Ctel Module 2 Review

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Ctel Module 2 Review

  1. 1. CTEL Module 2 Review Mark Rounds
  2. 2. Domain 2: Foundations of ELD and Content Instruction <ul><li>004-Foundations of Programs for English Learners </li></ul><ul><ul><li>PM pp13-21 </li></ul></ul><ul><li>005-Foundations of English Language Literacy </li></ul><ul><ul><li>PM pp 22-30 </li></ul></ul><ul><li>006-Instructional Planning and Organization for ELD & SDAIE </li></ul><ul><ul><li>PM pp 31-38 </li></ul></ul><ul><li>007-Components of Effective Instructional Delivery in ELD & SDAIE </li></ul><ul><ul><li>PM pp 39-44 </li></ul></ul><ul><li>008-Effective Resource Use in ELD & SDAIE </li></ul><ul><ul><li>PM pp45-50 </li></ul></ul>
  3. 3. Domain 2-004: Foundations of Programs for English Learners <ul><li>Demonstrate understanding of historical, legal, </li></ul><ul><li>and legislative… </li></ul><ul><li>Lau vs Nichols (126) </li></ul><ul><li>NCLB (124) </li></ul><ul><li>IDEA (123) </li></ul><ul><li>Prop 227 (ed code 300-340)(125) </li></ul><ul><li>Williams vs CA (126) </li></ul><ul><li>p 13-14 in PM </li></ul>
  4. 4. Domain 2-004: Foundations of Programs for English Learners <ul><li>Heritage (127) </li></ul><ul><li>Dual Immersion (127) </li></ul><ul><li>English Only (128) </li></ul><ul><li>Equity Issues (130) </li></ul><ul><ul><li>Placement, </li></ul></ul><ul><ul><li>Data, </li></ul></ul><ul><ul><li>Staffing, </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><li>PM 15-16 </li></ul>
  5. 5. Domain 2-004: Foundations of Programs for English Learners <ul><li>Types and Models (134-137) </li></ul><ul><li>Structured English Immersion (SEI) </li></ul><ul><ul><li>Content Based ELD (CBELD) </li></ul></ul><ul><li>English Language Mainstream </li></ul><ul><ul><li>SDAIE </li></ul></ul><ul><li>Dual Language </li></ul><ul><ul><li>Alternative Program (Bilingual) </li></ul></ul><ul><li>Transitional Bilingual Program </li></ul><ul><ul><li>Alternative Program (Bilingual) </li></ul></ul><ul><li>PM 17 </li></ul>
  6. 6. Domain 2-004: Foundations of Programs for English Learners <ul><li>ELD vs CBELD vs SDAIE </li></ul><ul><li>ELD (137) </li></ul><ul><ul><li>Language Skills </li></ul></ul><ul><li>CBELD (138) </li></ul><ul><ul><li>Content as a tool to deliver language instruction </li></ul></ul><ul><li>SDAIE (140) </li></ul><ul><ul><li>Language as a tool to deliver content instruction </li></ul></ul><ul><li>PM 18-20 </li></ul>
  7. 7. Domain 2-004: Foundations of Programs for English Learners <ul><li>Parental Exception Waivers </li></ul><ul><li>English Speakers </li></ul><ul><li>Older Students </li></ul><ul><li>Special Needs </li></ul><ul><li>SAMPLE PARENT NOTIFICATION </li></ul><ul><li>PM 21 </li></ul>
  8. 8. Domain 2-005: Foundations of English Language Literacy <ul><li>Personal Factors Affecting ELD </li></ul><ul><li>Vocabulary Knowledge </li></ul><ul><li>Educational Background </li></ul><ul><li>Level of English Proficiency </li></ul><ul><li>Primary Language </li></ul><ul><li>Motivation </li></ul><ul><li>PM 23 </li></ul>
  9. 9. Domain 2-005: Foundations of English Language Literacy <ul><li>Literacy Development Across the Curriculum </li></ul><ul><li>(156-157) </li></ul>
  10. 10. Domain 2-005: Foundations of English Language Literacy <ul><li>Effective Approaches- Reading & Writing (157) </li></ul><ul><li>Frontloading Vocabulary & Language (247) </li></ul><ul><li>Language Experience Approach (LEA) (229) </li></ul><ul><li>Interactive Journals (233) </li></ul><ul><li>Shared Reading </li></ul><ul><li>Learning Logs </li></ul><ul><li>Process Writing </li></ul><ul><li>Graphic Organizers (158-162) </li></ul><ul><li>Pre-Reading Activities (223-224) </li></ul><ul><li>PM 25-30 </li></ul>
  11. 11. Domain 2-006: Instructional Planning-ELD & SDAIE <ul><li>Levels of English Proficiency </li></ul><ul><li>1-Beginning </li></ul><ul><li>2-Early Intermediate </li></ul><ul><li>3-Intermediate </li></ul><ul><li>4-Early Advanced </li></ul><ul><li>5-Advanced </li></ul><ul><li>PM 31 </li></ul>
  12. 12. Domain 2-006: Instructional Planning-ELD & SDAIE <ul><li>ELD vs SDAIE </li></ul><ul><li>ELD is based on the ELD Standards </li></ul><ul><li>SDAIE is based on content area standards </li></ul><ul><li>Instruction is delivered in similar ways…using all of the approaches and strategies we have discussed </li></ul><ul><li>PM 33 </li></ul>
  13. 13. Domain 2-006: Instructional Planning-ELD & SDAIE <ul><li>Grouping Strategies (168-174) </li></ul><ul><li>Mixed with fluent English speakers </li></ul><ul><ul><li>Hands-on, concrete </li></ul></ul><ul><li>Native Language </li></ul><ul><ul><li>Conceptually demanding, abstract </li></ul></ul><ul><li>Preview-Review </li></ul><ul><ul><li>Access core content </li></ul></ul><ul><li>PM 35-36 </li></ul>
  14. 14. Domain 2-006: Instructional Planning-ELD & SDAIE <ul><li>Classroom Assistance (174-175) </li></ul><ul><li>Team teaching </li></ul><ul><li>Paraprofessionals </li></ul><ul><li>Volunteers </li></ul>
  15. 15. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE <ul><li>Cummins’ Quadrants </li></ul><ul><li>Students come to us in quadrant A </li></ul><ul><li>We need them to get to quadrant D </li></ul><ul><li>Quadrant B is where SDAIE lives- academic CONTENT wrapped in CONTEXT </li></ul><ul><li>PM 39 </li></ul>
  16. 16. A C B D Cognitively Undemanding Cognitively Demanding Context Embedded Context Reduced
  17. 17. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE <ul><li>Scaffolding </li></ul><ul><li>Modification (181-183) </li></ul><ul><li>Primary Language </li></ul><ul><li>Prior Knowledge (177-178) </li></ul><ul><li>Contextualization (246) </li></ul><ul><ul><li>Realia </li></ul></ul><ul><ul><li>Visual </li></ul></ul><ul><li>Assessment </li></ul><ul><li>PM 41 </li></ul>
  18. 18. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE <ul><li>Checking for Comprehensibility (106-107) </li></ul><ul><li>Monitor comprehension frequently </li></ul><ul><li>Comprehension checks </li></ul><ul><li>Effective questioning </li></ul><ul><li>PM 42 </li></ul>
  19. 19. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE <ul><li>Explicit Teaching of Learning Strategy </li></ul><ul><li>Like vocabulary, language functions, content, etc., specific learning strategies NEED to be taught prior to using them to deliver content and/or language instruction. </li></ul><ul><li>PM 43 </li></ul>
  20. 20. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE <ul><li>Content-Specific Discourse Skills </li></ul><ul><li>Apply knowledge of how to provide explicit instruction in content-specific discourse skills (e.g., procedural and declarative vocabulary, forms/functions, genres, tasks). </li></ul><ul><li>PM 44 </li></ul>
  21. 21. Domain 2-008: Effective Resource use in ELD & SDAIE <ul><li>Text Analyses </li></ul><ul><li>Picture Analysis </li></ul><ul><li>“ People to Study” Analysis </li></ul><ul><li>Anthology Analysis </li></ul><ul><li>Storyline Analysis </li></ul><ul><li>How do we modify materials to meet the needs of English Learners? </li></ul><ul><li>PM 48-52 </li></ul>
  22. 22. Domain 3: Approaches and Methods for ELD and Content <ul><li>009-ELD Approaches and Methods </li></ul><ul><ul><li>PM pp 51-54 </li></ul></ul><ul><li>010-ELD Listening and Speaking </li></ul><ul><ul><li>PM pp 55-58 </li></ul></ul><ul><li>011-ELD Reading and Writing </li></ul><ul><ul><li>PM pp 59-62 </li></ul></ul><ul><li>012-SDAIE </li></ul><ul><ul><li>PM pp 63-74 </li></ul></ul>
  23. 23. Domain 3-009: ELD Approaches and Methods <ul><li>ELD Approaches </li></ul><ul><li>Natural Approach </li></ul><ul><li>Total Physical Response (TPR) </li></ul><ul><li>Cognitive Academic Language Learning Approach (CALLA) (166) </li></ul><ul><li>PM 51 </li></ul>
  24. 24. Domain 3-009: ELD Approaches and Methods <ul><li>Organization </li></ul><ul><li>Structured Interactions </li></ul><ul><li>Explicit and implicit error correction (194-196) </li></ul><ul><li>Explicit and implicit grammar development </li></ul><ul><li>PM 52-53 </li></ul>
  25. 25. Domain 3-009: ELD Approaches and Methods <ul><li>Content-Based ELD (197) </li></ul><ul><li>What? - Content instruction is given at the students’ ELD level (not necessarily grade level) </li></ul><ul><li>Which Standards? - Integrates ELD standards with content standards </li></ul><ul><li>Why? - To provide access to core while developing English </li></ul><ul><li>PM 56 </li></ul>
  26. 26. Domain 3-010: ELD Listening/Speaking <ul><li>Listening and Speaking Areas </li></ul><ul><li>Comprehension </li></ul><ul><li>Organization and delivery of oral communication </li></ul><ul><li>Analysis and evaluation </li></ul><ul><li>PM 56 </li></ul><ul><li>LISTENING (200-206) </li></ul><ul><li>SPEAKING (206-214) </li></ul>
  27. 27. Domain 3-010: ELD Listening/Speaking <ul><li>Strategies that Promote L/S </li></ul><ul><li>Frontloading vocab and language functions </li></ul><ul><li>Pre-teaching </li></ul><ul><li>Brainstorming </li></ul><ul><li>Cooperative learning </li></ul><ul><li>Discussions </li></ul><ul><li>Role plays </li></ul><ul><li>Debriefing </li></ul><ul><li>PM 57 </li></ul>
  28. 28. Domain 3-011: ELD Reading/Writing <ul><li>Reading and Writing Areas </li></ul><ul><li>Word Analysis </li></ul><ul><li>Fluency </li></ul><ul><li>Vocabulary Development </li></ul><ul><li>Reading Comprehension </li></ul><ul><li>Literary Response and Analysis </li></ul><ul><li>PM 60 </li></ul><ul><li>READING (215-231) </li></ul><ul><li>WRITING (231-238) </li></ul>
  29. 29. Domain 3-011: ELD Reading/Writing <ul><li>Strategies that Promote R/W </li></ul><ul><li>Writing strategies and applications </li></ul><ul><li>Writing across different genres </li></ul><ul><li>English language conventions </li></ul><ul><li>PM 61 </li></ul>
  30. 30. Domain 3 <ul><li>Content Area Application </li></ul><ul><li>(241-250) </li></ul>
  31. 31. Domain 3-012: SDAIE <ul><li>Key Components of SDAIE </li></ul><ul><li>Tap into prior knowledge </li></ul><ul><li>Contextualize the lesson </li></ul><ul><li>Positive affective domain </li></ul><ul><li>Teach study skills </li></ul><ul><li>Modify the textbook </li></ul><ul><li>Assess student progress toward standards </li></ul><ul><li>PM 63-68 </li></ul>
  32. 32. Domain 3-012: SDAIE <ul><li>Scaffolding Strategies </li></ul><ul><li>Prior knowledge </li></ul><ul><li>Contextualization </li></ul><ul><li>Modify the textbook </li></ul><ul><li>Modeling </li></ul><ul><li>Metacognitive and cognitive strategies </li></ul><ul><li>Academic language functions </li></ul><ul><li>Transform text </li></ul><ul><li>Interpret text </li></ul><ul><li>Cooperative groups </li></ul><ul><li>Assessments </li></ul><ul><li>Feedback </li></ul><ul><li>PM 69-70 </li></ul>
  33. 33. Domain 3-012: SDAIE <ul><li>SDAIE Lesson Plan </li></ul><ul><li>Content Standard </li></ul><ul><li>ELD Standard </li></ul><ul><li>Assessment </li></ul><ul><li>Into </li></ul><ul><li>Through </li></ul><ul><li>Beyond </li></ul><ul><li>Lesson Reflection </li></ul><ul><li>PM 71-74 </li></ul>
  34. 34. Domain 1: Assessment of English Learners <ul><li>002- Role, Purposes, and Types of Assessment </li></ul><ul><ul><li>PM pp 75-82 </li></ul></ul><ul><li>001- Principles of Standards-Based Assessment </li></ul><ul><ul><li>PM pp 83-92 </li></ul></ul><ul><li>003- Language and Content-Area Assessment </li></ul><ul><ul><li>PM pp 93-95 </li></ul></ul>
  35. 35. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>California English Language Development Test (CELDT) </li></ul><ul><li>PM 75 </li></ul>
  36. 36. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>ID and Placement </li></ul><ul><li>Home Language Survey </li></ul><ul><li>CELDT </li></ul><ul><ul><li>30 calendar days </li></ul></ul><ul><li>Primary Language </li></ul><ul><ul><li>90 calendar days </li></ul></ul><ul><li>Placement </li></ul><ul><ul><li>“ less than reasonable”-SEI (CBELD) </li></ul></ul><ul><ul><li>“ reasonable”-ELM (SDAIE) </li></ul></ul><ul><li>PM 76 </li></ul>
  37. 37. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>ID and Redesignation/Reclassification </li></ul><ul><li>PM 78-79 </li></ul>
  38. 38. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>Assessment </li></ul><ul><li>Validity (102) </li></ul><ul><ul><li>Tests what it claims to be testing </li></ul></ul><ul><li>Reliability (102) </li></ul><ul><ul><li>Similar results over many examinations </li></ul></ul><ul><li>PM 80 </li></ul>
  39. 39. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>Limits of Traditional (Standardized) Assessment </li></ul><ul><li>Time </li></ul><ul><li>Linguistic Bias </li></ul><ul><li>Cultural Bias </li></ul><ul><li>Anxiety </li></ul><ul><li>Equivalent </li></ul><ul><li>Rapport </li></ul><ul><li>PM 81 </li></ul>
  40. 40. Domain 1-002: Role, Purpose, Types of Assessment <ul><li>Classroom Assessments (103-105) </li></ul><ul><li>Textbook </li></ul><ul><li>Performance-Based </li></ul><ul><li>Curriculum Task </li></ul><ul><li>AUTHENTIC </li></ul><ul><li>Teacher-Made </li></ul><ul><li>PM 82 </li></ul>
  41. 41. Domain 1-003 : Language and Content Area Assessment <ul><li>Standards-Based Curriculum </li></ul><ul><li>Standards inform Assessment </li></ul><ul><li>Assessment informs Instruction </li></ul><ul><li>PM 84-86 </li></ul>
  42. 42. Domain 1-003 : Language and Content Area Assessment <ul><li>Scaffolding Assessment Tasks (111) </li></ul><ul><li>PM 88-90 </li></ul>

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