Study material for TExES 154 Supp. Certification
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | academic application
🗑
|
||||
| What is competency 001 | show 🗑
|
||||
| What are fundamental English language concepts | show 🗑
|
||||
| show | Generally accepted usage
🗑
|
||||
| ELLs must first do what | show 🗑
|
||||
| To find the ELLs proficiency level the teacher must | show 🗑
|
||||
| show | the processes of L1 and L2 acquisition and the interrelatedness of L1 and L2 development
🗑
|
||||
| show | ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction
🗑
|
||||
| What is competency 004 | show 🗑
|
||||
| what is competency 005 | show 🗑
|
||||
| what is competency 006 | show 🗑
|
||||
| show | formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction
🗑
|
||||
| What is competency 008 | show 🗑
|
||||
| show | factors that affect ESL students' learning and implements strategies for creating an effective multicultural and multilingual learning environment
🗑
|
||||
| What is competency 010 | show 🗑
|
||||
| What is competency 011 | show 🗑
|
||||
| show | phonological and phonemic awareness and employs a variety of approaches to help children develop phonological and phonemic awareness
🗑
|
||||
| show | the importance of the alphabetic principle for reading English and provides instruction that helps children understand the relationship between printed and spoken words
🗑
|
||||
| What is competency 015 | show 🗑
|
||||
| show | the importance of fluency for reading comprehension and provides many opportunities for children to improve their reading fluency
🗑
|
||||
| What is competency 017 | show 🗑
|
||||
| show | the importance of research and comprehension skills to children's academic success and provides children with instruction that promotes their acquisition and effective use of these skills in the content areas
🗑
|
||||
| What is competency 019 | show 🗑
|
||||
| show | That writing to communicate is a development process and provides instruction that promotes children's competence in written communication
🗑
|
||||
| show | the basic principles in literacy assessment and uses a variety of assessments to guide literacy instruction
🗑
|
||||
| show | Communication and literacy begin
Interact with responsive adults and peers
Develop listening comprehension, phonological awareness, functions of print, motivation to read, appreciation for literacy, print awareness, letter knowledge
🗑
|
||||
| At the end of Kinder. ESL... | show 🗑
|
||||
| At the end of 1st grade... | show 🗑
|
||||
| At the end of 2nd grade... | show 🗑
|
||||
| At the end of 3rd grade.. | show 🗑
|
||||
| show | become critical listeners and analyze a speaker's intent, adapt spoken language to audience, identify and followed varied text structures, use visual media and compare and contrast visual media to print, use adjectives adverb prep phrases, good spellers
🗑
|
||||
| show | identify persuasive techniques, judge logic and internal consistency, use literary devices such as suspense, produce error free composition
🗑
|
||||
| At the end of 6th grade... | show 🗑
|
||||
| The nativist theory is | show 🗑
|
||||
| show | language is learned by reinforcements by caregivers
🗑
|
||||
| Social cognitive and social cultural theory is | show 🗑
|
||||
| When a student is adding "ed" to words too much this is called | show 🗑
|
||||
| show | Language acquistion
🗑
|
||||
| show | learned knowledge
🗑
|
||||
| show | accelerated language programs
🗑
|
||||
| what are some examples of accelerated language programs | show 🗑
|
||||
| Allows students to wait a short time to participate in english, this may last for several months | show 🗑
|
||||
| show | input hypothesis
🗑
|
||||
| show | the zone of proximety plus one level
🗑
|
||||
| show | comprehensive input
🗑
|
||||
| What is linguistic instruction | show 🗑
|
||||
| show | used to make academic content instruction in English understandable to ESL studetns, teacher combines cognitively challenging instruction with english and focus on social development, teachers use physical and visual aids
🗑
|
||||
| show | takes place in form of dialogue between teachers and students using segments of text structured by summarizing, questions generating, clarifying, and predicting, teacher and students take turns assuming roles
🗑
|
||||
| What is audiolingual | show 🗑
|
||||
| show | language is acquired through exposure to meaningful and understandable messages rather than foraml study of frammer and vocab
🗑
|
||||
| What is community langauge learning (participating approach) | show 🗑
|
||||
| What is cooperative learning groups | show 🗑
|
||||
| What is language experience approach (LEA) | show 🗑
|
||||
| show | combines acquisition and formal learning as a means of facilitating language development in adults
🗑
|
||||
| What is suggestopedia | show 🗑
|
||||
| show | teacher assesses understanding by the learner's physical respnse to the teacher's directions
🗑
|
||||
| What are the factors that affect ESL student's reading comprehension | show 🗑
|
||||
| How can teachers help with the factors that affect the ESL student's reading comprehension | show 🗑
|
||||
| show | working on developing CALPS, engaging critical thinking, providing cooperative group work, listening critically to interp and evaluate, use multi types of strategies, aware that cognitive learning skills, aware that cognitive learning skills transfer
🗑
|
||||
| show | pre-teaching key vocab, applying familar concepts from students cultural backgrounds, applying prior learning experiences to new learners, using hands on media and technology
🗑
|
||||
| show | Beginning Level
🗑
|
||||
| show | Intermediate Level
🗑
|
||||
| What level is this student? Can comprehend grade level spoken English, able to create clarify critique and evaluate ideas and responses, need processing time and esl techniques to support and comprehend some details and non modified info | show 🗑
|
||||
| show | Advanced High Level
🗑
|
||||
| show | No Child Left Behind ACT
🗑
|
||||
| This charts student's achievement | show 🗑
|
||||
| This recommends ELLs identification, placement, and exit in bilingual/ESL programs | show 🗑
|
||||
| How many times does the LPAC meet for each student | show 🗑
|
||||
| show | 20 or more students at one grade level in a district
🗑
|
||||
| show | a home language survey that the parents must mark English at not their home language
🗑
|
||||
| Who is offered placement in the ESL program | show 🗑
|
||||
| show | Yes
🗑
|
||||
| show | they must pass the ELA portion of the STAAR and have parental permission to exit
🗑
|
||||
| show | the LPAC follows the student for 2 years
🗑
|
||||
| What is the Nationality Act of 1906 | show 🗑
|
||||
| What provided funds for bilingual/ESL programs | show 🗑
|
||||
| show | Lau vs. Nichols Act 1974
🗑
|
||||
| show | Early Exit
🗑
|
||||
| What program is usually recommended and enriches the L1 | show 🗑
|
||||
| show | Self contained
🗑
|
||||
| show | Newcomer center
🗑
|
||||
| show | Immersion
🗑
|
||||
| What program is bilingual intro speaking one language | show 🗑
|
||||
| show | Dual language
🗑
|
||||
| show | Structured English Immersion
🗑
|
||||
| show | Submersion
🗑
|
||||
| show | has rules
🗑
|
||||
| Language is generative meaning it | show 🗑
|
||||
| show | system of sounds
🗑
|
||||
| show | letters or combinations of letters that make the same sound...ex.. c and k
🗑
|
||||
| show | level of words
🗑
|
||||
| show | meaning, can refer to simple understanding of what a word means
🗑
|
||||
| show | related through the same origin...latin roots for english/spanish. the closer the language the more likely there will be cognates
🗑
|
||||
| Syntax is the | show 🗑
|
||||
| Pragmatics is the | show 🗑
|
||||
| show | one's vocabulary or dictionary
🗑
|
||||
| Orthography is a | show 🗑
|
||||
| I will go a la casa de mi tia is | show 🗑
|
||||
| show | language borrowing
🗑
|
||||
| Linguistic Interference from native language | show 🗑
|
||||
| Language variety which is determined neither horizontally nor vertically but according to its communicative functions. Includes oral and written mediums. Most speakers of any given language speak more than one register of a language | show 🗑
|
||||
| similar to the way children acquire their native language, subconscious process, informal | show 🗑
|
||||
| explicit presentation of rules and grammar, classroom instruction, formal | show 🗑
|
||||
| ESL students acquire language by comprehending what is being communicated | show 🗑
|
||||
| show | the affective filter hypothesis
🗑
|
||||
| show | anxiety- a lower level of anxiety is desired
good self image- avoid corrections and embarrassing situations for the student
Interest and motivation-provide meaningful activities based on the student's motivation and cultural background
🗑
|
||||
| This acquirers not learners internalize grammatical structures in a predictable order | show 🗑
|
||||
| show | certain grammatical structures or morphemes are acquired before others in first language acquisition, and a similar natural order is found in second language acquisition
🗑
|
||||
| show | The Monitor Hypothesis
🗑
|
||||
| The monitor hypothesis has | show 🗑
|
||||
| Students should not be forced to communicate is part of | show 🗑
|
||||
| The silent period is | show 🗑
|
||||
| show | Basic, Interpersonal, Communication, and Skills
🗑
|
||||
| show | Cognitive, Academic, Language, and Proficiency
🗑
|
||||
| show | basic interpersonal communication skills approximately within three years after initial exposure to the new language
🗑
|
||||
| Accords to Cumms students develop Cognitive Academic Language Proficiency | show 🗑
|
||||
| show | Social, language used to communicate in everyday situations, context embedded language, takes 1-2 years for L2 to reach L1
🗑
|
||||
| CALP is | show 🗑
|
||||
| The language skills that newcomer students need can be divided into two categories | show 🗑
|
||||
| show | listening and reading
🗑
|
||||
| show | speaking and writing
🗑
|
||||
| show | use language to express themselves and their thinking
🗑
|
||||
| show | simultaneously
🗑
|
||||
| Students need opportunities to | show 🗑
|
||||
| Spoken fluency cannot be taught directly | show 🗑
|
||||
| Language acquisition is influenced by | show 🗑
|
||||
| What are types of motivation in SLA | show 🗑
|
||||
| Instrumental motivation often results in | show 🗑
|
||||
| show | additive bilingualism
🗑
|
||||
| learning a second langauage at the cost of losing that first one. | show 🗑
|
||||
| show | additive bilingualism
🗑
|
||||
| According to the Commissioner's Rules teachers must support students by addressing what needs | show 🗑
|
||||
| The greatest motivation for any students to learn a second language is the desire to live in fellowship with those individuals that speak that language | show 🗑
|
||||
| Affective support includes | show 🗑
|
||||
| How do you meet the affective needs for your ells | show 🗑
|
||||
| Cognitive support includes | show 🗑
|
||||
| How do I meet the cognitive needs of my ells | show 🗑
|
||||
| show | research based language instruction, meaningful interactions with more proficient english speakers, instruction designed for level proficiency, explicit vocab instruction
🗑
|
||||
| show | understand the language learning process and design instruction/questioning techniques and acceptable student responses for their proficiency level, expand and elaborate on what students are saying, increase interaction in class by grouping, correct error
🗑
|
||||
| show | level of skill student demonstrates in a language, ability to understand messages, ability to express meaning effectively, ability to use language fluently across a variety of contexts, ability to self correct
🗑
|
||||
| show | work on specific strategies that they may need due to their L1
🗑
|
||||
| show | provide them with an expert to learn from (i plus 1)
🗑
|
||||
| show | student uses prior knowledge and experience to make sense of the content
🗑
|
||||
| Syntactic (structural) | show 🗑
|
||||
| Graphophonic (visual) | show 🗑
|
||||
| show | Beginning Level of Reading Proficiency
🗑
|
||||
| show | Beginning Level of Reading Proficiency
🗑
|
||||
| show | Beginning Level of Reading Proficiency
🗑
|
||||
| For student at the beginning level of reading proficiency you should focus on | show 🗑
|
||||
| Students at this level have a somewhat larger English vocab and a basic sense of the structure of the English language. However, they ten to interp text very literally and have difficulty following story lines that have a twist | show 🗑
|
||||
| Students that still rely heavily on what they already know about a topic to confirm meaning and increase comprehension and pictures that illustrate meaning are still a needed support are in what level of reading proficiency | show 🗑
|
||||
| show | intermediate reading proficiency
🗑
|
||||
| Students at this level are becoming fairly functional readers of english, their english reading vocab is much larger now | show 🗑
|
||||
| show | advanced reading proficiency
🗑
|
||||
| These students can understand texts that introduce them to topics they know little about, and they can move beyond literal comprehension to apply more abstract and critical thinking skills as they read. d | show 🗑
|
||||
| show | Advanced Reading Proficiency
🗑
|
||||
| While working with Advanced reading proficiency students you should focus on | show 🗑
|
||||
| While teaching reading DONT | show 🗑
|
||||
| For spelling instruction you want to focus on | show 🗑
|
||||
| show | 4 members or more, campus administrator, 2 professional educators- 1 bilingual 1 esl or gen ed, and a parent of a lep ( not employed by district)
🗑
|
||||
| Who serves on an LPAC on ESL campuses | show 🗑
|
||||
| show | review all pertinent info of lep students upon enrollment and at the end of the school year
🗑
|
||||
| the lpac checks for | show 🗑
|
||||
| Lpacs do | show 🗑
|
||||
| What are the stages of acculturation | show 🗑
|
||||
| what does acculturation mean | show 🗑
|
||||
| students experience excitement about being in the new environment | show 🗑
|
||||
| show | culture shock
🗑
|
||||
| show | tentative recovery
🗑
|
||||
| show | assimilation or adaptation
🗑
|
||||
| What are some ways teacher can lessen that culture shock immigrants may experience | show 🗑
|
||||
| How can you help parents work with their children at home | show 🗑
|
||||
| Points to or provides other non verbal responses, avtively listens, responds to commands, may be reluctant to speak, utters one to two words, understands more than can produce, use body language to show understanding, use present tense | show 🗑
|
||||
| show | Sample Teacher Behaviors for Beginning Stage Students
🗑
|
||||
| Point to the.., find the, put the next to the, do you have this, is this a, who wants the, who has the | show 🗑
|
||||
| show | Ways to get the beginning stage student involved
🗑
|
||||
| Understand routine directions and short simple conver., identify key words, seek clarificationin english, express simple messages and participate, demonstrate awareness of english grammer, limited reading comprehension, still struggle with some sounds | show 🗑
|
||||
| ask questions that can be answered by yes or no, models correct responeses, ensures a supportive environment, doesn't overly call attention to grammar, provides background knowledge, play games | show 🗑
|
||||
| Yes/no, either/or, one word respeones, general questions which encourage lists of words, two word responses | show 🗑
|
||||
| show | Ways to get the intermediate stage student involved
🗑
|
||||
| show | Sample intermediate level of student behaviors
🗑
|
||||
| show | Sample Advanced level of student behaviors
🗑
|
||||
| Focuses on key concepts, provides frequent comprehension checks, uses center or performance based assessment, uses expanded vocab, ask open eneded questions | show 🗑
|
||||
| show | Questioning Techniques for advanced level students
🗑
|
||||
| show | Ways to get advanced level students involved
🗑
|
||||
| show | Sample behavior of advanced high level students
🗑
|
||||
| fosters conceptual development and expanded literacy through content, continues to make lessons comprehensible and interactive, teaches organizations thinking and study skills, continues to be alert to individual difference in lang and culture | show 🗑
|
||||
| show | Questioning Techniques for advanced high level students
🗑
|
||||
| students may be able to teach the class about his home country, demonstrate or model ways of solving math problems in L1 country, interview others, work in small and large group and participate fully in all class activities | show 🗑
|
||||
| reading of difficult classical texts is begun early, little attention is paid to the content of texts which are treated as exercises in grammatical analysis | show 🗑
|
||||
| often the only drills are exercises in translating disconnected sentences from the target language into the L1, little or no attention is given to prnunciation | show 🗑
|
||||
| Classroom instruction is conducted exclusively in the L2, only everyday vocab and sentenses are taught, oral communication skills are built up in a carefully graded progression organized around q&a exhanges between teachers and students in small classes | show 🗑
|
||||
| show | direct method
🗑
|
||||
| both speech and listening comprehension are taught, correct pronunciation and grammar are emphasized, emphasis is on natural language acquisition | show 🗑
|
||||
| show | Direct method
🗑
|
||||
| show | audio-lingual method
🗑
|
||||
| structures are sequenced by means of contrastive analysis and taught one at a time, structural patterns are taught using repetitive drills | show 🗑
|
||||
| show | audio lingual method
🗑
|
||||
| vocab is strictly limited and learned in content, there is much use of tape, language labs, and visual aids, great importance is attached to pronunciations | show 🗑
|
||||
| very little use of L1 by teachers is permitted, successful responses are immediately reinforced, great effort to get students to produce error free uteterances, tendency to manipulate language and disregard content | show 🗑
|
||||
| learning is facilittated if the learner discovers or creathers rather than repeats what is to be learned, accompanying physical objects, and by problem solving involving the material to be learned | show 🗑
|
||||
| show | suggestopedia
🗑
|
||||
| use of music and highly suggestive materials, breathing techniques for relaxation, games and hands on activities, and role playing | show 🗑
|
||||
| show | Total physical response
🗑
|
||||
| show | total physical response
🗑
|
||||
| hopefully the learner becomes a member of a learning community that words together as a cohort of learners of the l2 | show 🗑
|
||||
| focus is on academic skills in the content areas, supported by cognitive theorists, useful for esl students that have developed baisic interpersonal communications skills | show 🗑
|
||||
| show | Cognitive Academic Language Learning Approach
🗑
|
||||
| Emphasis is on the generality of the acquistion process, techniques fovus on providing context in the classroom for natural language acqusition to occur in order to acquire the max comprehensible input | show 🗑
|
||||
| show | natural approach
🗑
|
||||
| compilation of many research based L2 acquistion methods, content and language objectives are included in each lesson, language is taught through content area instruction, not as a seperate subject | show 🗑
|
||||
| show | sheltered instruction
🗑
|
||||
| teacher listens to get to know the students and begins to dialogue then moves to action, students are taught how to confront the forces in life to keep them passive, students challenge power structures | show 🗑
|
||||
| teachers are careful not to impose their own worldview, tacher and students communicate as co learners drama, role play provides a physical and emotional context for learns to acquire l2, placting enables leraners to take risks that they wouldn't | show 🗑
|
||||
| work to low the affective filter, enable students to use l2 in meaningful and purposeful ways to facilitate acquisition | show 🗑
|
||||
| enable students to practice the rhythm, intonation and natural nuances of language, music reduces the affective filter, rhythm and music failitate the memorization of words, images, and ideas | show 🗑
|
||||
| How is Title 3 Part A funding determined | show 🗑
|
||||
| show | Yes, funds must be used to supplement and not supplant and other federal, state, or local funds. They cannot be used to fund programs that are required by state law
🗑
|
||||
| With the understanding that the funds are supplemental how may an LEA use title 3 part a funds | show 🗑
|
||||
| show | yes, an LEA is restricted to no more than 2% of its funds
🗑
|
||||
| show | The LEA will indicate the application of additional and supplemental activities and servies provided with program funds
🗑
|
||||
| show | 3 years
🗑
|
||||
| immigrant LEP students who have had inadequate schooling outside the US may be eligible for | show 🗑
|
||||
| show | not eligible for an exemption
🗑
|
||||
| show | not had the schooling outside the US
🗑
|
||||
| show | be granted a LEP exemption
🗑
|
||||
| show | not eligible for an exemption
🗑
|
||||
| show | review schooling outside us, determine and monitor instructional interventions, examine current year's progress, make and document assessment decision
🗑
|
||||
| theory that both acquistion of l1 and l2 can contribute to underlying language proficiency underlying both languages, given adequate motivation and exposure to both, within school or environment | show 🗑
|
||||
| show | affective filter
🗑
|
||||
| show | audio lingual method
🗑
|
||||
| show | BICS
🗑
|
||||
| compensatory program to support education programs, train teachers, develop and disseminate instructional materials and encourage parental involvement in program. | show 🗑
|
||||
| show | CALP
🗑
|
||||
| show | communicative approaches
🗑
|
||||
| communicative approach that focuses on the whole learner, starts with the individual then expands to group and includes music, art, and physical activity | show 🗑
|
||||
| pioneered cognitive approach to understanding language acquisition. mind contains language acquistion that generates rules through the unconscious acquistion of grammer | show 🗑
|
||||
| show | pragmatics
🗑
|
||||
| the study of meanings of individual words and or larger units such as phrases and sentences | show 🗑
|
||||
| the study of the sentence patterns of a language and rules that govern the correctness of a sentence | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
rahenson
Popular Standardized Tests sets