ESL Exam Review Materials Answer Key for BED 3311 & 3303

REVIEW MATERIALS FOR ESL EXAM BED 3311 & ESL 3303 — Answer Key JANUARY 1, 2016 DR. STEPHEN A. WHITE University of Houston Downtown

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 1—Activity Sheet 1 Answer Key Note: The following answers reflect the WIDA English language proficiency (ELP) levels. If- you are using a different set of ELP levels in your state, check your answers with your instructor or a knowledgeable peer. = Level 5: Bridging 2. Level 1: Entering 3. Level 2: Beginning 4. Level 4: Expanding 5. Level 3: Developing

() Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 2—Activity Sheet 1 Answer Key 1. syntax 2. phonology 3. morphology 4. pragmatics 5. semantics 6. phonology 7. pragmatics 8. morphology 9. syntax 10. semantics

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() Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 3—Activity Sheet 1 Answer Key 1. input hypothesis 2. sociocultural perspectives 3. behaviorism 4. input processing model 5. interaction hypothesis 6. output hypothesis 7. noticing hypothesis 8. processability theory 9. zone of proximal development 10. acquisition-learning hypothesis 11. affective filter hypothesis

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Résearch, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 4—Activity Sheet 1 Answer Key Equal Educational Opportunities Act Title VI of the Civil Rights Act Lau Remedies Elementary and Secondary Education Act Title VII Bilingual Education Act 14th Amendment of the U.S. Constitution No Child Left Behind Race to the Top ESEA Flexibility 10. Common Core State Standards O O N ok bR

(Y Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 4—Activity Sheet 2 Answer Key 1. Brown v. Board of Education 2. Meyersv. Nebraska 3. Lauv. Nichols 4. Castanieda v. Pickard

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() Wright, W. E. (2015). Foundations for Teaching English Languagé Learzers: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslo. Chapter 5—Activity Sheet 1 Answer Key 1. newcomer program 2. developmental bilingual education program 3. sheltered English immersion 4. heritage language program 5. dual language program

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 5—Activity Sheet 2 Answer Key . dual language program . transitional bilingual education . sheltered English immersion . developmental bilingual education . newcomer program . submersion . pull-out ESL . heritage language program . bilingual immersion

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 7—Activity Sheet 1 Answer Key 1. Ignore. We should celebrate the fact that Sitha is moving out of the silent period and using his new language to communicate important information. Also, when a student is emotionally distressed it is not the best time to teach a grammar lesson. 2. Indirect correction through modeling. Sabrina made so many errors, it would unreasonable to try to correct all of them. Also, her errors are typical of those at her level of proficiency, and she’ll eventually improve with more exposure and practice. Furthermore, the focus of the lesson is on plants, not grammar. Finally, what she said is so sweet, why ruin it by making her feel bad about her errors in front of the whole class? The teacher should praise her contribution and model back the correct forms as much as possible in her response. 3. Direct correction. The whole purpose of the pair work is to practice the particular language point that was just taught The students are at a level of proficiency where it is reasonable to expect them to correct these errors themselves. Also, the students are in pairs, so a quick correction won't embarrass the student in front of the whole class. The correction could be gentle, such as “Look at your paper. Which column is furniture in? Now, try again.” 4. Direct correction. The teacher does not want Tran to become embarrassed every time she asks for a sheet of paper. And Tran will likely be highly motivated to avoid making this error again. 5. Ignore. Let Heide run to the bathroom, unless you want a puddle in the middle of your classroom.

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Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 8 - Activity Sheet 1 Answer Key . in-context out-of-context . in-context out-of-context out-of-context in-context . in-context 5 out-of-context

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 8—Activity Sheet 2 Answer Key . guided reading . narrow reading . shared reading . read-aloud . independent reading . narrow reading . shared reading . read-aloud )

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. -~ Chapter 9—Activity Sheet 1 C Answer Key 1. standardized writing 2. stylized sentences 3. emerging standardized writing 4. string of letters 5. letters representing whole words or thoughts (Note: this says “I am happy.”) 6. scribble writing

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Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 9—Activity Sheet 2 Answer Key 1. Tam go to the house to my friends. And I am go to sleep. ['m going to my friend’s house. And I'm going to sleep.] 2. In weekend I play outside with my brother and we play with his cars and the toys. [On the weekend I played outside with my brother and we played with his cars and the toys.] 3. My family have 7 members. My mother, my father, my three brothers, my sister, and me. My big brother is married. [My family has 7 members. My mother, my father, my three brothers, my sister, and me. My big brother is married.] Analysis | These students are using some of their knowledge of Spanish phonics to write words in English (e.g., Ay for I), or writing English words the way they hear or pronounce them (e.g., en for and; eslipi for sleep). The absence of phonemes such as /th/ in Spanish lead these students to hear and pronounce, and thus write, words like mother, father, and brothers as moder, fader, broders. The students are also using some Spanish syntax in their English writing (e.g,, house to [of] my friend instead of friend’s house). Instructional Strai:egies and Techniques These students appear to be at the emerging standardized writing stage and thus are close to the standardized writing stage. They should be encouraged to write daily in journals and in Writer's Workshop. The teacher can write responses in the journal modeling correct spelling and forms. These types of errors in Writer’s Workshop can be corrected in the editing stage. Some of the problem words can be added to the word wall and students should be encouraged to write these words in their personal wordbook. The teacher could also conduct word study mini-lessons, including a lesson the /th/ sound and recognizing and writing words with th. The students should also be reading independently every day in addition to other reading instruction because the more they read, the better their writing will become.

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 10—Activity Sheet 1 Answer Key language and content objectives differentiated instruction making content comprehensible modifying textbooks thematic teaching integrating students’ cultures using literature NSO

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd Ed.). Philadelphia: Caslon. Chapter 11—Activity Sheet 1 Answer Key . E . E . [—This is an example of concurrent translation. Mrs. Brown should have Mr. Lopez do preview-review instead. . E . [—This is an example of substituting written English text with oral L1 translation. The students aren’t doing any reading at all, in English or in Spanish! Mrs. Silverstein should (a) have Mrs. Barrera use the preview-review technique, (b) allow students to read Spanish AR books and take AR quizzes in Spanish (if they are literate in the L1), (c) stop using AR with these students until they have enough English proficiency to participate, or (d) stop using AR altogether and instead focus on reading instruction in which students read books appropriate to their language and literacy level with comprehension questions and activities provided by the teacher and the paraprofessional. . E

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BED 3311 Study Guide Answer Key

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