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PRAXIS TESOL
| Question | Answer |
|---|---|
| early multiword stage/telegraphic stage | kids mostly understood by parents&caregivers. begin using elements of grammar&repeating longer sentences but cant create their own. Kids leave out parts of speech like pronouns, determiners & modals |
| early production | learners have 1000 word receptive and active vocabulary. Can produce 1-3 word phrases and respond to questions and statements with them.Learners enjoy playing musical games/word plays that help them memorize groups of words/related phrases |
| speech emergence | vocab of 3000 words. can chunk simple words and phrases into sentences that may/may not be grammatically correct. respond well to models of proper usage. can converse with native english speakers and comprehend text with visual support |
| intermediate fluency | 6000 word vocab. can speak in complex sentence & catch/correct their own errors. willing to ask clarifying questions. can communicate fairly well but have gaps in vocabulary & grammatical/syntactical understanding. Comfortable in group conversations(BICS) |
| strong modeling | requires measured pace and begins with use of short sentences and targeted appropriate vocabulary. calls for much repetition |
| phonics/skills based approach | specific skills in reading writing and speaking are targeted and practiced each day. Focus on transferring student skills independently. skills developed through rehearsal and review, particularly that of critical content. students taught accountability |
| emergent literacy stage | competencies developed in early childhood and preschool . Identifying letters, words, and basic linguistic patterns like consonant blends. sounding out words as they're transferred to paper helps them make meaning of the alphabet |
| early stage of literacy development | characterized by learner's use of multiple strategies to predict and understand words. Students pay attn to visual cues and use the information to aid them in making sense of language. benefit from discussions about reading use context clues and bk |
| transitional stage | steady reading pace and understanding of multiple strategies that can be used to decode difficult texts. can provide oral summaries of readings |
| fluency stage | can demonstrate the ability to maintain meaning throughout longer and more complex texts. understand how different kinds of texts work, their purposes, and their discussions reflect summary and evaluation of text |
| phonological awareness | the understanding that language is made up of sounds syllables rhythms words and patterns |
| communicative language teaching | students use authentic texts and realistic scenarios to practice skills they'd use outside the classroom. Encouraged to consider personal experiences to link new learning to prior knowledge to develop understanding of material |
| learning strategies | students explicitly instructed in higher order thinking and metacognitive skills to encourage student comprehension & retention of material. Consistent scaffolding and opportunities to rehearse cognitive skills |
| lesson delivery | content & language objectives clearly and continuously supported through lessons. lessons paced to match student ability levels and engage students. use discussions and hands on activities |
| cognitive strategies | help students retain and organize the knowledge they gain. help students become more successful in their learning. 6 types |
| strategies for activating prior knowledge | introduce vocabulary before content, use graphic organizers outlines and diagrams, brainstorm ideas about the topic or content, ask questions about topic and things related to it |
| discrete language skills | aspects of language governed by rules like phonics grammar and syntax. taught through direct instruction through focused exercises |
| integrated language skills | skills that allow students to practice and apply their knowledge of different elements of language simultaneously. 2 different approaches |
| strategies for effect esol instructors | have language rich environment that encourages kids to interact with english in many ways, teach strategies to help kids learn language, use kids native language to support english development |
| teachers of preliterate and nonliterate students must part 2 | repeat things slowly and frequently to aid students in retaining new info, sequence materials from most concrete to most abstract to help students build upon their knowledge, teach students classroom expectations rules and learning practices |
| to develop higher order thinking: | students must be permitted to learn at their own pace. thematic and linguistic content must align for students, esol&content area teachers should plan together, class sizes should be kept small to provide individual attention to students. |
| to develop higher order thinking: part 2 | esol students and teachers should meet on a regular basis language lessons should focus on communicative skills first |
| strategies to ensure active involvement in learning | scaffold, teach students self monitoring, model independent learning behaviors, maintain open communication focusing on student learning and achievements, provide open feedback on student progress |
| Language assessment scales (LAS) | Designed to measure oral proficiency and reading/writing abilities of K-12 kids. Oral measure must be individually administered. Reading and writing tests can be administered in small groups. Measure content like vocab, listening comp, story retelling. |
| Bilingual Syntax Measure (BSM) I | Used with students in K-2. Measure oral proficiency in English and/or Spanish and must be administered individually. Student scores based on grammatical structures or oral responses |
| Bilingual Syntax Measure (BSM) II | Used with students in K-12. Measures oral proficiency in English and/or Spanish and must be administered individually. Student scores based on grammatical structures of their oral responses |
| Idea proficiency tests (ITP) | Many forms. Used to measure the oral proficiency, reading, writing abilities of K-12 students. Oral measure administered individually, reading and writing can be administered in small groups. Measure content like vocab syntax reading for understanding |
| Woodcock-muñoz language survey | Individually administered assessment that measures cognitive aspects of language proficiency in the form of vocab usage verbal analogies and letter word identification. Available in Spanish and English |
| Basic inventory of natural language(BINL) | measures oral language proficiency in 1 of 32 languages by asking students to describe a set of images. Administered individually measures proficiency based on fluency, level of language complexity & avg sentence length of student responses. Used k-12 |
| progress monitoring assessments | administered on a regular basis to document and monitor student language proficiency and academic growth. Assessments can be formal or informal. can help teachers determine which instructional measures are effective |
| Measure of Developing English Language (MODEL) | a series of assessments that can be used by educators anywhere in the world, regardless of membership. Can be used to identify and place english learners and monitor progress towards instructional goals |
| W-APT | diagnostic assessment used to screen english learners for proper instructional programs and placements |
| performance based classroom assessments | observational notes, work samples, guided shared or interactive reading, retelling/paraphrasing, audio+video taping, journals or logs, student conferences |
| Equal Educational Opportunity Act of 1974 (EEOA) | states that no state shall deny the access to equal education by failing to take appropriate action to overcome language barriers that impede equal participation by its students in its educational programs |
| top down processing | starts with a broad understanding of the overall message or topic, based on what the learner already knows. The brain then fills in missing details using context clues, background knowledge, and expectations. |
Created by:
cbowle14