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Review and Assessment

Review and Assessment. ebook_english_to_speakers_of_other_lang_study_guide_0361_760618[1]. pdf. Language and Content Standards. ELD STANDARDS Academic language development Language-based Reflective of the varying stages of second language acquisition

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Review and Assessment

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  1. Review and Assessment ebook_english_to_speakers_of_other_lang_study_guide_0361_760618[1].pdf

  2. Language and Content Standards ELD STANDARDS • Academic language development • Language-based • Reflective of the varying stages of second language acquisition • Representative of social and academic language contexts • Tied to a state’s English language proficiency standards (WIDA) STATE CONTENT STANDARDS • Academic Achievement • Content-based • Reflective of conceptual development • Representative of the school’s academic curriculum • Tied to a state’s academic content standards WIDA Consortium

  3. WIDA’s ELD Standards Academic Language

  4. Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing

  5. Phonetics: The Sounds of Language Jan-March,2013 Pam Allen pamela.allen@cms.k12.nc.us Stacy Feldstein stacy.feldstein@cms.k12.nc.us Mariana De Luca Mariana.deluca@cms.k12.nc.us

  6. Objective Participants will identify the sounds of American English, the symbols that represent them and their particular characteristics by listening to a PowerPoint Presentation and analyzing language in groups.

  7. Name that Phoneme Substitution • An Arabic student asks, “Where is my baber?” • A Chinese student says, “Watch out for broken grass!” • A Serbian student says, “I vant to eat.” • A Czech student says, “I leave in Yanuary” • A Farsi student says, “When will you co back?” • A French student says, “I will stay with zem.” • A German student says, “I sink so.” • A Japanese student says, “It is bery good”. • A Korean student says, “I drive a zeep.” • A Spanish student says, “He is chort” • A Filipino Student says, “It is my pavorite” • A Turkish student asks, “Do I get a stigger?” • A Vietnamese student says, “I got two book.”

  8. Phonetics The study of speech sounds Mom: “Hold on” Toddler: “I’m holing don, I’m holing don.”

  9. Manner of Articulation

  10. Voiced and Voiceless Sounds

  11. Identity of Speech Sounds • Languages differ to a greater or lesser degree in the inventory of speech sounds that words are built from. • Our linguistic knowledge makes it possible to ignore non linguistic differences. (Background noise, interference)

  12. Nasal and Oral SoundsWhat distinguishes the bilabial voiced /m/ from /b/? m b

  13. Other phonetic features Activity: /t/ /s/= Describe place and manner of articulation What distinguishes them?

  14. Practice • With a partner complete exercises 6 on page 262 (except h and i) and 12 on page 264. Share your responses with a different partner. • Test questions: Listen to the questions 8,

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