Language Acquisition |
#1 |
Motivation, age, language distance, cultural background, role models, personality. |
What are factors affecting second language aquisition? |
#2 |
Highly contextualized language, non-cognitively demanding content, takes about two years to develop. |
What is BICS? (Basic Interpersonal Communication Skills) |
#3 |
High Context with High Cognitive Demand. |
What is quadrant B of the Cummings Model? |
#4 |
Non-contextualized language about cognitively demanding content, takes 5-7 years to develop. |
What is CALPS? (Cognitive Academic Language Proficiency) |
#5 |
Student points to classroom items. |
What is quadrant A of the Cummings Model? |
Lesson Preparation and Delivery |
#1 |
Rate at which information is presented during a lesson. |
What is pacing |
#2 |
Students will be able to explain the importance of the canoe to Native American culture. |
What is content objective? |
#3 |
Beginner, Intermediate, and Advanced High. |
What are the varying levels of student proficiency? |
#4 |
Students will be able to use the past tense to describe orally and in writing early Native American uses of the canoe. |
What is a language objective? |
#5 |
Content Objectives, Language Objectives, Supplementary Materials, Meaningful Activities. |
What are components of lesson preperation? |
Building Background and Application |
#1 |
ELPS |
What is English Language Proficiency Skills? |
#2 |
Visual representations, word sorts, cloze sentences, personal dictionaries, word walls. |
What are ways to emphasize key vocabulary? |
#3 |
Questioning strategies, Student journals, KWL Chart. |
What are ways to tie prior learning into the classroom? |
#4 |
Integration of Language Skills. |
What is reading, writing, listening and speaking? |
#5 |
80% |
What is the percentage of words a reader needs to know to comprehend a reading passage? |
Comprehensible Input and Review |
#1 |
Slower rate, careful enunciation, simplified sentences. |
What is speech appropriate for students’ proficiency levels? |
#2 |
Model a process, preview material, alternate forms of expressing understanding, media, repeated exposures, use gestures. |
What are ways to make content clear? |
#3 |
Thumbs up/thumbs down, number wheels, response boards. |
What are group response assessment techniques? |
#4 |
Reteach |
What is to make adjustments to improve student comprehension of content? |
#5 |
Number of items, amount of time, level of support, skill level, type of response, degree of active involvement. |
What are assessment adaptions permitted to teachers of ELLs? |
Strategies Interaction |
#1 |
Activities, techniques, approaches and methods that teachers use to promote student learning and achievement. |
What are instructional strategies? |
#2 |
Predicting, visualization, monitoring, clarifying, self-questioning. |
What are meta-cognitive strategies? |
#3 |
Conscious, flexible plans learners use to make sense of what they are reading and learning. |
What are learning strategies? |
#4 |
Wait time, grouping configurations, frequent opportunities |
What are components of Interaction? |
#5 |
Of the approximately 80,000 questions the average teacher asks annually, what percentage of them are at the knowledge level? |
What is 80 percent? |