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CTEL Exam Prep Module 2

CTEL Exam Prep Module 2. Mark Rounds. Contact Information. work phone: 858-571-7223 email: mrounds@sdcoe.net blog: roundsctel.blogspot.com. Module 2. Domain 2 - Foundations of English Language/Literacy Development and Content Instruction

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CTEL Exam Prep Module 2

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  1. CTEL Exam PrepModule 2 Mark Rounds

  2. Contact Information • work phone: 858-571-7223 • email: mrounds@sdcoe.net • blog: roundsctel.blogspot.com

  3. Module 2 • Domain 2 - Foundations of English Language/Literacy Development and Content Instruction • Domain 3 - Approaches and Methods for ELD and Content Instruction • Domain 1 - Assessment of English Learners

  4. Domain 2-Foundations • Foundations of Programs for English Learners(004) • Foundations of English Language Literacy(005) • Instructional Planning and Organization for ELD and SDAIE(006) • Components of Effective Instructional Delivery in ELD and SDAIE(007) • Effective Resource Use in ELD and SDAIE(008)

  5. CTEL Module 2 Domain 2 004 Foundations of Programs for English Learners Reading: CTEL Text, Ch. 4

  6. (004) Benchmarks 117-123 • 1700-European immigrants settle in rural enclaves and run their own non-English-speaking schools • 1839-Ohio is the first state to adopt a bilingual education law, allowing schools to operate in German and English at parent request • 1847-Louisiana passes similar law for French & English • 1848-Treaty gave Mexicans the right to speak Spanish in CA • 1864-Congress prohibits Native Americans from being taught in their own language

  7. (004) Benchmarks 117-123 • 1870-School Superintendent in St. Louis points out socio-cultural weaknesses if people lose ability in native language • 1879-Children are punished when caught using native language • 1888-Legislation attempted in both states • 1900-At least 600,000 taught in German • 1906-Congress passes first English-only law • 1917-Anti-German sentiment begins to extend to other languages

  8. (004) Benchmarks 117-123 • 1934-The de facto policy continues into the 40’s & 50’s • 1959-Cuban immigrants arrive in Miami • 1961-Full bilingual program for Cuban immigrants • 1968-Act provided money for programs of native language instruction • 1974-Supreme Court determines that schools that do not make special provisions for students learning English are not providing equal educational opportunities.

  9. (004) Benchmarks 117-123 • 1980-Ordinance is in response to new waves of immigrants who are poorer and less educated • 1994-Prop 187 would have made it illegal to provide education to illegal residents. Was overturned on appeal • 1998-Ed. Code 300-340-Required that instruction be overwhelmingly in English • 2001-Provided federal funding to schools to support the instruction of English Learners • 2004-Individuals with Disabilities Education Act ensures an equitable education for students with disabilities • 2004-CA schools must provide equitable access to textbooks and facilities, and facilities and teachers must be appropriately authorized

  10. (004) Lau vs Nichols 126 • Supreme Court decision (1974) of a suit brought by native Chinese speaker in San Francisco schools • Made illegal those educational practices that excluded children from effective education on the basis of language • Court ruled that simply providing same instruction and materials in English was not equitable

  11. (004) NCLB (Title III) 124 • States that “English Learners will develop high levels of academic proficiency and meet the same challenging academic standards as do their native-English speaking peers.” • Funding for ELs and immigrants • Accountability requires annual progress in learning English, progress towards reclassification, and academic progress • Also see 129

  12. (004) IDEA 123 • Individuals with Disabilities Education Act • Reauthorized previous Special Education law • Stipulates that children not be labeled disabled if poor school achievement is due to ethnic, linguistic, or racial difference

  13. (004) Prop 227 125 • Ed. Code 300-340 • Instruction overwhelmingly in English • Alternative programs through waiver process • The single year flies in the face of academic language acquisition research…4-9 years

  14. (004) Williams vs CA 126 • Requires equity in provision of textbooks, maintenance of facilities, and appropriately authorized staff (including teachers of English Learners)

  15. (004) Heritage Language 127 • AKA “developmental bilingual programs” • Designed for students with a primary language other than English. • Goals include maintenance and development of native language

  16. (004) Dual Immersion 127 • Half EL, half EO • Goal is for students to be proficient in both languages … AKA additive bilingualism • High level of academic competence in two languages by ELs and EOs

  17. (004) English Only 128 • Goal of assimilation • Belief that common language is a unifier • Belief that students will be more academically successful

  18. (004) Equity Issues 130 • Program Placement • Length of time in program • Tracking • Special Ed • Student Data • Retention/promotion • Dropout rates/expulsion and detention rates • Staffing • Teacher qualification • Teacher retention • Funding

  19. (004)Types and Models 134-137

  20. (004) ELD 137-138 • Goal: Language Proficiency • Purpose: Developing SKILLS • Limitations: Appropriate for development of language ONLY. Content will not be grade-level appropriate

  21. (004) Content-Based ELD 138 • Goal: Access to core • Purpose: Develop language through core content • Limitations: While providing access to some core content, concepts do not provide grade-level academics.

  22. (004) SDAIE 140 • Goal: Access to grade-level core content • Purpose: Mastery of grade-level core content through specially designed, language-based strategies • Limitations: Delivery may only include essential standards due to need for slower pacing.

  23. Parental Exception Waivers

  24. CTEL Module 2 Domain 2 005 Foundations of English Literacy Reading: from CTEL Text, Ch. 6

  25. (005) Oral and Written • Oral Language Written Language • Language Experience Approach • Retell • Written Language Oral Language • Using text to paraphrase • Role playing

  26. (005) Vocabulary Knowledge • How well developed vocabulary is • Level of vocabulary: social vs academic

  27. (005) Educational Background • Prior knowledge • Literacy skills • Previous schooling • Background knowledge(familiarity with concepts)

  28. (005) Level of English Proficiency • Beginner • Early Intermediate • Intermediate • Early Advanced • Advanced

  29. (005) Primary Language • How well developed literacy skills are • Linguistic differences between primary language and English

  30. (005) Motivation • Necessity • Personal importance • Affiliation (e.g. teacher, peers)

  31. (005) Pedagogical Practices • Integrates listening, speaking, reading, and writing • Being cognizant of integrating L S R W while teaching Math, Social Studies, Science. • Example: After a science experiment, use the Language Experience Approach to develop literacy through science

  32. (005) Pedagogical Practices • Provides a balanced, comprehensive reading program • Balance between phonics and comprehension; integrates L S R W

  33. (005) Pedagogical Practices • Uses standards-based thematic unit organization • Themes based on standards • Example: 6th grade Ancient Egypt

  34. (005) Pedagogical Practices • Creates a language-rich environment • Accessible contextualized print

  35. (005) Pedagogical Practices • Adapts instruction and materials to meet the special needs of English Learners • Culturally and linguistically appropriate • Use effective strategies (graphic organizers, visuals, contextualization, realia, etc.)

  36. (005) Pedagogical Practices • Plans meaningful and purposeful literacy activities • Relating your content and instruction to real life

  37. (005) Pedagogical Practices • Selects appropriate reading materials • Variety of genres, multicultural text, high interest, relevant • Make sure that EL proficiency level is taken into consideration

  38. (005) Pedagogical Practices • Utilizes English Learners’ prior knowledge to promote English language development in reading and writing • Connect to students’ backgrounds

  39. (005) Pedagogical Practices • Scaffolds literacy activities • Provide well structured activities with ample support • Example: Brainstorm/outline before required to write

  40. (005) Pedagogical Practices • Provides organized, systematic, explicit instruction in key skills • Make no assumptions • Skills must be taught

  41. (005) Effective Approaches 157 • Frontloading Vocabulary 247 • Language Experience Approach 229 • Interactive Journals 233 • Shared Reading • Learning Logs • Process Writing 234-236 • Graphic Organizers 158-162 • Pre-Reading Activities

  42. CTEL Module 2 Domain 2 006 Instructional Planning and Organization for ELD and SDAIE Reading: from CTEL Text, Ch. 6

  43. (006) ELD Standards 91 • Think-Pair-Share • What do you know about the ELD Standards?

  44. (006) ELD Standards • The Role of ELD Standards • Relationship to Native Speakers • Levels of English Proficiency

  45. (006) Relationship between ELA and ELD ELA HIGHWAY R W L,S

  46. (006) English Language Development • Read page 32 silently • Make a short private list of the implications for classroom planning, organization, and instruction. • Share your list with your table • Add anything brought up by a table mate that didn’t make your list

  47. (006) SDAIE 176-186 • What is SDAIE? • Who should receive SDAIE and why? • Why is SDAIE more than “just good teaching”? • What is the role of primary language in a SDAIE class? • What are some successful SDAIE strategies?

  48. (006) ELD vs SDAIE • Venn Diagram p.33

  49. (006) Content and Language 240 • Read pp. 240-242 of CTEL Text • Content Objectives and Language Objectives • Content Standard: Show the meaning of addition… • CONTENT Objective: Students deepen their understanding of the CONCEPT OF ADDITION… • LANGUAGE Objective: Students will use key VOCABULARY…while TELLING their addition stories. They will STATE…

  50. (006) Grouping Strategies 168-174 • Read page 35

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