Term
| Three important principles in working with ELLs (Increase X, Y and Z) |
|
Definition
1. Comprehensibility
2. Interaction
3. Thinking Strategies |
|
|
Term
| Steps to consider when planning language objectives |
|
Definition
1. Look at content objective and determine which parts are hard for ELLs.
2. Determine what supports ELLs will need.
3. Determine what skills to focus on.
4. Develop a language objective.
5. For differentiated language objectives, determine student levels.
6. Determine which domains to focus on.
7. Choose appropriate WIDA "can do" descriptors.
8. Determine which instructional materials will be necessary to accomplish objectives. |
|
|
Term
| Define Language Objective |
|
Definition
A language objective is an auxiliary goal of a lesson that describes the following aspects of language an ELL might learn:
1. Key vocabulary – technical terms, concept words, etc.
2. Language functions – describe, compare, summarize, etc.
3. Language skills – General language skills necessary for completing tasks
4. Grammar or language structures – verb tenses, pronouns usage, sentence formation, etc. |
|
|
Term
| Unpack and Define BICS/CALP |
|
Definition
Basic Interpersonal Communication System/Cognitive Academic Language Proficiency
BICS is used in social, context embedded activities, such as those containing non-verbal cues.
CALP is used in context reduced activities that require higher cognitive functioning, such as reading a textbook or attending a lecture. |
|
|
Term
| At least four misconceptions about Second language learning |
|
Definition
1. Young children are most efficient in learning a second language.
2. The natural process of language acquisition can be accelerated.
3. Native language (L1) interferes with the target language.
4. You must acquire oral language base before literacy. |
|
|
Term
| Out of the four language domains, which two domains are easier for beginning ELLs and why? |
|
Definition
| Listening and reading because they’re receptive skills. |
|
|
Term
| Four factors affecting second language acquisition: |
|
Definition
1. Motivation
2. First language development
3. Language distance and attitude
4. Access to the language
5. Cultural background |
|
|
Term
| Ways to Increase Comprehension: |
|
Definition
1. Realia
2. Peer teaching
3. Scaffolding
4. Connect to prior knowledge
5. Review
6. Repeat
7. Summarize
8. Visuals for Vocab |
|
|
Term
| Ways to Increase Interaction: |
|
Definition
1. Role play
2. Peer review
3. Reflecting
4. Partner reading
5. Concentric circle talk
6. Think-Pair-Share
7. TPR
8. Thumbs up/down |
|
|
Term
| Ways to Increase HOT (High Order Thinking): |
|
Definition
1. Compare & Contrast
2. Explain
3. Think out loud
4. Sequencing
5. Synthesize information
6. Argue
7. Evaluating
8. Justifying Rationale |
|
|
Term
| Verbs to utilize students’ reading: |
|
Definition
1. Preview
2. Summarize
3. Compare
4. Recognize
5. Sort
6. Match |
|
|
Term
| Verbs to utilize students’ writing: |
|
Definition
1. Identify
2. Define
3. Create
4. Explain
5. Classify
6. List |
|
|
Term
| Verbs to utilize students’ listening: |
|
Definition
1. Distinguish
2. Integrate
3. Synthesize
4. Interpret
5. Understand
6. Follow directions |
|
|
Term
| Verbs to utilize students’ speaking: |
|
Definition
1. Describe
2. Name
3. Discuss
4. Share
5. Explain
6. Ask |
|
|
Term
| Ways to activate prior experiences: |
|
Definition
1. Turn and Talk
2. Realia
3. Share/write in journals
4. Share stories
5. Peer questioning
6. Parent interviews
7. Analogies
8. Field trips |
|
|
Term
| Ways to link prior learning to new learning: |
|
Definition
1. Share objectives
2. Venn diagrams
3. Class pictures
4. Popcorn review
5. Anchor charts
6. TPR
7. Gallery walk review
8. Rhymes or Songs to help remember concepts |
|
|
Term
| Ways to build vocabulary: |
|
Definition
1. Word walls
2. Word loops
3. Predicting meaning
4. Semantic trees
5. Vocab bingo
6. Fly swatter game
7. Acting out vocab
8. Word study books |
|
|
Term
| Name two important aspects of second language acquisition that you observed from Stephen Krashen’s speech in the youtube we watched in our meeting on January. |
|
Definition
1. Children go through silent period that can last several months. They are still acquiring language during this period, just not producing it.
2. Input must be comprehensible, and if it isn’t, it is the fault of the instructor, not the student. |
|
|
Term
| Name two things you remember to be important from the article, “Yes, But how do we do it?” in working with ELLs. |
|
Definition
1. When training teachers, more important than teaching actual classroom and curriculum activities is encouraging teachers to be culturally competent and sensitive to the plights of their students.
2. Teachers need to be in solidarity with their students, teaching them about the dominant socioeconomic culture so they’ll develop strategies to achieve upward mobility. |
|
|
