JODI BROOKS, M.ED.4/27/15

TEXES TIPSEC-6 GENERALIST/ESL TEST PREP

INTRODUCTION

• Achievement Gap = There is a persistent gap in academic achievement between English- speaking students and those from culturally and linguistically diverse groups:• Many teachers are not prepared to make

content comprehensible for ELLs. • Few teachers are trained to teach literacy or

content-area literacy to secondary ELLs.

DOMAIN 1: COMPETENCY 001

• The ESL Teacher understands fundamental language concepts and knows the structure and conventions of the English Language.

A. Understands the basic concepts of language systems (e.g. phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and used this understanding to facilitate learning in the ESL classroom.

B. Knows the functions and registers of language (social vs. academic language in English)

C. Understands the interrelatedness of listening, speaking, reading, and writing

D. Knows the structure of the English language (e.g. word formation, grammar, vocabulary, syntax) and the patterns and conventions of written and spoken English

D1:C1 - BASIC LANGUAGE CONCEPTS

•Syntax•Lexicon•Semantics•Discourse•Pragmatics

•Phoneme•Phonology•Morphology•Morpheme•Graphophonics

DOMAIN 1: COMPETENCY 002

The ESL teacher understands the processes of first language (L1) and second language (L2) acquisition and the interrelatedness of L1 and L2 development.A.Knows theories, concepts and research related to L1 and L2 acquisitionB.Uses knowledge of theories, concepts and research related to L1 and L2 acquisition to select effective, appropriate methods and strategies for promoting language developmentC.Knows cognitive processes (e.g. memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for 2nd language acquisition.D.Analyzes the interrelatedness of first- and second-language acquisition and ways in which L1 may affect development of L2.E.Knows common difficulties (e.g. idiomatic expressions, L1 interference in syntax, phonology, morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties.

D1:C2 – SECOND LANGUAGE ACQUISITION

• How did you learn your native language?• How do you think acquiring a 2nd language

(L2) is similar to or different from acquiring a 1st (L1) language?

• Are there any similarities?

ACQUISITION VS. LEARNING

• Acquisition = subconscious learning, use language to accomplish a goal

• Learning = conscious, formal setting, practice, memorization, metacognition

THE ACQUISITION PROCESS(KRASHEN, 1981)

||

| || || || || || || |

Comprehensible Input Affective

Filter

Intake

(Outside of thelearner)

(Must remain lowfor intake to occur.)

(Inside of the learner)

MONITOR HYPOTHESIS

Monitor

AcquiredCompetence

Output

(Outside of theLearner)

THE INPUT HYPOTHESIS (COMPREHENSIBLE INPUT)

1. Language is acquired through comprehended messages, or comprehensible input, which is both interesting and relevant to the learner.

2. The focus is on the meaning, more than on how it is spoken.

3. Speaking emerges on its own when the learner’s understanding is good enough. Teachers must be tolerant of early errors in speech.

TEACHERS MUST STRIVE TO MAKE INPUT COMPREHENSIBLE

• Use authentic language• Stress student involvement• Use hands-on activities• Use non-verbal cues (kinesthetic movements)• Use manipulatives, realia (real objects), and visuals• Use prior content introduction in the primary

language (English/Spanish word walls)• Create a low-stress, friendly environment• Simplify teacher talk• Avoid slang and idioms

DOMAIN II: COMPETENCY 003

The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.

A.Knows TEKS and ELPS and how to design and implement appropriate instructionB.Knows effective instruction methods and selects/uses instructional methods and resources appropriate for instructional goals.C.Applies knowledge of effective practices, resources, and materialsD.Knows how to integrate technological toolsE.Applies effective classroom management and teaching strategies.

D2: C3 - CALLA: COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH

• The Cognitive Academic Language Learning Approach (CALLA) integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.

CALLA’S PRINCIPAL OBJECTIVES ARE TO ASSIST STUDENTS IN:

Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language

Learning the content knowledge and the language skills that are most important for future academic success

Developing language awareness and critical literacy Selecting and using appropriate learning strategies that

will develop knowledge and processes Developing abilities to work successfully with others in a

social context Learning through hands-on, inquiry-based, and

cooperative learning tasks Increasing motivation for academic learning and

confidence in their ability to be successful in school Evaluating their own learning and planning how to

become more effective and independent learners.

D2:C3 - SIOP: SHELTERED INSTRUCTION OBSERVATION PROTOCOL

• What Is the SIOP Model?The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and

validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

• The SIOP Model consists of eight interrelated components: • Lesson Preparation• Building Background• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review & Assessment

• Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

(Source: http://www.cal.org/siop/about/index.html)

PRACTICE QUESTION

Periodically a high school ESL teacher asks each student to complete the following checklist as a self-assessment tool.

Yes or No:_____ I look for word patterns in a sentence to help me read and understand it.

____ I use note taking and flashcards to reinforce new language and vocabulary I have learned

____ I make word associations when learning new language and vocabulary.

____ I use visualization to help me remember new vocabulary.

SELECT THE BEST ANSWER:

The primary purpose of the checklist is to help students

a. Become effective at determining their own language proficiency

b. Develop strategies for overcoming misunderstandings when communicating

c. Compensate for gaps in their current language knowledge and skills.

d. Use various cognitive strategies for internalizing language.

PRACTICE QUESTION

When planning lessons or activities for Samira, a new student in Ms. Lynn’s class, Ms. Lynn takes Samira’s reluctance to speak with others into consideration and sets an instructional goal to increase her oral-language proficiency through self-initiated interactions with classmates.

WHICH OF THE FOLLOWING SHOULD MS. LYNN INCORPORATE TO BEST HELP SAMIRA AT HER

CURRENT LEVEL OF ORAL-LANGUAGE PROFICIENCY?

A. Concept attainment modelB. Cognitive Academic Language Learning

Approach (CALLA)C. Reciprocal teaching strategyD. Total Physical Response (TPR)

PRACTICE QUESTION

A high school ESL teacher is working with a class of beginning-level ELLs. The teacher asks one student to stand up, then asks another to pick up a pencil. The teacher involves each of the students a different points during the activity. According to proponents of Total Physical Response (TPR), the activity helps students develop English language skills primarily because it…

a.Encourages them to use English within authentic contextsb.Allows them to discover a wide range of concepts and rules related to English grammarc.Prompts them to use English to accomplish different goalsd.Helps them to develop kinesthetic connections to various English words and phrases.

DOMAIN II:COMPETENCY 004

The ESL teacher understands how to promote students’ communicative language development in English.a.Knows TEKS, ELPS, and PLDs b.Understands the role of the linguistic environment and conversational support and uses this to provide a rich, comprehensible language environment.c.Applies knowledge of practices, resources, and materials…d.Understands interrelatedness of listening, speaking, reading and writinge.Applies knowledge of effective strategies related to transfer skillsf.Applies knowledge of individual differences (developmental, cultural, academic, learning styles) to select targeted and systematic instructiong.Knows how to provide appropriate feedback

D2:C4 - THE NATURE OF LANGUAGE PROFICIENCY

BICSBasicInterpersonalCommunication Skills(2-3 years to acquire)*Think social,

conversational

CALPCognitiveAcademicLanguage Proficiency

(5-7 years to acquire)*Content, academic language

2 MAJOR FACTORS THAT MAKE ACQUIRING CALP MORE SUCCESSFUL

• Prior schooling• Literacy development in L1• Reading achievement in L2 is more dependent

on reading achievement in L1 than it is on the student’s level of L2 oral proficiency.• For ELLs to master CALP, they need ample

opportunities to orally practice the language.• 5-7 years

ELL STUDENTS NEED:

• Engagement in activities and strategies that enable them to –• View• Do• Talk• Transform• With Context embedded and Context reduced

(Remember Cummins’ 4-Quadrants?)

PRACTICE QUESTION

Which of the following best explains why ELLs need to receive direct instruction in the use of nonverbal elements of English?a.The meanings of gestures and body language vary from culture to cultureb.People need explicit instruction in nonverbal communication because they lack instinctive communication skillsc.Cultures associated with English tend to have more taboos related to the body than other culturesd.Nonverbal gestures only have meaning when they are connected to specific phrases in the oral language

D2:C5 – PROMOTING LITERACY

The ESL teacher understands how to promote students’ literacy development in Englisha.Knows TEKS and ELPS and how to use them to create meaningful lesson plansb.Understands the interrelatedness of listening, speaking, reading, writing.c.Understands that English is an alphabetic language and applies strategies for developing ESL students’ phonological knowledge and skills and sight word vocabularies.d.Knows factors that affect ESL students' reading comprehension (e.g. vocabulary, text structures, cultural references)e. applies knowledge of effective strategiesf.Applies knowledge of individual differencesg.Knows personal factors that affect ESL students' English literacy development (e.g. interrupted schooling, literacy in L1)

TELPAS

Profiency Level Descriptors http://www.elltx.org/proficiency_level_descriptors.html

TRANSFER AND INTERFERENCE

• Universal Grammar – Chomsky’s theory that the basic principles of languages are shared by all languages. Chomsky proposes that the ability to learn grammar is hard-wired into the brain.• Transfer – When the surface features of two

languages are the same in structure, you have transfer.• Interference – also known as “negative transfer”.

Sometimes word order and/or other structural elements are so different between the L1 and L2 that problems arise when translating from the L1.

COMMON AREAS OF INTERFERENCE• Syntax – the patterns into which words can be validly arranged to form

sentences.Ex:“A ella le gustan sus zapatos rojos” = She likes her shoes red.

• Homophones – words that sound alike but are spelled differently and have different meanings. Ex: read/reed

• Homographs – words that are spelled the same but have a different pronunciation and meaning.Ex: bow/bow

• Figurative language - speech or writing that departs from literal meaning in order to achieve a special effect or meaning.Ex: similes, metaphors, personification, idioms, etc.

• Idioms – expressions that cannot be understood from the combined meanings of the words that form them. Idioms are usually distinctive to a particular language.– Ex:

A chip on your shoulderBreak a legChange of heartStick in the mud

TO MINIMIZE THE IMPACT OF INTERFERENCE:

• Monitor student output and look for patterns of errors• Target your instruction to common areas of

interference• Teach with kinesthetic symbols• Chants or songs• Foldables/Graphic Organizers

WHAT COGNITIVE PROCESSES HELP ENCODE NEW INFORMATION INTO OUR BRAINS?

• Memorization/repetition• Elaboration• Categorization/organization (graphic organizers!)• Sensory input• Experiential learning• Visualization• Metacognition

T-P-S: PICK ONE COGNITIVE STRATEGY. WHAT ACTIVITIES CAN BE USED TO FACILITATE LANGUAGE

ACQUISITION USING THIS COGNITIVE PROCESS?

• For example, for Metacognition, the students could:• Reflect on learning by using a Learning Log• Self-evaluation checklists• Write in journals about the learning topic

PRACTICE QUESTION

Which of the following strategies would be most effective in helping intermediate and advanced ELLs improve their reading fluency?a.Providing frequent opportunities for students to read and reread texts written at their independent reading levelsb.Expanding students’ vocabulary knowledge by assigning challenging texts at and beyond their instructional reading levelsc.Encouraging students to use various comprehension strategies, such as self-monitoring, predicting and questioning.d.Administering timed reading tests to students monthly to motivate them to read more quickly and accurately.

DOMAIN II:COMPETENCY 006

The ESL teacher understands how to promote students’ content-area learning, academic language development and achievement across the curriculum.A.Applies knowledge of effective practices, resources and materials that is linguistically accommodated (communicated, sequenced, and scaffolded) to the student’s levels of English-language proficiencyB.Knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies (e.g. preteaching key vocabulary, using metacognition, using hands-on activities, using realia, media, and graphic organizers) across content areas.C.Applies knowledge of individual differences D.Knows personal factors that affect ESL students’ content-area learning (prior learning experiences, familiarity with specialized language and vocabulary)

PRACTICE QUESTION

Mr. Gregory, a history teacher, notices within the first two weeks of school that Lana is struggling with history content. When reviewing Lana’s prior school records. Mr. Gregory learns that Lana exited the ESL program the previous year at her former school. He decides to meet with the Language Proficiency Assessment Committee (LPAC) to discuss Lana’s status and performance in school. During the LPAC meeting, Mr. Gregory learns more about Lana’s schooling and is able to discuss her performance in his class with the committee. After discussing Lana’s performance, the committee sets an objective to follow established LPAC guidelines to help Lana.

PRACTICE QUESTION

Mr. Gregory can best support Lana’s English-language acquisition and content understanding byA. extending the due dates on Lana’s content assignmentsB. Implementing the use of a variety of content-specific textbooks in Lana’s native language.C. administering an assessment to determine Lana’s current level of content academic language.D. Implementing strategies to make content comprehensible for Lana.

PRACTICE QUESTION

To most appropriately accommodate beginning-level ELLs in a reduced context vocabulary learning station, the teacher should:

A. Incorporate additional words cards with sight workB. Model how to manipulate the words cards.C. Include corresponding illustrations on the word cards.D. Allow nonparticipation.

DOMAIN II:COMPETENCY 007

The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.

a.Knows basic concepts, issues and practices related to test design, development and interpretation and uses this knowledge to select, adapt and develop assessmentsb.Applies knowledge of formal and informal assessments used in the ESL classroomsc.Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret resultsd.Knows state-mandate LEP policies, including the role of the LPACe.Understands relationships among state-mandated standards, instruction and assessmentf.Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs

TESTING USED TO IDENTIFY, CLASSIFY, AND MONITOR

• Pre-K – Grade 1 – Oral Language Proficiency Test (OLPT) approved by TEA• Grades 2-12 – OLPT and the ELA sections from a TEA

approved norm-referenced test, or another test approved by the TEA• Must be tested within 20 days of enrollment into a

school• TELPAS: Listening, Speaking, Reading (online),

Writing

HLS: HOME LANGUAGE SURVEY

• First step in student classification• Every new student upon enrollment• Pre-K-8th – must be signed by parent/guardian• 9-12 – student may sign

• “What language is spoken in your home most of the time?”• “What language does your child speak most of the time?”

LPAC: LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE

• A committee made up of school administration, teachers (ESL, Bilingual, and/or General Ed), and a parent of a LEP student• Must meet within 20 days of enrollment of a LEP

student• Prior to STAAR or other state mandated testing,

must determine the appropriate assessment option for each ELL• Monitors progress of each student who’s exited

from a program for 2 years after exiting

THE LPAC’S RESPONSIBILITIES:

• Beginning and ending of school year, LPAC:• Designates the language proficiency level of each ELL

(OLPTs and ELA norm-referenced tests)• Designates the level of academic achievement of

each ELL• Designates, with parent approval*, the initial

instruction placement of ELLs• Facilitates the participation of ELLs in other special

programs if eligible• Classifies students as English proficient and

recommends exit*If a parent denies services, no matter what the HLS or

testing criteria shows, the school cannot offer services to the ELL student.

BACK TO MR. GREGORY’S CLASS:

Mr. Gregory, a history teacher, notices within the first two weeks of school that Lana is struggling with history content. When reviewing Lana’s prior school records, Mr. Gregory learns that Lana exited the ESL program the previous year at her former school. He decides to meet with the Language Proficiency Assessment Committee (LPAC) to discuss Lana’s status and performance in school. During the LPAC meeting, Mr. Gregory learns more about Lana’s schooling and is able to discuss her performance in his class with the committee. After discussing Lana’s performance, the committee sets an objective to follow established LPAC guidelines to help Lana.

WHICH OF THE FOLLOWING BEST MEETS THE LPAC’S OBJECTIVE?

a. Lana’s progress will be monitored for the next two years

b. Mr. Gregory will meet with Lana’s parentsc. Lana will be placed in ESL classes for the next two

yearsd. Mr. Gregory will administer an oral language

assessment in Lana’s native language

DOMAIN III: COMPETENCY 008

The ESL teacher understands the foundations of ESL education and types of ESL programs.

a.Knows the historical, theoretical, and policy foundations of ESL educationb.Knows types of ESL programs (e.g. Self-contained, pull-out, newcomer centers, dual language, immersion)c.Applies knowledge of various types of ESL programs to make appropriate instructional and management decisions.d.Applies knowledge of research findings related to ESL education, including research on instructional and management practices in ESL programs, to assist in planning and implementing effective ESL programs.

D3:C8 - CHAPTER 89 : TEXAS LAW

“ It is the policy of the state that every student in the state who has a home language other than English and who is identified as an English language learner shall be provided a full opportunity to participate in a bilingual education or English as a second language (ESL) program, as required in the Texas Education Code (TEC), Chapter 29, Subchapter B. To ensure equal educational opportunity, as required in the TEC, §1.002(a), each school district shall:•(1)  identify English language learners based on criteria established by the state;•(2)  provide bilingual education and ESL programs, as integral parts of the regular program as described in the TEC, §4.002;•(3)  seek certified teaching personnel to ensure that English language learners are afforded full opportunity to master the essential knowledge and skills required by the state; and•(4)  assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 39, to ensure accountability for English language learners and the schools that serve them.”

HISTORICAL BACKGROUND

• 1920s-60s – sink or swim, “submersion”, no support programs for language learners• 1968 – The Bilingual Education Act, Title VII of the

Elementary and Secondary Education Act of 1968 – established federal policy for bilingual education for economically disadvantage language minority students

SIGNIFICANT LAWS TO KNOW

• 1974 – Lau v. Nichols – identical education does not constitute equal education under the Civil Rights Act• 1981 – Castaneda v. Pickard – “Castaneda Test”• 1982 – Plyler v. Doe – Supreme Court denies the

state’s right to exclude children of illegal immigrants from public schools• 1983, 88, 94 – Amendments to Title VII

BILINGUAL AND ESL PROGRAMS

• http://www.elltx.org/bilingual_esl_programs_english.html

• Sheltered Instruction (SIOP): an approach for teaching content to English language learners (ELLs) in strategic ways that make the subject matter concepts comprehensible while promoting the students' English language development. (Echevarria, J., Vogt M.-E., & Short, D., 2000. Making Content Comprehensible for English Language Learners—The SIOP Model, Allyn and Bacon, p. 1)

CHAPTER 89 SAYS:

• If there are 20+ ELLs in the same grade level district-wide, the district is required to offer a bilingual education program for Pre-K – Grade 5 (including 6th when the school has a 6th grade)• Transitional Early Exit, Transitional Late Exit, Dual Language

Immersion One Way, Dual Language Immersion Two-Way

• Any district not required to offer a bilingual program shall offer an ESL program regardless of students’ grade levels, home language, and number of such students.• Content-Based, Pull-Out

PRACTICE QUESTION

Which of the following best characterizes the education of language minority students in the U.S. before WWII?a.There was no concerted effort to assist ELLs in schoolb.ESL programs were common in larger urban school systems onlyc.Students who did not speak English could be legally prevented from registering for schoold.The majority of ELLs with limited English proficiency attended bilingual parochial schools.

PRACTICE QUESTION

A school district has six elementary schools, all of which enroll a large number of ESL students who come from more than twenty different countries. Which of the following is the most appropriate program model for the district?

a.Pull-out ESL classesb.Early-exit bilingualc.Sheltered Englishd.Late-exit bilingual

PRACTICE QUESTION

A Texas high school has a program that integrate ESL instruction with academic instruction. The focus of the program is for students to learn English as a second language and use it as a medium to learn other academic subjects. In the program, a full-time teacher provides supplementary instruction for all academic subjects. Based on the characteristics, the program can best be described asa.Sheltered instructionb.Content-based ESLc.Two-way immersiond.Pull-out ESL

D3:C9

The ESL teacher understands factors that affect ESL students’ learning and implements strategies for creating an effective multicultural and multilingual learning environment.a.Understands cultural and linguistic diversity in the ESL classroom and understands other factors that may affect students’ learning of academic contentb.Knows how to create an effective multicultural and multilingual learning environment that addresses the affective, linguistic, and cognitive needs of the ESL studentsc.Demonstrates sensitivity to students’ diverse cultural and socioeconomic backgrounds and shows respect for language differencesd.Applies strategies for creating among students an awareness of and respect for linguistic and cultural diversity.

AFFECTIVE FILTER

• Social/emotional factors affect L2 acquisition • A low affective filter helps a student to make

progress when acquiring L2• Low anxiety, high motivation, and self-confidence

are ideal.

REDUCING AFFECTIVE FILTER

• Elicit student performance only at the appropriate level and when the student is ready

• Avoid error correction; focus on message vs. form

• Increase wait time – allow for silent period

• Allow for ample rehearsal time before performing in front of others

• Maintain a friendly, comfortable environment

• Create consistent routines within the classroom

• Incorporate students’ native culture and history in activities whenever possible

• Challenge students while providing appropriate support

• Explicitly teach native and non-native English speakers about cultural differences

PARTNER TALK

• What are some ways you will create an effective multicultural and multilingual environment in your classroom?

PRACTICE QUESTION

A teacher replies to an incorrect response from an ELL by recognizing the student’s effort through positive reinforcement. By recognizing the student’s effort, the teacher is demonstrating an understanding of which of the following?

a.Enhancing linguistic developmentb.Incorporating various learning modalitiesc.Promoting cognitive developmentd.Lowering the affective filter

PRACTICE QUESTION

An ESL teacher works in a middle school with a diverse student population. In addition to providing ELLs with language and content instruction, the teacher helps students learn how to articulate their feelings, provided them with practice in taking the perspective of others and encourages the expression of diverse points of view. The practices are primarily effective in:

a.Recognizing and responding to the linguistic diversity of the studentsb.Promoting students’ academic achievementc.Reducing student conflicts that result from cultural and other misunderstandingsd.Resolving students’ cultural identity crises

D3:C10

The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

a.Applies knowledge of effective strategies advocating educational and social equity for ESL studentsb.Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participationc.Applies skills for communicating and collaborating effectively with parents/guardiansd.Knows how community members and resources can positively affect student learning and is able to access community resources to enhance education

PRACTICE QUESTION

An ESL teacher provides training to content-area teachers on ways to simplify one’s language when talking to ELLs. The training will primarily reinforce the importance of which of the following for the teachers?a.Collaborating with other teachers of ELLsb.Facilitating parental involvement in students’ educationc.Incorporating community resources within an ESL classroomd.Implementing ESL strategies within the classroom

BUILDING THE FOUR SKILLS

• Listening• Speaking• Reading • Writing

• *Integration is key!

• Receptive vs. Expressive

• The order of achieving proficiency

• Construction of knowledge

• Integration is good teaching!

LISTENING COMPREHENSION

Beginner• Being read

to/books on tape• Total Physical

Response (TPR)• Listen, Watch,

Imitate• Information

sharing/Giving Directions

• Songs• High context,

visuals, hands on

Intermediate

• Listening/recalling/ retelling

• Listening for main idea

• Songs/jazz chants

• Fairly high context, visuals, hands on

• Distinguishing sounds (minimal pairs, ending sounds)

Adv/Adv High

Listens for details

Integrated with writing

Lectures/note taking

Provide graphic organizers

QUICK WRITE

• Think of 5-10 key vocabulary terms from an elementary level content area you would like to teach that you could teach using TPR ?

• Share out

SPEAKING: BEGINNERS

Beginner

• Silent period

• Single word answers

• Query using either/or

• Mimicked phrases

Intermediate

• Answer knowledge and fact based questions

• Retelling stories• Telling stories

from pictures*• Informal/improm

ptu conversations

Adv/Adv High

Formal

presentations

Answering higher

order questions

Defending/justifying/

debating

Discussion

DESCRIBE TO YOUR NEIGHBOR WHAT’S HAPPENING IN THIS PICTURE.

READING: BEGINNER

Beginner• Phonological

awareness taught in isolation

• Phonics instruction with words comprehended ORALLY

• Single words or short phrases only after introduced through lesson

• Sight words• Picture books in

English or in L1• Language

Experience activity

Intermediate

• Pre-teach key vocabulary

• Elicit prior knowledge/make connections

• Re-read familiar texts to build fluency

• Independent reading at appropriate level

• Guided reading• Modified/highly

supported texts

Adv/Adv High

Intensive reading activity*

Pre-teaching/pre-reading

through discussion

Graphic organizers

High interest magazines,

chapter books

Re-reading familiar texts

WRITING: BEGINNER

Beginner

• Journals in L1• Fill in the

blank• One word

answers• S-V-O

sentence structure

• Drawing

Intermediate

• Write narratives they have already told

• Dialogue journals

• Short answer

• Paragraph structure

Adv/Adv High

Writer’s

Workshop/Writing

Process

Peer feedback

Editing tricks

(reading to the wall,

PVC pipe phones)

Reflection journals

Note taking by

listening

*Evaluate writing samples

REVISIT RAN CHART

• Take 2 more stickies. • On 1st sticky, write down at least 1 piece of “New

Information” you learned.• On 2nd sticky, write down at least 1

“Wondering/Question” you still have.• Share new insights with partner.

DAY OF TESTING TIPS:

• Think “perfect world”. • Locate key words or concepts in the question

prompt.• Eliminate those answers you know are wrong.• Know “buzz” words in education; they are often

used in the correct answers.• Pay attention to absolutes (i.e. “always”, “none”,

“never”) which are often used in wrong answers.

ANY QUESTIONS? CLARIFICATIONS?