Exam 1

Eun Nyeong Seong Theresa M. Johnson ENG6696 MWF10:00-11:00 15 Sep 2008 1. Briefly define sheltered Instruction or the SIOP method. The sheltered instruction is a kind of content-based teaching and purpose on developing the student’s English language proficiency by incorporating information from the subject area. In addition, it develops the students’ academic language proficiency consistently in the lessons, too. The teachers have language and content objectives together in each lesson, and they use the supplementary materials and the meaningfulness of the activities for comprehensible input. Building background focuses on making connections with students’ background experiences and prior learning. Also, teachers modulate the level of English used among students and make the content comprehensible through techniques such as visual aids, modeling, graphic organizers, adapted texts, cooperative learning, peer tutoring, etc. Therefore, the sheltered instructional teachers teach contents in strategic ways that make the subject matter concepts comprehensible for students English language development. 2. List and identify the 6 categories used for generating a language objective. In sheltered instruction, teachers have content and language objectives in each lesson, the language object supports students’ language development related the lesson topic. There are six categories for generating a language objective. First, key vocabulary refers to the technical terms, concept words, and other words needed to discuss, read, or write about the topic of the lesson. Second, language function refers to the ways students use language in the lesson: describing, comparing or summarizing. Third, language skills are the reading, writing, and speaking skill students need to learn. Fourth, grammar or language structures can be taught when they are prevalent in the written or spoken discourse of the class. Fifth, lesson tasks are a source for language objectives as well. Sixth, language learning strategies: corrective strategies, selfmonitoring strategies, preparing strategies, or language practice strategies, become the language objective

3. What are supplementary materials? Give examples. How supplementary materials help language learners? The supplementary materials are many kinds of material which teachers use them in class for helping students’ understanding. They will enhance meaning and clarify confusing concepts, making lessons more relevant, and they also support different learning styles and multiple intelligences because information and concepts are presented in a multifaceted manner. In addition, they provide a real-life context and enable students to bridge prior experiences with new learning. There are many kinds of supplementary materials: hands-on-manipulative, realia, pictures, visuals, multimedia, demonstrations, related literature, hi-lo readers and adapted text, etc. All of them can be used to create context and support content concepts. 4. List and briefly discuss Christen and Murphy’s 3 major instructional interventions to develop students’ background knowledge. For the meaningful lesson, new information is tied to students’ background and experiences. Christen and Murphy suggested that when readers lack the prior knowledge to read, they need three major instructional interventions to develop appropriate background information. The first intervention is teaching vocabulary before and during lessons. Students should learn key concept words in the text, so teacher select the words and provide a variety of way for students to learn, remember and use them. The second intervention is to provide meaningful experiences for students. Connecting student’s experiences to a text and developing background knowledge are effective ways to increase comprehension and achievement. The third invention is to introduce a conceptual framework for students to build background for themselves. By teaching technique such as graphic organizers and chapter review, students can develop a conceptual framework for their own learning and understanding. 5. What are the 3 elements of academic language? Give examples of each. The academic language is being used to describe vocabulary and language use in the classroom and it has three key elements. First, content words are the key vocabulary words, term, and concepts associated with a particular topic being taught, For examples, for the American Revolutionary war: Patriots, freedom of religion, Shot Heard ‘round the world’, etc. Second, process and function words have to do with functional language: how to request information,

justify opinions, etc., language used in the classroom for processes and task: share with a partner, discuss, line up, etc., and language processes: scan, skim, debate, etc. Third, words and word parts that teach English structure are enable student to learn new vocabulary, primarily based upon English morphology. Students learn that English words are formed with root and base words joined to prefixes and suffixes. For instance, prefix photo- means light. Students compare the words photosynthesis, photocopy, photographe and learn how these English words are related by both spelling and meaning. 6. List and briefly discuss 5 ways to teach vocabulary in a more meaningful way than by a traditional word list. There are many meaningful and useful ways to teach English words to learners. For examples, Word sort is categorizing words or phrases that have been previously introduced into groups predetermined by teacher. Contextualizing key vocabulary is that teacher selects several key terms, defines and demonstrates each and shows how that term is used within the context of the lesson. Word wall is displayed content words which is related to a unit and revisited frequently throughout the lesson. Cloze sentences are used to teach and review content vocabulary. Students read sentences that have strong contextual support for the vocabulary word that has been omitted from the sentences. Word study books are student-made personal notebooks containing frequently used words and concepts. Vocabulary games help beginning or more proficient students to develop their vocabulary with fun and interesting way. 7. Discuss 4 ways that teachers can make their speech appropriate for their student’s proficiency levels. There are four ways that teachers’ speech appropriate for their student’s proficiency levels make the students be easy to understand the lesson. First, Idioms create difficulty for students who are trying to make sense of a new language, so teachers use language that is straightforward, clear and accompanied by a visual representation. Second, paraphrasing and repetition are useful practice that enhances understanding. Third, cognates are often useful in promoting comprehension for students whose native language. Fourth, Teachers use simple sentence structures like S-O-V and reduce or eliminate embedded clauses. Using appropriate speech

patterns and terms that are easier for English learners to understand contributes to comprehensible input.

8. What techniques may teachers use to make content concepts clear? List and explain6. Through the use of a variety of technique, teacher make content concept clear and understandable to their students. For examples, Using gesture, body language. Pictures, and objects to accompany speech are assist student in organizin and making sense of information that is presented verbally. Using graphic organizers effectively takes the information, vocabulary, or concept and make it more understandable by showing the key points graphically. Providing repeated exposures to words concept. And skills. Students are learning through a new language, and in order for he input to be comprehensible they need repetition. Providing a model of process, task, or assignment is eliminate ambiguity and gives the message in more than one way. A taped version of the text not only allows for multiple opportunities to here the text, but the readers the tape can modify it to proficiency level. Multimedia and other technique provide more visual support.

9. List and briefly explain 3 types of learning strategies. What is the goal of Muth and Alvermann’s continuum of strategies? There are three types of learning strategies. First, metacognitive strategies are matching thinking and problem-solving strategies to particular learning situations, clarifying purposes for learning, monitoring one’s own comprehension through self question and taking corrective action . second, cognitive strategies help student organize the information the are expected to learn through the process of self –regulated learning. They are directly related to individual learning tasks and are

used by learners. Third, Social affective strategies are identified on cognitive psychology as the social and affective influences on learning, Muth and Alvermnn suggested a continuum of strategies that occurs during the teaching learning process from teacher-centered, teacherassisted, peer-assisted and student-centered. It’s goal is for students to develop independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered

10. State the 2 types of scaffolding and give examples of each. There are two types of scaffolding can be used effectively with English learners. One is verbal scaffolding, in which teachers aware of ESL learner’s existing levels of language development, use prompting, questioning and elaboration to facilitate student’s movement to higher levels of language proficiency, comprehension and thinking Examples of verbal scaffolding are paraphrasing, using think-alouds, reinforcing contextual definitions, providing correct pronunciation by repeating student’responses and slowing speech increasing pauses and speaking in phrases. The other is procedural scaffolding. These include using an instructional framework the includes explicit teaching, modeling and practicing. One-on-one teaching, coaching, and modeling are methods for procedural scaffording. Small group instruction, partnering or grouping students are used as students’ proficiency.

11. What are Higher-Order thinking Skills? List the 6 levels of Bloom’s taxonomy of educational objectives or krathwohl’s revision. Why is it difficult to teach these important skills to ESL students?