1
Q
Stereotyping
A
When a collective group of people create a widely held mindset about the characteristics of another group of people or individuals. These beliefs are oversimplified ideas about the other group of people and individuals and are often, but not always, demeaning,
2
Q
Prejudice
A
When people establish a preconceived notion about other groups or induvial that is not based in far, nor is it based on experience.
3
Q
Ethnocentrism
A
When one makes evaluative judgements about other cultures, racial, and ethnic groups different than your own. These judgements are based on the ideas that one’s culture of origins is superior in ways and thinking as opposed to the culture being evaluated.
4
Q
Ignorance
A
Stems from a lack of experience, information, insight and knowledge. It is not always intentional (as opposed to willful ignorance), as sometimes people simply “ do not know what they do not know”
5
Q
Factors that Impact English Language Learning Acquisition - Influence of First Language (L1) Culture
A
The cultural background of a learner’s first language can influence how they approach learning a second language. For instance, learners from collective cultures might be more accustomed to collaborative learning environments.
Educators need to consider these cultural influences when designing activities and creating a supportive learning environment.
6
Q
Factors that Impact English Language Learning Acquisition - Culture Celebrations and Traditions
A
Incorporating cultural celebrations and traditions help the learner connect with the language on a deeper level.
7
Q
Factors that Impact English Language Learning Acquisition - Bicultural or Multicultural Identity
A
Learners who navigate multiple cultures might develop a Bicultural or multicultural identity influencing how they uses and perceive different languages.
8
Q
Culturally Responsive Teaching
A
Embrace exactly who your students are; their culture, family traditions, and native language make them who they are.
9
Q
Four Principles of the Culturally Responsive-Sustaining Education Framework
A
- Welcoming and Affirming Environment
- High Expectations and Rigorous Instruction
- Inclusive Curriculum and Assessment
- Ongoing Professional Learning and Support
10
Q
Contrastive Analysis
A
Conduct a systematic analysis of the linguistic elements of both English and the student’s native language(s). Identify similarities and differences in phonology, syntax, morphology, and semantics.
EX: Compare word order in English and the native language, noting any variations in subject-verb-object structures.
11
Q
Cognates and False Friends
A
Highlight cognates (words with similar meanings and forms in both languages) and false friends (words that look similar but have different meanings) to help students make connections and avoid common pitfalls.
EX: Compare English “sympathy” with Spanish “simpatía” (cognate) and English “actual” with Spanish “actual” (false friend).
12
Q
Awareness of Linguistic Transfer
A
Understand the concept of linguistic transfer, where language learners may apply structures or patterns from their native language to the target language. Identify instances where this transfer might lead to errors or challenges.
EX: Recognize when a student uses a word-for-word translation from their native language that doesn’t align with English syntax.
13
Q
Focus on Language Typology
A
Consider the typological differences between languages, such as whether they are subject-verb-object or subject-object-verb languages. Understanding these differences can help anticipate common challenges.
EX: Contrast English, a subject-verb-object language, with Japanese, which is a subject-object-verb language.
14
Q
Highlighting Pronunciation Patterns
A
Compare and contrast pronunciation patterns, including stress and intonation, between English and the student’s native language(s). This can help improve oral communication skills.
EX: Demonstrate the difference in stress patterns between English and French or show how intonation differs in English and Mandarin.
15
Q
Analyzing Verb Tenses and Aspects
A
Explore the nuances of verb tenses and aspects in both languages. Identify differences in how actions are expressed temporally.
EX: Compare the use of present perfect in English with its equivalent in the student’s native language(s), noting any distinctions in temporal emphasis.
16
Q
Utilizing Bilingual Resources
A
Use bilingual resources, such as dictionaries or language learning materials, that provide side-by-side comparisons between English and the students’ native languages.
EX: Use a bilingual dictionary to explore the various meanings of a word in both languages, drawing attention to subtle differences.
17
Q
Encouraging Cross-Linguistic Awareness
A
Foster a positive attitude toward language diversity by celebrating the richness of both English and the student’s native language(s). Encourage students to see the value in their linguistic diversity.
EX: Share interesting language facts or anecdotes that highlight the uniqueness of certain linguistic features.
18
Q
Phoneme
A
A single unit of sound
19
Q
Grapheme
A
The alphabetic letters that represent sounds
20
Q
Syllable
A
A single spoken unit, or beat, of a word. Each syllable in a word has one vowel sound.
21
Q
Onset
A
The initial sound of a word (example: hop… h = onset and op= rime)
22
Q
Rime
A
The rest of a word after the onset (example: hop… h = onset and op= rime)
23
Q
Phonological awareness
A
is the foundation of reading. It refers to the ability to understand and manipulate the sounds in words. At the sentence level, phonological awareness begins with the ability to recognize the number of words in a sentence.
24
Q
Phonological awareness- Isolation
A
It requires students to identify the initial, middle, and final sound of the word.
What is the first sound of the word hat?
25
Phonological awareness- Blending
involves putting phonemes or individual sounds together to say a word.
I am going to say some sounds. I want you to blend them together and tell me the word the sounds makes.
26
Segmenting
The process of breaking a word into individual phoneme.
Elkonin Box. EX Dog D-O-G- It has three phoneme /d/ /o/ /g/. the word train has phonemes. train- /t/ /r/ /ai/ /n/
27
Phonemic Awareness Manipulation phonemes
There are three was to manipulate phonemes.
Addition
Deletion
Substitution
28
Phonemic Awareness - Addition
Say the word rain
Students say the word rain
Add /d/ at the beginning of the word .... What is the new word?
Drain
29
Phonemic Awareness - Deletion
Teacher would say Say the word tape
Students say tape
Then teacher would say take away the /t/ sound. What is the new word?
ape
30
Phonemic Awareness - Substitution
Teacher would " Say the word stop"
Students say " Stop"
Teacher " Now change the /o/ to /e/ sound/ What is the new word?
Step
31
Less Complex Phonological Awareness to Most Complex Phonological Awareness
Word Awareness ( Sentence Segmentation)
Rhyming and Alliteration
Syllables
Onset -Rime
Phonemic Awareness
32
Phonological Awareness - Word Awareness
The ability to understand words as individuals units
- Clap each word in a sentence
- underline each word in a sentence
33
Phonological Awareness - Syllables
The ability to chunk a word into separate parts
-clap each syllable in a word
- Have students switch around syllables within a word to create a new word
EX: Bat-man into Man- Bat
34
Phonological Awareness - Onset-Rime
The ability to isolate the initial sound from the other letters
- Have students change the onset of a word - Cat, Bat, Sat
- Highlight rhyming words in a sentence
35
Phonological Awareness - Phonemic Awareness
The ability to understand sounds as individual units
- Say each phoneme and have the student put together the word
- Say the word and have the student identify the phonemes.
36
Phonological awareness instruction should be______, ______ and ____.
Explicit - state clearly and in detail
Systematic - done according to a plan or system
Multisensory - engages more than one sense at a time
37
Phonemic Awareness
is a foundation reading skill. It allows students to break words into individual sounds or individual phoneme.
38
They only use_____ and ____skills when practicing phonological and phonemic awareness
auditory
oral
39
Short Vowels
apple - a
hot - o
40
long vowels
say- ay
bee- ee
cube- u
41
Concepts of print and learning
Used to describe an awareness of how print works
Happens in the emergent reading stage
1. Print has meaning. - The print not pictures tells the story. The words on the page do not change.
2. Holding Book right side up, reading book from front to back
42
Directionality
Reading from left to right
Reading from top to bottom
43
One to One correspondence
Students learn each printed word on a page corresponds to one spoken word
point to each word while reading
44
mechanics
Students learn that sentence need capital letters, spaces, and punctuation
45
Vocabulary
Student need to know the difference between letters and sounds and sentences.
46
Alphabetic knowledge
Recognizing and naming letters, understanding that letter represent sounds and being able to match sounds to their corresponding letters.
47
Phonics
Phonics instruction is the step by step process of teaching the alphabetic principle. It focuses on teaching the consistent, predictable sounds connected to letters in our written language.
48
When teaching the alphabetic principle, your lesson should include three main parts:
Letter name
Letter sound
Picture of an object
49
____ are a great way to help promote oral language development in that they can provide a structure for students to use when answering questions.
50
What stage is this student?
Students use non-verbal cues like nodding, pointing, or miming to communicate.
Pre-Production
51
What stage is this student?
They speak rarely, if at all, sometimes using isolated words or brief imitations.
Pre-Production
52
What stage is the student in?
Students follow simple instructions when given visual cues, without verbal response.
Pre-Production
53
What stage is the student in?
Students echo keywords or common phrases in conversations.
Beginning
54
What stage is the student in?
Students participate in discussions requiring little to no linguistic assistance.
Advanced
55
What stage is the student in?
They start using present tense verbs correctly most of the time (e.g., "He runs," "She plays").
Beginning
56
What stage is the student in?
Students combine a few words to express ideas (e.g., "Me want that," "Go home now").
Beginning
57
What stage is the student in?
Students may misinterpret idioms, jokes, or social nuances in conversation.
Intermediate
58
What stage is the student in?
They ask "who," "what," "where," "when," "why" questions to confirm understanding.
Intermediate
59
What stage is the student in?
Students combine words into basic sentence structures and more complex phrases.
Intermediate
60
What stage is the student in?
Students use simple, compound, and some complex sentences.
High Intermediate
61
What stage is the student in?
They accurately employ content-area-specific terms in their speech.
Advanced
62
What stage is the student in?
Students proactively seek to understand unclear information.
High Intermediate
63
What stage is the student in?
They clearly articulate their viewpoints and ideas.
High Intermediate
64
What stage is the student in?
Students use various grammatical structures with high precision.
Advanced
65
The second part of the alphabetic principle is the ability to use _____ connection to pronounce written words.
phoneme -grapheme
66
Instructional Framework of alphabetic knowledge
1. Each letter of the alphabet has a name
2. Each Letter has a specific shape.
Meaning saying the letter b and identifying it on the page
3. Each letter has a sound.
67
It is important to note that the alphabetic principle goes ____ the teaching of the alphabet.
beyond
68
Phonics instruction
is the step by step process of teaching the alphabetic principle. It focuses on teaching the consistent, predictable sounds connected to letters in our written language. Words that follow the predictable nature are called regular words.
69
Explicit-phonics instruction
refers to the direct, well-planned teaching of specific phoneme-grapheme relationships.
70
When teaching the alphabetic principle, your lesson should include three main parts:
Letter name
Letter sound
Picture of an object
71
Blending
Students say the sound of each letter or letter combination and put it together to say the word. Blending and segmenting are often used together.
72
Blending Board
Use letter cards to create words on a large wood frame. The student blends the sounds and says the word. This can be used as a whole group, small group, or one-on-one.
73
Blending Mat
Have the student practice blending the sounds to say the word. This could be used with a word the student comes across in reading or writing. It can include any number of boxes needed for the word. This can be used in a whole group, small group, or one-on-one.
74
Segmenting
Saying each sound in a word to hear each sound and match the letter or letter combinations. Segmenting and blending often are used together.
75
Segmenting Strategies
1. Without and With Letters
Say a word. Have the student use counters and Elkonin boxes to segment the word into individual words. Then, connect the letter or letter combinations for each sound and write them.
2. Beads on a Pipe Cleaner
Put beads creating a variety of words on pipe cleaners. Each pipe cleaner will have one word. The student can practice segmenting the word properly.
3. Independent Practice
76
Word Families
are words that have a common pattern or feature. They have the same letter combinations making the same sound. Example: -at word families include bat, sat, rat.
77
Word Family Strategies
1. Word Family Spin
Use word family wheels to have students practice saying words.
2. Independent Practice
Students can practice word families in isolation during independent practice time.
78
The ______ focuses on teaching students the connection between letters and letter sounds. The phoneme-grapheme relationship allows students to learn to decode and read fluently.
alphabetic principle
79
High-frequency word
are words that have been proven in research to appear most often in a majority of texts. These words are sometimes referred to as sight words.
80
Regular words
(decodable) would follow typical decoding patterns that can be categorized by vowel type and sound.
big, make, us
81
Irregular words
feature spelling patterns that don’t connect to the typical sounds.
is (s is saying /z/)
of (o is saying short u and f is saying /v/)
the (e is saying the short u)
82
Orthographic mapping
is a process to connect letters and sounds in spelling and pronouncing specific words in memory.
It is used to teach students to read words by sight, to spell words from memory, and to learn vocabulary words from print.
83
As students move into the decoding phase, the alphabetic principle should expand to include groups of _________ and _______ combinations.
letters
vowel sound
84
Digraphs
Two letters that together make one sound
/s/ + /h/ = /sh/
85
Vowel teams
Two or more vowels that together make one sound
/ea/ in read
86
Blends
Two letters that together still produce their individual sounds
frog
87
Contextual analysis
is the ability to look at the context of a word and determine its meaning. Students might be able to successfully pronounce an unknown word after figuring out what the word might be based on what they see
However, students should more heavily rely on sounding out the word and using their phonics knowledge to decode unknown words.
88
"Say bed. Now change the /e/ to /a/. What is the new word?
Substituting
89
"What is the first sound in the word chat?"
Isolation
90
"Say drip. Now take away the /r/ sound. What is the new word?"
Deleting
91
"I am going to say some sounds and want you to tell me what word they make. /ch/ /o/ /p/. What is the word?"
Blending
92
"I am going to say a word and I want you to tell me the sounds in the word. The word is hat."
Segmenting
92
"Say rip. Now add /d/ to the beginning of the word. What is the new word?"
Adding
93
Phonological awareness instruction should be systematic, explicit, and use ___ strategies
multisensory
94
Order the phonological awareness skill level from Most Complex to Least Complex
1. Phonemic Awareness
2. Onset-Rime
3. Syllables
4. Rhyming & Alliteration
5. Word Awareness (Sentence Segmentation)
95
Order the phonemic awareness skills in order of complexity.
1. Manipulation (adding, subtracting, substituting)
2. Segmenting
3. Blending
4 Isolation
96
"What is a word that rhymes with sun?"
Rhyming
97
"How many words are in the sentence, "I love to eat tacos,"?"
Word Awareness
98
"The word is hat. If I say /h/, what is the rime?"
Onset Rime
99
"Clap the syllables in your name. How many do you have?"
Syllables
100
"Listen to these words: donkey, donut, don't. What other words can we add to that list?"
Alliteration
101
Graphomotor skills
refer to the skills needed for a child to be able to write.
102
5 Areas for Developing Writing Skills
1. Visual Perceptual Skills
2. Orthographic Coding
3. Motor Planning
4. Kinesthetic Feedback
5. Visual-Motor Coordination
103
Writing - Visual Perceptual Skills
Alphabetic principle - understanding the meaning of letters
104
Writing - Orthographic Coding
Remembering letters, letter patterns and when to use them.
105
Writing - Motor Planning
Fine motor skills and movements
Holding a pencil
106
Writing - Kinesthetic Feedback
Awareness of the body
107
Writing - Visual-Motor Coordination
Physically writing the letters and words
108
Tripod Grip
Like how I hold a pencil with my hand
109
The four main writing conventions that happen throughout every genre of writing are ____,___, ___ and ____.
grammar, capitalization, punctuation, and spelling.
110
Interactive writing
is a collaborative approach where teachers and students create text together. It provides learners with a scaffolded experience in writing, as the teacher models the writing process while students actively participate and generate ideas.
111
Teachers create ___ and ____ contexts for students to write
motivating and engaging
112
Grammar
Rules of words relating to the structure of sentences
113
Usage
What word to use, specifically referring to meaning
114
Varied Sentence
Different sentence structures contribute to a smoother flow and rhythm in writing.
115
Word choice
Selecting the right words ensures that the intended meaning is conveyed accurately.
116
Class Discussion
Facilitate a class discussion where students can share their insights and exchange opinions. Encourage them to talk about strategies that worked well and any challenges they faced.
117
Pair or Small Group Discussion
Have students discuss their reflections in pairs or small groups. This promotes the sharing of strategies and peer learning.
118
Purpose
Most often in speaking, there are three main purposes: to persuade, inform, or entertain.
119
Rubric
In a more formal speech setting, students may be able to grade themselves on a rubric that specifies the content and purpose of their speech. Rubrics can also be used to evaluate others.
120
Types of Listening
1.Appreciative Listening
2.Emphatic Listening
3.Comprehensive Listening
4. Analytical Listening
121
Appreciative Listening
is a type of listening in which the person listening looks for information that they will appreciate and that will help them meet their needs and goals.
122
Emphatic Listening
dynamic and compassionate process that requires more than just hearing what someone says. By taking the time to listen to them. Feels and expression.
123
Comprehensive Listeningc
If you are watching the news attending a lecture or asking someone for directions
124
Analytical Listening
critically evaluating information
drawing conclusions
problem solving
125
Closed ( v c )
The vowel is closed by a consonant - a consonant comes after the vowel. The result in a short vowel sound.
126
Open ( v )
The vowel is left open - no consonant comes after the vowel. This result in a long vowel sound.
127
Vowel Teams ( vv )
2 or more work together to make a single vowel sound. Vowel sound can be long or short
128
Silent e ( v c e )
Words end with a silent e and have a long vowel sound. A consonant comes between the vowel and the e
129
R-Controlled ( v r )
The vowel is followed by the consonant r. The vowel sound is changed by the r.
130
Consonant +le (cle)
The word end in a consonant +le. The vowel sound e is silent
131
Syllable Division Strategies - vc/cv
Divide the word in between the two consonants. Ex: bas/ket
132
Syllable Division Strategies - v/cv vc/v
Divide the word in either before or after the consonant depending on if the word has a closed or open syllable.
Open Example: bro/ken
Closed Example: lem/on
133
Syllable Division Strategies - vcccv
Divide the word after the first consonant
Ex: mon/ster
134
Syllable Division Strategies - C+LE
Consonant+le stays together as one syllable
Ex: bum/ble
135
Syllable Division Strategies - compound Word
Divide between the two words
Ex: dog/house
136
Having approximately __ minutes in the schedule each day to teach phonics and word analysis is crucial.
30
137
Marking Words
When reading or writing words with affixes, circle any prefixes and suffixes and underline any remaining vowels. This strategy helps students to see the different syllables within the word and help them determine how to pronounce the word
138
Word Maps
...................Injection
|
Reject ---- Ject: throw --Projector
|
Rejection
139
Word Building
Provide students cards with different morphemes and have them put cards together to build words.
Ex: What words can you build.
140
Sorting
Provide students with a variety of cards with a variety of words that have affixes and have students sort the words in the correct affix column or have students sort words by syllable type
141
Word Matrix
Provide students with the word matrix and have them develop a variety of words.
142
Manipulatives
Use hands-on approaches as much as possible.
143
A strong is ____ needed in order to comprehend _____ texts.
vocabulary
complex
144
Explicit Instruction
Targeted, direct learning guided by the teacher
145
Fictional
Made-up, not true
146
Informational
Provides information and facts, true
147
There are ___ tiers in which vocabulary words are categorized.
3
148
Vocabulary Words- Tier 2
Known as academic because they appear in a variety of subjects or content areas.
Appear often in written text
Ex: Classify. analyze, sequence, appropriate
149
Vocabulary Words- Tier 3
Known as domain-specific because they apply to a specific subject or content area.
Words do not appear frequently
Ex: Mitosis, exponent, pumice, quadrilaterial
150
Vocabulary Words- Tier 1
Known as conversational words because they are used in everyday speech.
Generally acquired naturally
Ex: Talk, she, happy, clock
151
Etymology
looks specifically at the origin of root words. By learning the original origin and meaning of roots, students have more information to be able to determine the meaning of unknown words.
152
Frayer Model
One of the most common explicit vocabulary instruction activities is the Frayer model.
Definition | Characteristics
_-----------vocab word---------
Examples | Non-examples
153
KIM Strategy
Students list the Key word, Information about the word, and a Memory Clue to help remember the word.
154
Semantic Mapping
graphic organizer used to visually map or web the connections between words or concepts.
155
Word walls
are an area in the classroom in which students can refer back to new vocabulary words learned.
156
Word Consciousness
when students are aware of and interested in learning about new words and what they mean.
157
Denotation
Dictionary definition of a word
Those bananas are really "cheap". Let's buy them.
158
Connotation
An implied meaning of a word based on emotions or associations, usually negative or positive.
He is "cheap" and does not like to buy fancy things.
159
Contextual Analysis
(Context Clues)
160
____ vocabulary is very impactful because it allows students to identify words and then be able to place them in context.
Pre-teaching
161
Revising
Adding, Removing, Deleting and Changing
162
Editing
Refining small details-grammar, punctuation, and spelling
163
Pre-Writing
Brainstorming and creating ideas for writing
164
Publishing
Polished public Peace to share
165
Drafting
Writing ideas down on paper, using details and organization
166
There are _____ levels of depth in terms of reading comprehension.
three
167
Literal Comprehension
Focused on exactly what the text says, or "right there" comprehension.
168
Inferential Comprehension
Requires the reader to take what the text says and combine that together with what they know from prior experience and to make an inference or guess.
169
Evaluative Comprehension
Moves beyond what the text says and allows the reader to make judgements about the text, its message, or the viewpoint of the text. There is often more than one correct answer here.
170
Appreciative Comprehension
Focuses on using clues in the text to draw conclusions and form opinions about the author's tone, purpose, or message.
171
Idioms
A figurative phrase that cannot be understood from the literal meaning of the words. Teach students common idioms found in context.
172
Adages
An ancient wise saying that expresses an observation.
173
Guided reading
allows the teacher to work with a small group, reinforcing skills learned during class. It is an important step in moving students toward a proficient level. Teachers use data to group students, then select an appropriate text and skill.
174
THIEVES
THIEVES is a pre-reading strategy that allows students to “steal” information from the Title, Headings, Introduction, Every first sentence, Visuals/Vocabulary, End-of-chapter questions, and Summary. Not
175
Acculturation
is the process by which individuals or groups from one culture come into contact with and adopt aspects of another culture, leading to changes in their original cultural patterns. This process involves a range of psychological, social, and cultural adjustments as individuals learn to navigate and integrate elements of the new culture while maintaining aspects of their original culture.
176
Accommodation
cultural contact refers to the process by which individuals or groups from different cultures adjust their behaviors, practices, or attitudes to make interaction more comfortable, harmonious, or effective.
177
Intrinsic Motivation
The individual is motivated by the sense of self-accomplishment. Also known as internal motivation.
Example: The student views acquiring the new language as a reward.
178
Extrinsic Motivation
The individual is motivated by possible external rewards that are tangible.
Example: The student depends on an external reward system to feel motivated, like candy rewards, praise, and extra free time.
179
Integrative Motivation
The individual studies a language because they are interested in the people and culture.
EX: A person is learning a second language on their own time and it is not necessary for everyday life.
180
Instrumental Motivation
The individual is learning a new language for everyday functionality and use.
EX: Learning a second language to get a job, pass a test, understand the local news, etc.
181
SIFE
(Student with Interrupted Formal Education) and more often than not are immigrating from refugee camps, or war-torn countries, or simply have not had consistent access to formal education due to continually moving from place to place and high rates of absenteeism.
182
SIOP
(Sheltered Instruction Observation Protocol) that continually utilize visuals and content simultaneously.
Check for comprehension consistently, but avoid “Yes/No” questions because students may respond inaccurately due to embarrassment. Additionally, check for comprehension discreetly to not cause anxiety.
183
ESOL
(English for Speakers of Other Languages) classes and integrated ESOL classrooms, but its application varies according to the different settings and objectives.
184
CBI
Content-Based Instruction (CBI) is an approach to teaching English language learners where language instruction is integrated with the teaching of academic content.
185
Semantic Mapping
When teaching geometry, have English language learners create a concept map to categorize different types of polygons (e.g., triangles, quadrilaterals, pentagons). They can further break these down into categories such as “regular” vs. “irregular” polygons or “convex” vs. “concave” polygons. This helps them visualize and understand the relationships between different shapes.
186
Regular Polygons
Square
Equilateral Triangle
Regular Hexagon
187
Irregular Polygons
Rectangle
Trapezoid
Scalene Triangle
188
Word Sorts
During a lesson on the states of matter, provide students with a set of words (e.g., solid, liquid, gas, condensation, evaporation, freezing).
189
Using Realia and Visuals
Realia refers to real-life objects that students can see and touch, while visuals include pictures, diagrams, charts, and videos.
190
Providing Comprehensible Input
Comprehensible input refers to language that is slightly above the current proficiency level of the learner but still understandable with support.
191
Modifying Language Without Simplifying Content
This involves adjusting your language to make it more accessible without reducing the complexity of the ideas you’re teaching
192
Checking Student Comprehension Frequently
Regularly assessing whether students understand the material through questions, discussions, and activities
193
Creating Opportunities for Self-Directed Learning
Encouraging students to take responsibility for their learning by providing them with choices and resources to explore topics independently.
194
195
Cross-language connections
are purposefully planned opportunities to compare languages. They require students to work in groups or pairs to examine the similarities and differences in their languages.
196
thematic unit
is a coherent unit of instruction organized around an essential question or theme.
197
integrated curriculum
is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts.
198
Sentence Frames
A _____________is smaller/larger than a ___________.
The main idea is __________.
I know because _________.
They are different because _______.
They are the same because _______.
199
Interdisciplinary Learning
Interdisciplinary learning involves integrating concepts from multiple subjects (e.g., math, science, social studies) into a single project or lesson.
200
When first arriving to a new country, it's common to experience ________.
. The symptoms can include boredom, withdrawal, increased sleep, irritation, and feelings of isolation or helplessness.
culture shock
201
The ____ is a research-based instructional framework that integrates language and content learning
SIOP Model
202
English Learner (EL) Acronyms
ELL
ESL
EB
LEP
203
Reclassification
A process that is determined by the LPAC based on assessment results that classifies an EL as English Proficient, non-LEP.
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English Proficient (EP)
A student who has never been classified as an English learner or a student who has met all eligibility requirements to no longer be classified as an EL.
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Exit
The process of exiting ESL or bilingual programs due to having met reclassification criteria.
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Home Language Survey (HLS).
milies who are registering their children for school need to fill out a Home Language Survey (HLS). The HLS is administered in English and the family’s primary language (if possible).
Key questions on the survey include:
What language is used in the child’s home most of the time?
What language does the child use most of the time?
From there, schools have four weeks after the initial enrollment to administer an identification assessment (pre-LAS or LAS Links) and meet as an LPAC to decide if the student will be classified as an EL, and if so, which program.
Assessing must be conducted by trained professionals or paraprofessionals who are proficient in the language of the test given.
Following the assessment, the LPAC meets to analyze the results and assign an English learner status or non-LEP status.
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English Learner Identification Process
1. All students - Home Language Survey
2. Assess- State provided English proficiency test for identification.
3. LPAC meeting
