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Objective 13: Written Response Portion of the SEI Mtel

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Objective 13: Written Response Portion of the SEI Mtel

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Sample Written Response Question and Answer

Components involved:
- Vocabulary Tiers
-Key academic language features

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Objective 12: Standards-based content teaching for ELLs

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Objective 12: Standards-based content teaching for ELLs

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Mass Frameworks and Standards

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Objective 11: Teaching Writing in the SEI classroom 

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Objective 11: Teaching Writing in the SEI classroom 

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Relationship between Reading and Writing
Language Progressive Skills Chart
Technology in Teaching ELLs
Using Graphic Organizers
Childrens writing in ELL
Semantic Maps

First to Second Language Writing Skill Transfer:
"This review of the literature suggests that L2 writers make use of their L1 when writing in the L2. They make use of the L1 as a composing strategy, to compensate for the possible deficiencies in their L2 proficiency, and also as a tool to facilitate their writing process. They use L1 for generating ideas, searching for topics, developing concepts, and organizing information and for planning purposes. Studies have also shown that learners transfer a number of other L1-based strategies including metacognitive, cognitive, and social/affective strategies to L2 writing, and that these are transferred across languages positively. However, L2 proficiency might mediate the successful transfer of L1-based strategies. Lower proficiency writers may not be able to easily transfer L1-based strategies when writing in an L2. Advanced level learners appear to be better able to use their L1-based strategies and are also better able to make use of their L1 resources for other matters such as generating idea, monitoring, and lexical-searching purposes. L2 learners may also use translation into the L1 as a strategy when composing L2 texts. Such strategies can have beneficial effects on L2 writing in terms of both content and organization, particularly for learners with lower-levels of L2 proficiency. "

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Objective 10: Teaching reading in the SEI classroom 

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Objective 10: Teaching reading in the SEI classroom 

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Foundations of learning to read
Using oral language to prepare for reading
Language Transfer in Language Learning
Types of reading genres
Literacy Rich Environments
Building Background Knowledge
Teaching Reading Comprehension
Reading Strategies

A written language is the representation of a spoken or gestural language by means of a writing system. Written language is an invention in that it must be taught to children; children will pick up spoken language (oral or sign) by exposure without being specifically taught.

Oral (Spoken) language is a form of communication in which people uses the mouth to create recognizable sounds. These sounds come from a large vocabulary of sequences of sounds with agreed-upon meanings. These sequences of sounds are called words, and each represents one or more objects or concepts

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Objective 9: Assessment of ELL in the SEI classroom 

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Objective 9: Assessment of ELL in the SEI classroom 

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Some Assessments of ELLs
Things to consider when assessing and ELL for SPED
Guidelines for Assessing ELLs
Formative vs. Summative Classroom Assessment
ELLs vs Standardized Assessments
Assessment Modification Examples
Assessment Accomodation for ELL

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Objective 8: teaching academic language in the SEI classroom

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Objective 8: teaching academic language in the SEI classroom

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Academic vs. Social Language
- Teaching Academic Language
- Acquiring Social Language

WIDA features of academic language
Teaching through the academic levels

Mass Curriculum Framework For ELA and Literacy: Writing Conventions

WIDA ELD standards

Methods and practices for developing ELL's academic language proficiency:
- Sentence Frames, Starters, and Signal Words
- Explicit Academic Vocab Instruction
- Teaching Academic Discourse

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Objective 7: sheltering content for ELLs in the classroom 

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Objective 7: sheltering content for ELLs in the classroom 

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Goals of SEI
Types of SEI programming models
SEI Protocols: SIOP Model; Response Protocol
Learning strategies
SEI VS ESL
Model Performance Indicators (MPI) (Pg. 16)
Creating a positive culturally diverse classroom

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Objective 6: Promoting Oral Language, listening Comprehension, and Vocabulary Development in the SEI classroom

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Objective 6: Promoting Oral Language, listening Comprehension, and Vocabulary Development in the SEI classroom

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Aural vs. Oral vs. Verbal
Listening Comprehension
Oral Language vs. Literacy Development
Vocabulary development
WIDA Speaking Rubric
Mass Curriculum Framework For ELA and Literacy

Methods and Practices that provide opportuniites for students to engage in listening comprehension activities and encourage students' oral language use and development:
Cooperative Learning Strategies for ELL
Think-Pair-Share and Circle Chat Strategies for ELL
Best Practices for Teaching ELLs

Evidence Based Vocab instruction:
- Three tiers of vocabulary
- Selecting vocab that may be challenging for ELLs:
- idomatic expressions; cognates and false cognates
- teaching word parts/analysis,
- teaching concepts vs. labels;
- reinforcing vocab through meaningful exposure and opportunities to use new vocabulary in context.

Methods and practices for promoting ELLs' vocab development:
- word guesses
- Semantic Maps
- interactive word walls
- drama and chants: younger ELLs;
- using technology to build vocab... more tools.

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Objective 5: Second Language acquisition and the contributing factors in the SEI classroom 

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Objective 5: Second Language acquisition and the contributing factors in the SEI classroom 

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Academic vs. Social Language
Iceberg/Interdependence Hypothesis
Iceberg/Interdependence Hypothesis 2
Second language Acquisition and Mainstream Implications

The receptive skills are listening and reading, because learners do not need to produce language to do these, they receive and understand it. These skills are sometimes known as passive skills. They can be contrasted with the productive or active skills of speaking and writing.

The productive skills are speaking and writing, because learners doing these need to produce language. They are also known as active skills. They can be compared with the receptive skills of listening and reading.

Grade/Proficiency Level instruction (Speaking/Writing k-12)
Grade/Proficiency Level Instruction (Listening/Reading k-12)

Instructional Practices for ELL in the classroom

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Objective 4: Role of language and linguistics in instructing ELLs

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Objective 4: Role of language and linguistics in instructing ELLs

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Basic Linguistic Terminology
Phonemes and Morphemes
Discourse (linguistics)
Phrase (linguistics)

In linguistics, a word is the smallest element that may be uttered in isolation with semantic or pragmatic content (with literal or practical meaning).

A sentence is a linguistic unit consisting of one or more words that are grammatically linked. A sentence can include words grouped meaningfully to express a statement, question, exclamation, request, command or suggestion.

The Features of Academic Language in WIDA’s Standards
Mass Curriculum Framework For ELA and Literacy: Writing Conventions

Language transfer (also known as L1 interference, linguistic interference, and cross linguistic influence) refers to speakers or writers applying knowledge from one language to another language.

English linguistics vs. Other languages
Functions of Language
- Related Language Structures

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Objective 3: Cutural and Social Aspects of Teaching in the SEI Classroom and School 

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Objective 3: Cutural and Social Aspects of Teaching in the SEI Classroom and School 

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Surface Culture vs. Deep Culture; What to do in the classroom and what the school can do.

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Objective 1: Data and Policies Relevant to ELLs

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Objective 1: Data and Policies Relevant to ELLs

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Objective 2: Diversity within ELL populations

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Objective 2: Diversity within ELL populations

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Special Populations in ELL
- Refugee Students
- Students with interrupted formal education (SIFE)
-ELL Students with Disabilities
-Long-term ELL students

Unique Challenges for ELLs

Educational practices with ELL students
-Differentiated instruction
-ELL in mainstream classrooms