocabulary teaching?
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1. Teacher says/shows word and students repeat x3 2. Teacher reads and shows word in sentence 3. Teacher gives dictionary definition 4. Teacher gives a student-friendly definition (use pictures, props, gestures) 5. Teacher highlights word characteristics (spelling, cognates, pre/suffixes etc., multiple meanings, false cognates etc.) 6. Think-pair-share activity to use the word orally. 7. Teacher assigns peer reading with oral and written summarization activities and explains how the new words will need to be used/word accountability. Say/Repeat, Read/Show, DictionaryDef, InformalDef, WordChars, ThinkPairShare, Use
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What are the Key Academic Language Features at the sentence level?
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voice (passive/active) use of pronouns (placement) prompting of speculation words (could, might)
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What are the Key Academic Language Features at the discourse level?
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Embedded definitions Transition words (therefore, thus, to this day, needless to say) Tenses used (present/past/past progressive) Background knowledge needed Questions that require looking back in text to answer
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What are the first 6 Titles of the 2001 NCLB Act?
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1. Funding for Low Income Students 2. Funding for teacher/principal training/recruitment 3. Funding for ELL (requires annual assessment) 4. Funding for Drug Free/Smoke Free schools 5. Funding for Informed Parental Choice 6. Funding for accountability and assessment
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Name some strategies for teaching Vocabulary
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- 7 steps to pre-teach vocabulary - Lexical Array - Word Families (can use graphic organizer) - Discuss word structure (cognates, homophones)
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Name some strategies for teaching Speaking
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- Think Pair Share - Report Back - Turn & Talk
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Name some strategies for teaching Reading
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- Think Alouds - Partner Reading - Coral Reading - Close Reading with Text Dependent Questions - Graphic Organizers
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Name some strategies for teaching Writing
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- Write-Around - Ratiocination - Sentence Frames - Graphic Organizers - Content Vocabulary Roundtable
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Name a math-specific Vocabulary activity
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- Compare math meaning vs. regular meaning for words (ex: and, or, union) - Compare homophones (pie & pi, two & to, four & for, pair & pear, some & sum etc.) - Explicitly teach tier 3 mathematics words (parallelogram, oblique, exponential, linear etc.)
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Name a math-specific Reading activity
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- Have students read a problem in the text out loud. - Teacher think aloud while reading a problem. - Look for words in math that can all mean the same thing when they appear in a word problem. (Add: More, plus, and, greater etc.)
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Name a math-specific Writing activity
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- Have students translate what a mathematical sentence says into words (ex: 2 + 3 = 5 would be: "two plus three equals five") - Have students keep a journal with sentence starters like: "One think I learned today . . . " or "One thing I still don't understand is . . . " - Have students write down the steps they used to solve a problem ("First, I added 3 to both sides. Then, I divided by 2.) - Have students write their own math problems and exchange them with a partner to solve then . . . talk about the solutions.
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Name a math-specific Listening activity
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- Have students listen to a mathematical statement that is dictated in words and write it down in mathematical notation. - Have students write their own math problems and exchange them with a partner to solve then . . . talk about the solutions.
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Name a math-specific Speaking activity
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- Have students share problem solving strategies in pairs or small groups - Have students write their own math problems and exchange them with a partner to solve then . . . talk about the solutions. - Have students explain the steps they used to solve a problem ("First, I added 3 to both sides. Then, I divided by 2.)
