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Ed 426 Midterm Review

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6 views7 pages

Ed 426 Midterm Review

Uploaded by

kayliblanchard04
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MIDTERM REVIEW:

25 Multiple Choice Questions and One essay.


Remember essay format : Introduction, Body and conclusion.

Historical Overview
- Timeline of Reading Instruction History
- Whole word
- Whole word vs. Phonics
- Whole Language
- Balanced Literacy
- National Reading Panel (1990’s)
- The Big 5
- Common Core Reading Standards

Evaluating Children’s Literature


- Books as Mirrors, Windows and Sliding Glass Doors
- The benefits of diversity in children’s literature
- The Difference between Multicultural Literature and Global
Literature
- Diversity in Representation, Ability, Gender Identities
- Diversity in Language
- Literature in Bilingual, Translingual, and Dual Version Books
- Diversity in Religion

Academic vs. Social Language (Chp.2)

Language proficiency is comprised of 5 related components

1. Phonology
2. Morphology
3. Syntax
4. Pragmatics
5. Vocabulary/Semantics
- Pragmatics vs. Semantics
- Discourse level and Bilingual Communicative Competence
- Figurative Language
- Academic Language
- CALP vs. BICS

3 Theories of Language Acquisition

1. Behaviorist (Learning) Theory:

Children learn their first language through stimulus, response and


reinforcement

Skinner is referred to as the father of behaviorism.

2. Innatist (Nativist) Theory:

Innate biological language acquisition device (LAD) and believed infants come
into the world prewired for linguistic analysis.

Chomsky believed that infants had an innate grammar template.

Hypothesis testing

3. Interactionist Theory: (Social Interactionist Theory)

Caregivers play a critical role in language acquisition.

Scaffolding, modeling conversation and putting in grammar

Children hear the language of the caregiver.

Vygotsky believed that social interactions help children develop their ability to
use language.

New Language Acquisition Theories:

1.Behaviorist Perspective- audiolingual method, drill and skill, immediate


correction, use of language labs

2. Innatist Perspective- innate grammar, MLLs creatively construct grammar


much like learning their mother tongue and there are many similarities

3. Interactionist Perspective- give and take of natural conversation is key to


MLLs and native speakers. This give and take is known as the negotiation of
meaning.
4. Krashen’s Five Hypotheses- innatist approach, somewhat controversial and
vague but have taken root in second language teaching.

- Interlanguage
- Fossilization
- Primary Language Acquisition
- Common Underlying Proficiency (CUP) and Cross Language Transfer
- The treatment of Language Learner Errors

Classroom Practices for MLL’s (Chp. 3)

1. Curriculum Standards
2. Differentiated Instruction
3. Sheltered Instruction
4. Group Work
5. Thematic Instruction Supported by scaffolding

Standards consist of 3 parts - Content standards, Benchmarks, Performance-


based progress indicators.

Differentiated instruction for MLL

- Factors considered, how do we differentiate for MLL, how do we drive


differentiation

Sheltered Instruction- How is Sheltered Instruction planned and implemented?


What is Sheltered Instruction? Ways in which the Sheltered Instruction is
taught?

Sheltered Instruction teachers make the content comprehensible through


techniques such as the use of visual aids, modeling, demonstrations, graphic
organizers, vocabulary previews, predictions, adapted texts,cooperative
learning, peer tutoring,multicultural content, and native language support.

Assessment
Response to Intervention (RTI)- steps, what does it help us identify in our
students? The 3 Tiers. RTI for MLL students considering their ELP.

Group Work-

Types of Groups:

1. Collaborative Groups-
a. Types
b. Collaborative groups are informal and student centered.
c. Students may choose their own groups
d. Group can be determined by the task
e. Students can ask for repetition and clarification
f. Students have control of completing the task
g. MLL are challenged to speak to complete the task.
h. English speaking peers provide models
i. Group work is important for Sheltered Instruction.
2. Cooperative Groups- the phases of cooperative group learning (4)
- Jigsaw “experts”
- Thematic Instruction - effect on MLL

Assessment of Group Work:

Formal assessment measures include group-administered standardized tests


and individually administered tests, such as those used to identify special
learning needs.

Informal assessment measures are generally based on student work samples and
student interactions during naturally occurring classroom situations.

Performance assessments combine some features of both formal and informal


assessment and involve the direct observation and measurement of a desired
behavior.

Chp. 7 Words and Meanings: MLL’ Vocabulary Development

- What does research show about MLL’ Vocabulary Development?

As English Speakers grow up they acquire 1,000 words per year

By Kindergarten- 5,000
5th grade - 10,000

High school grad. - 18,000

Vocabulary Instruction for MLL -

If Catch is in your :

Receptive oral vocabulary, you will recognize and understand it when you
listen and hear it; if it’s in your productive oral vocabulary, you will be able to
use it when you speak. Similarly, if catch is in your receptive written
vocabulary, you will recognize and understand it if you come across it when
you read; if it’s in your productive written vocabulary, you will be able to use it
when you write. Therefore, we have receptive and productive word knowledge
in the four language domains—listening, speaking, reading, and writing

Kinds of words

1) high-frequency words

2) general academic words

3) domain-specific academic content-area words

High Frequency Word List- Dolch, the first the first 2000 list, Word Zones for
4000 simple word families and content area word lists

Tier 1, 2, and 3 words

Breadth and Depth of new words

Guidelines for teaching new words-

Relate the “new” to the “known” by tapping into students’ prior knowledge,
including primary language equivalents of the new word and its meaning.

Offer repetitions of the new word in meaningful contexts, highlighting it with


verbal emphasis, inviting students to chorally repeat it, underlining it, or
pointing to it on a word wall.

Provide opportunities for deeper processing of word meaning through


demonstrations, direct experience, pictures, concrete examples, and
applications to real life.

Engage students in using newly learned words as they explain concepts and
ideas in writing and speaking.

Provide explicit instruction on strategies for students to use independently for


understanding and using new words.

Word Consciousness- definition

Sources of Vocabulary Learning: Explicit Instruction and Incidental Learning

Factors to consider for MLL learning new vocabulary

(1) age and grade

(2) ELP (oral language & written language)

(3) primary language proficiency (access to prior assessments)

(4) educational experiences, including potential limited or interrupted


schooling

Types of Assessment to track progress after instruction - Formal, Informal

Vocabulary Strategies for Beginner, Intermediate and Advanced MLL

The Power of Joyful Reading:


Joy + Engagement+ Immersion = Reading Success

Students need to: Love Books, Enjoy Reading , See themselves as Readers

What is shared reading?

- Early Reading Experiences


- Immersion
- Reading as a basic health need
- How does shared reading help our students? Language Abilities,
Cognitive Abilities, Social-emotional Abilities
- Adverse Childhood experiences
- Competition for time
- Learning and reading difficulties - dyslexia, visual discrimination, etc.
- MLL- MLL compromise 10% of public schools and 25% by 2025
- Strategies- 2 stars and a wish, voice jar, shout out wall, word wall

Joyful Chapter 2 and 3: SEE SLIDES

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