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PRAXIS TESOL prart 5
Content area standards- scaffolds
| Question | Answer |
|---|---|
| content area standards | identify what students are supposed to learn in a given time frame in a specific subject. guide instruction and clearly define achievement goals so students learn the same material and gain the same skills |
| academic standards | define the knowledge and skills that students must attain at each grade level |
| review and assessment | review concepts and vocab throughout and at the end of lessons to reinforce material and retention of it. provide constructive feedback based on formal and informal assessments used to guide future instruction |
| 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 |
| practice and application | hands on materials and manipulatives used throughout lessons to practice and apply content knowledge to language learning. use reading writing speaking and listening to connect abstract and concrete skills |
| interaction | students given ample time to interact with teacher and one another to engage with material through extended discussions where they gain deeper understanding of concepts, internalize new language, and practice receptive and productive communication. |
| 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 |
| building background | direct connections made between prior learning and background experiences and the new material being covered. Key vocab taught and emphasized prior to lesson when new words are presented in context of larger learning objective |
| lesson preparation | lessons are purposeful accessible relevant, driven by clearly defined content&language objectives appropriate to learner ages and educational background. use variety of materials and methods to engage students at all language proficiency levels |
| sheltered instruction observation protocol | 8 components. Lesson prep, building background, comprehensible input, learning strategies, interaction, practice and application, lesson delivery, review and assessment |
| pull-out | certified esol teachers take small groups of students from their content areas for limited portions of the school day. els receive specialized instruction focusing on content work, vocab, and grammar objectives sessions 30-45 minutes. |
| one on one instruction | occurs during independent work time, should align with content area goals and objectives to ensure that students are progressing simultaneously in their content and language learning . best used sparingly |
| small group instruction | esol teacher takes group of ells during independent work time and reinforces/reteaches skills that were covered in the content lesson. small group lessons are intended to align with classroom content but can be aligned to esol objective based plan |
| push in model | esol teachers travel to content classrooms providing additional support and services to language learners. ESOL teachers may use 1on1 instruction assign small group word or aid the content teacher with whole group instruction. co-planning is best |
| fidel charts | displays of english words arranged according to their sounds |
| cuisenaire rods | sets of colored rods of different lengths that can be manipulated to demonstrate prepositional relationships, make comparisons, represent objects, and form models |
| the silent way | teachers are silent as much as possible to promote student participation and experimentation and to concentrate on learning over teaching. attention paid to pronunication avoid praise or criticism. use gestures and minimal speech |
| total physical response | gives students the opportunity to acquire language skills by listening to and following spoken commands through modeled and repeated gestures. Expands vocab and comprehension skills |
| 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 |
| communicative approach | says that successful acquisition comes from the need to communicate real meaning. To acquire language, learners must be required to use real communication to engage their strategies for acquisition |
| audio lingual method | og used to communicate w/foreign soldiers&officers. teaches target language through repetition. engages kids in repetitive grammatical structural patterns&vocab&focus on key phrases &significant dialogue considered useful to the particular circumstances |
| grammar translation method | teaches in students native languages while concentrating on grammatical rules of the target language. helps students recognize similarities b/w the 2 languages translates b/w languages in activities that help develop strengths in reading and writing |
| induction | students figure out rules of language as they acquire speaking and listening skills learning through imitation + trial and error |
| direct method/natural method | based on the principle that skills are slowly developed as students acquire targeted vocab through repeated exposure to authentic language use supported by visuals. emphasis on oral language but doesnt require students to speak. Stress free environment |
| pattern of development for phonological awareness | learn from larger groups (words) to smaller groups (the phonemes themselves) |
| children with a firm grasp of phonological awareness in their first language are more likely to be successful in their acquisition of a second language | true |
| phonological awareness | the understanding that language is made up of sounds syllables rhythms words and patterns |
| 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 |
| transitional stage | steady reading pace and understanding of multiple strategies that can be used to decode difficult texts. can provide oral summaries of readings |
| 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 |
| 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 |
| language experience approach (LEA) | uses learner's prior knowledge and experiences to generate specific lessons that are designed to enhance the learning of each individual student. Experiences are written down and the resulting text is used as reading material for that student |
| 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 |
| whole language approach | belief that learners should start at the top and work their way down, meaning that language should be considered in its complete form prior to being broken down into smaller pieces. ability to communicate is primary goal |
| rhetorical pattern | the type of organization used in a written piece. Ex. Chronological order, listing, cause and effects, classification, compare/contrast, problem and solution |
| procedural writing | provides readers with information about the necessary steps to accomplish a particular task. Seen in how-to books and operating manuals |
| argumentative writing | students argue a position on something . They take a side, present their arguments and explain why their position is more logical, correct, or stronger than the opposing position |
| expository writing | used to explain or inform. written around a central topic & supported by facts+information relevant to the topic. Thesis statement, body paragraphs, and conclusion. |
| descriptive writing | describing things so clearly that readers are able to form pictures in their minds of what is being written. Involves details of all 5 senses. Can aid in increasing vocabulary |
| mechanics | the rules of print that don't exist in spoken language. Refers to spelling, capitalization, punctuation, and proper paragraphing of written word |
| usage | refers to the generally accepted ways in which words and phrases are used in different contexts |
| grammar | the set of rules that apply to properly structured sentences; covers how words function within a sentence and how they're combined into various structures |
| standard conventions of written English | the grammar, usage, and mechanics rules that govern the proper production of the english language, particularly in written form |
| eye dialect | spelling a word incorrectly based upon its pronunciation |
| spelling pronunciation | mispronouncing a word based on its spelling |
| graphemes | symbols used to represent phonemes. Single letters or groups of letters that represent a sound (ex. wr and r both make the /r/ sound) |
| phonemic awareness | learners ability to identify and use various phonemes to aid them in spoken english, allowing them to see how these sounds work together to form words |
| phonemes | smallest units of sound that can be heard within a word ex. sh is one phoneme |
| literacy | ability to read write think speak and understand a given language |
| examples of instructional scaffolds | asking questions, offering contextual details, and providing visual cues and aids |
| scaffolds | supports for students that allow them to grasp what may otherwise be out of reach. Should provide models of thought process that students can use to answer the question or problem in front of them |
Created by:
cbowle14