The document discusses the foundations and principles of English language development and content instruction for English learners. It covers several key topics, including different program models for EL instruction, factors that influence literacy development, approaches for instructional planning and delivery, and effective assessment of English learners. The document provides an overview of the key concepts and strategies addressed in each content domain, with a focus on applying linguistic and instructional scaffolds to support ELs in developing English proficiency and accessing grade-level content.

1. CTEL Module 2 Review Mark Rounds

2. Domain 2: Foundations of ELD and Content Instruction 004-Foundations of Programs for English Learners PM pp13-21 005-Foundations of English Language Literacy PM pp 22-30 006-Instructional Planning and Organization for ELD & SDAIE PM pp 31-38 007-Components of Effective Instructional Delivery in ELD & SDAIE PM pp 39-44 008-Effective Resource Use in ELD & SDAIE PM pp45-50

3. Domain 2-004: Foundations of Programs for English Learners Demonstrate understanding of historical, legal, and legislative… Lau vs Nichols (126) NCLB (124) IDEA (123) Prop 227 (ed code 300-340)(125) Williams vs CA (126) p 13-14 in PM

4. Domain 2-004: Foundations of Programs for English Learners Heritage (127) Dual Immersion (127) English Only (128) Equity Issues (130) Placement, Data, Staffing, Funding PM 15-16

5. Domain 2-004: Foundations of Programs for English Learners Types and Models (134-137) Structured English Immersion (SEI) Content Based ELD (CBELD) English Language Mainstream SDAIE Dual Language Alternative Program (Bilingual) Transitional Bilingual Program Alternative Program (Bilingual) PM 17

6. Domain 2-004: Foundations of Programs for English Learners ELD vs CBELD vs SDAIE ELD (137) Language Skills CBELD (138) Content as a tool to deliver language instruction SDAIE (140) Language as a tool to deliver content instruction PM 18-20

7. Domain 2-004: Foundations of Programs for English Learners Parental Exception Waivers English Speakers Older Students Special Needs SAMPLE PARENT NOTIFICATION PM 21

8. Domain 2-005: Foundations of English Language Literacy Personal Factors Affecting ELD Vocabulary Knowledge Educational Background Level of English Proficiency Primary Language Motivation PM 23

9. Domain 2-005: Foundations of English Language Literacy Literacy Development Across the Curriculum (156-157)

10. Domain 2-005: Foundations of English Language Literacy Effective Approaches- Reading & Writing (157) Frontloading Vocabulary & Language (247) Language Experience Approach (LEA) (229) Interactive Journals (233) Shared Reading Learning Logs Process Writing Graphic Organizers (158-162) Pre-Reading Activities (223-224) PM 25-30

11. Domain 2-006: Instructional Planning-ELD & SDAIE Levels of English Proficiency 1-Beginning 2-Early Intermediate 3-Intermediate 4-Early Advanced 5-Advanced PM 31

12. Domain 2-006: Instructional Planning-ELD & SDAIE ELD vs SDAIE ELD is based on the ELD Standards SDAIE is based on content area standards Instruction is delivered in similar ways…using all of the approaches and strategies we have discussed PM 33

13. Domain 2-006: Instructional Planning-ELD & SDAIE Grouping Strategies (168-174) Mixed with fluent English speakers Hands-on, concrete Native Language Conceptually demanding, abstract Preview-Review Access core content PM 35-36

14. Domain 2-006: Instructional Planning-ELD & SDAIE Classroom Assistance (174-175) Team teaching Paraprofessionals Volunteers

15. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE Cummins’ Quadrants Students come to us in quadrant A We need them to get to quadrant D Quadrant B is where SDAIE lives- academic CONTENT wrapped in CONTEXT PM 39

16. A C B D Cognitively Undemanding Cognitively Demanding Context Embedded Context Reduced

17. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE Scaffolding Modification (181-183) Primary Language Prior Knowledge (177-178) Contextualization (246) Realia Visual Assessment PM 41

18. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE Checking for Comprehensibility (106-107) Monitor comprehension frequently Comprehension checks Effective questioning PM 42

19. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE Explicit Teaching of Learning Strategy Like vocabulary, language functions, content, etc., specific learning strategies NEED to be taught prior to using them to deliver content and/or language instruction. PM 43

20. Domain 2-007: Effective Instructional Delivery-ELD & SDAIE Content-Specific Discourse Skills Apply knowledge of how to provide explicit instruction in content-specific discourse skills (e.g., procedural and declarative vocabulary, forms/functions, genres, tasks). PM 44

21. Domain 2-008: Effective Resource use in ELD & SDAIE Text Analyses Picture Analysis “ People to Study” Analysis Anthology Analysis Storyline Analysis How do we modify materials to meet the needs of English Learners? PM 48-52

22. Domain 3: Approaches and Methods for ELD and Content 009-ELD Approaches and Methods PM pp 51-54 010-ELD Listening and Speaking PM pp 55-58 011-ELD Reading and Writing PM pp 59-62 012-SDAIE PM pp 63-74

23. Domain 3-009: ELD Approaches and Methods ELD Approaches Natural Approach Total Physical Response (TPR) Cognitive Academic Language Learning Approach (CALLA) (166) PM 51

24. Domain 3-009: ELD Approaches and Methods Organization Structured Interactions Explicit and implicit error correction (194-196) Explicit and implicit grammar development PM 52-53

25. Domain 3-009: ELD Approaches and Methods Content-Based ELD (197) What? - Content instruction is given at the students’ ELD level (not necessarily grade level) Which Standards? - Integrates ELD standards with content standards Why? - To provide access to core while developing English PM 56

26. Domain 3-010: ELD Listening/Speaking Listening and Speaking Areas Comprehension Organization and delivery of oral communication Analysis and evaluation PM 56 LISTENING (200-206) SPEAKING (206-214)

27. Domain 3-010: ELD Listening/Speaking Strategies that Promote L/S Frontloading vocab and language functions Pre-teaching Brainstorming Cooperative learning Discussions Role plays Debriefing PM 57

28. Domain 3-011: ELD Reading/Writing Reading and Writing Areas Word Analysis Fluency Vocabulary Development Reading Comprehension Literary Response and Analysis PM 60 READING (215-231) WRITING (231-238)

29. Domain 3-011: ELD Reading/Writing Strategies that Promote R/W Writing strategies and applications Writing across different genres English language conventions PM 61

30. Domain 3 Content Area Application (241-250)

31. Domain 3-012: SDAIE Key Components of SDAIE Tap into prior knowledge Contextualize the lesson Positive affective domain Teach study skills Modify the textbook Assess student progress toward standards PM 63-68

32. Domain 3-012: SDAIE Scaffolding Strategies Prior knowledge Contextualization Modify the textbook Modeling Metacognitive and cognitive strategies Academic language functions Transform text Interpret text Cooperative groups Assessments Feedback PM 69-70

33. Domain 3-012: SDAIE SDAIE Lesson Plan Content Standard ELD Standard Assessment Into Through Beyond Lesson Reflection PM 71-74

34. Domain 1: Assessment of English Learners 002- Role, Purposes, and Types of Assessment PM pp 75-82 001- Principles of Standards-Based Assessment PM pp 83-92 003- Language and Content-Area Assessment PM pp 93-95

35. Domain 1-002: Role, Purpose, Types of Assessment California English Language Development Test (CELDT) PM 75

36. Domain 1-002: Role, Purpose, Types of Assessment ID and Placement Home Language Survey CELDT 30 calendar days Primary Language 90 calendar days Placement “ less than reasonable”-SEI (CBELD) “ reasonable”-ELM (SDAIE) PM 76

37. Domain 1-002: Role, Purpose, Types of Assessment ID and Redesignation/Reclassification PM 78-79

38. Domain 1-002: Role, Purpose, Types of Assessment Assessment Validity (102) Tests what it claims to be testing Reliability (102) Similar results over many examinations PM 80

39. Domain 1-002: Role, Purpose, Types of Assessment Limits of Traditional (Standardized) Assessment Time Linguistic Bias Cultural Bias Anxiety Equivalent Rapport PM 81

40. Domain 1-002: Role, Purpose, Types of Assessment Classroom Assessments (103-105) Textbook Performance-Based Curriculum Task AUTHENTIC Teacher-Made PM 82

41. Domain 1-003 : Language and Content Area Assessment Standards-Based Curriculum Standards inform Assessment Assessment informs Instruction PM 84-86

42. Domain 1-003 : Language and Content Area Assessment Scaffolding Assessment Tasks (111) PM 88-90