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37 Cards in this Set
- Front
- Back
ESL, ELD
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English as a Second Language, English Language Development
Direct instruction of how to speak, read, write, and understand the English language The first part of an SEI program |
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Sheltered Content
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Classes taught by a dually qualified ESL / content teacher or qualified SEI content teacher
Teachers tailor their language and instruction to ELL students’ needs Some strategies: using props, visuals, comprehensible input, etc. Second part of an SEI program |
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SEI
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Sheltered English Immersion
An ELE support program consisting of ESL/ELD and sheltered content classes All Massachusetts schools are required to have an SEI program |
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Initial assessment
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The test that assesses if a student qualifies for ELE services
All students who have stated that they speak a second language at home on their Home Language Survey are required to take this assessment LAS or IPT are the two most typical tests |
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Home Language Survey
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A survey given to all incoming students in a school that assesses whether or not the student speaks a second language at home
Must be translated into all the major languages of a district or school |
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MEPA
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Massashusetts English Proficiency Assessment
The standardized test that all LEP students are required to take in the Spring of every school year. Assesses reading comprehension and writing skills and is scored on a 5 level scale. Students scoring a 5 on this exam are exited from the ELE program |
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MELA-O
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The listening comprehension and speaking portion of the MEPA assessment for all LEP students
This is a rubric that teachers fill out during class time that assesses students on the same 5 levels as the MEPA. (See rubric in yellow handout) |
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FLEP
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Formerly Limited English Proficient
A student is “FLEPed” when they have reached a level 5 (sometimes a level 4) on the MEPA and are exited from the ELE program. These students are monitored for 2 years to ensure that they continue to succeed and continue to be able to access the general education curriculum |
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SIFE
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Students with Interrupted Formal Education.
Newcomers from other countries and even some students born and raised in the US (migrant students, etc.) who have not had consistent formal education and, as such, have significant gaps in their education. |
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Wait Time
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A strategy for eliciting speech from LEP students
Give them extra time to formulate their response |
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Echoing
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A strategy for eliciting speech from LEP students
When a student says something incorrectly, repeat back what they said in the correct way |
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Modeling
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A strategy for eliciting speech from LEP students
Give students a model for how their speech should sound. If they are presenting something, the teacher presents first in order to show what they should sound like |
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Selective correction
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A strategy for eliciting speech from LEP students
Only correct certain mistakes in an LEP student’s speech. Do not correct every mistake or over correct so that students will not feel guarded and nervous when speaking. |
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Opportunities for interaction
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A strategy for eliciting speech from LEP students
Give LEP students lots of chances to interact verbally in a variety of ways (sharing out with the whole class, sharing with a partner or group, giving an interview, presenting a skit or role play, etc.) |
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Cognates
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Words that are the same or similar in 2 different languages.
Students can often rely on their vocabulary knowledge in their home language (L1) and use that to understand cognates in L2 |
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Stages of the Writing Process
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Brainstorming, organizing, drafting, revising/editing, final draft/publishing
LEP students need different levels of intervention at each stage |
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Phonics
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The knowledge of letter-sound relationships and how they are used in reading and writing.
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Phonemic Awareness
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The ability to hear in individual sounds in words and to identify particular sounds.
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Phonological Awareness
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The awareness of words, rhyming words, onsets and rimes, syllables, and individual sounds (phonemes).
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Onset
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The part of the word that comes before the vowel (cr-eam).
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Rime
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The ending part of the word containing the vowel; the letters that represent the vowel sound and the consonant letters that follow it in a syllable (dr-eam).
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Grapheme
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A letter or cluster of letters representing a single sound (a, eigh, ay).
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Morpheme
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The smallest unit of meaning in a language. There are free morphemes that can stand alone (run) and bound morphemes that can’t stand alone (the “s” in runs).
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Phoneme
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The smallest unit of sound in spoken language. There are approximately 44 units of speech sound in English.
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Base Word
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A whole word (root word) to which you can add affixes creating new words (wash + ing = washing)
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Syllable
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A minimal unit of sequential speech sounds composed of a vowel sounds or a consonant-vowel combination. A syllable always contains a vowel (to-ma-to).
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Affix
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A part added to the beginning or end of a base word to change its meaning or function.
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Alphabetic Principle
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The concept that there is a relationship between the spoken sounds in oral language and the graphic forms in written language.
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CLOZE Tests / Passages
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Used to determine if a student will be able to understand a given text. Every fifth word in a passage is deleted and the student attempts to fill in the missing word.
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SQ3R
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Stands for survey, question, read, recite, and review. A formula for in-depth reading that has been around since 1946.
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QAR System
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Stands for question-answer relationship system. It’s a way for teachers to ensure they’re asking a range of comprehension questions including right there; think and search; author and you; and on my own.
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KWL Chart
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Used to improve reading comprehension and textual analysis. K=what do students already know about the subject; W=what they want the text to teach them; L=what they learned about the subject.
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Letter Recognition
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The identification of letters in both the uppercase and lowercase forms.
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4 Basic Concepts of Print
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The meaning of print; the direction of text; letter, word & sentences representation; and book orientation.
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Phonics Approach to ESL Reading Instruction
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Emphasizes importance of relationship between sounds and comprehension. Starts with basic units of spoken language and phonemes, gradually increases complexity to include word units, phrases, and sentences.
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Skills or Balanced Approach to ESL Reading Instruction
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Focuses on giving students a set of tools to make sense of a simple text. It emphasizes reading authentic texts and building vocabulary over phonics.
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Whole Language Approach to ESL Reading Instruction
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Focuses on specific functions of language. It includes dialogue, role play and quality children’s literature.
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