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PRAXIS TESOL Part 1
WIDA-AMAOs
| Question | Answer |
|---|---|
| Annual Measurable Achievement Objectives (AMAOs) | for districts receiving title III funds. Three AMAOs prescribed but states have flexibility to determine target goals among other details |
| first amao | increase in number or percentage of ELLs making progress toward english proficiency |
| second amao | increase in the number or percentage of ELLs reaching English proficiency |
| third amao | required that ELLs make adequate yearly progress (AYP) toward content area knowledge, though there were some exceptions and accommodations like those exempting new students |
| migrant education program (MEP) | goal is to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma or GED which prepares then for citizenship, further learning, and employment |
| migrant families | move multiple times a year as their families seek seasonal work in agriculture and fisheries. most live in extreme poverty, have low literacy levels, unreliable transport, and unhealthy working conditions |
| co-planning | working together to determine language objectives and key vocab as well as content objectives in content lessons |
| co-teaching | content and ESL teachers share an instructional space with mainstream and ELL students |
| parallel teaching | form of coteaching where both instructors teach their respective groups at the same time and may at times switch groups |
| station teaching | students move through various stations set up in the classroom and teachers work with them in small groups. teachers may circulate or stay in fixed stations |
| lead and support | one instructor assumes a lead teaching role with the other providing support as needed through one on one instruction or highlighting essential information |
| team teaching | each teacher takes an equal role in teaching all students in a content classroom |
| esl paraprofessional | an education professional whose role is to assist esl teacher and esl students. often bilingual and serve as interpreters especially for beginning level students |
| parent toolkits | contain relevant information to help parents navigate the school and its culture. can include info about american culture, expectations of students and parents, enrollment/grading information etc |
| integrative services | where all agencies are working in cooperation and the ELs and their families have access to a streamlined and connected range of needed assistance |
| advocates | support ELL families in the wider community |
| parent/family liaison | staff members that help ELLs and their families connect to their new community |
| cultural liaison | staff members that help groups from different cultures communicate and work with each other |
| community based organizations | help ELL families in their integration into the community. often offer academic support to ELLS in the form of after school tutoring and to ESL families with adult ESL classes |
| faith based organizations | organizations associated with religious group or groups or a particular church. often provide services that newcomers to the community may need |
| social services organizations | provide needed support intended to benefit all community members |
| community service | volunteers participate in a required structured endeavor to lend a hand to organizations and non-profits in their community |
| project based learning | teaching method that challenges students with complex real world projects or problems to solve collaboratively within a group typically over an extended period of time |
| school based enterprises | commercial ventures housed in a school and run by students. focus on tangible goods and products like tshirts/beverages or services like graphic design/tech support |
| Internships | temporary positions with a business or organization designed to provide job training to the intern |
| ADA | americans with disabilities act |
| CAL | Center for applied linguistics |
| CCSS | common core state standards |
| CLT | communicative language teaching |
| EFL | english as a foreign language |
| ELD | english language development |
| ELL | english language learner |
| ELP | english language proficiency |
| ELPA 21 | English language proficiency assessment for the 21st century |
| ESEA | elementary and secondary education act |
| ESOL | english for speakers of other languages |
| IPA | International Phonetic Alphabet |
| LEA | language experience approach |
| LEP | limited english proficiency |
| MEP | migrant education program |
| NABE | national association for bilingual education |
| NCLB | no child left behind |
| SIOP | Sheltered instruction observation protocol |
| SLA | second language acquisition |
| TBI | task based instruction |
| TEFL | teaching english as a foreign language |
| TESL | teaching english as a second language |
| TESOL | teachers of english to speakers of other languages |
| TOEFL | test of english as a foreign language |
| WIDA | world class instructional design and assessment |
Created by:
cbowle14