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CTEL EXAM PREP MODULE 2 Mark Rounds
Contact Information ,[object Object],[object Object],[object Object]
Module 2 ,[object Object],[object Object],[object Object]
Domain 2-Foundations ,[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 2 004 Foundations of Programs for English Learners Reading: CTEL Text, Ch. 4
(004) Benchmarks 117-123 ,[object Object],[object Object],[object Object],[object Object],[object Object]
(004) Benchmarks 117-123 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(004) Benchmarks 117-123 ,[object Object],[object Object],[object Object],[object Object],[object Object]
(004) Benchmarks 117-123 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(004) Lau vs Nichols 126 ,[object Object],[object Object],[object Object]
(004) NCLB (Title III) 124 ,[object Object],[object Object],[object Object],[object Object]
(004) IDEA 123 ,[object Object],[object Object],[object Object]
(004) Prop 227 125 ,[object Object],[object Object],[object Object],[object Object]
(004) Williams vs CA 126 ,[object Object]
(004) Heritage Language 127 ,[object Object],[object Object],[object Object]
(004) Dual Immersion 127 ,[object Object],[object Object],[object Object]
(004) English Only 128 ,[object Object],[object Object],[object Object]
(004) Equity Issues 130 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(004)Types and Models 134-137 Structured English Immersion English Language Mainstream Dual Language Transitional Bilingual Education Placement Criteria Less than reasonable fluency Reasonable fluency Parental exception waiver Parental exception waiver Exit Criteria Reasonable fluency Fully fluent Parent choice District criteria Program Length 1 year Until redesignated Parent choice District criteria Class Composition District policy ELs and EOs 50/50 ideal Depends on models Language Composition Overwhelmingly in English Overwhelmingly in English Depends on model Depends on model Required Components ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(004) ELD 137-138 ,[object Object],[object Object],[object Object]
(004) Content-Based ELD 138 ,[object Object],[object Object],[object Object]
(004) SDAIE 140 ,[object Object],[object Object],[object Object]
Parental Exception Waivers Waiver Type Prerequisites Conditions Time Frame A. English Speakers Knows English based on standardized tests NA Within 20 instructional days B.Older Students 10 years or older Informed belief Within 20 instructional days C.Special Needs Already placed for not less than 30 days in an English Language classroom Informed belief, with approval No later than 10 days after 30 day placement or 20 instructional days
CTEL MODULE 2 DOMAIN 2 005 Foundations of English Literacy Reading: from CTEL Text, Ch. 6
(005) Oral and Written ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(005) Vocabulary Knowledge ,[object Object],[object Object]
(005) Educational Background ,[object Object],[object Object],[object Object],[object Object]
(005) Level of English Proficiency ,[object Object],[object Object],[object Object],[object Object],[object Object]
(005) Primary Language ,[object Object],[object Object]
(005) Motivation ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Pedagogical Practices ,[object Object],[object Object],[object Object]
(005) Effective Approaches 157 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 2 006 Instructional Planning and Organization for ELD and SDAIE Reading: from CTEL Text, Ch. 6
(006) ELD Standards 91 ,[object Object],[object Object]
(006) ELD Standards ,[object Object],[object Object],[object Object]
(006) Relationship between ELA and ELD ELA HIGHWAY R W L,S
(006) English Language Development ,[object Object],[object Object],[object Object],[object Object]
(006) SDAIE 176-186 ,[object Object],[object Object],[object Object],[object Object],[object Object]
(006) ELD vs SDAIE ,[object Object]
(006) Content and Language 240 ,[object Object],[object Object],[object Object],[object Object],[object Object]
(006) Grouping Strategies 168-174 ,[object Object]
(006) Language Development ,[object Object],[object Object],[object Object]
(006) Conceptual Development ,[object Object],[object Object],[object Object],[object Object]
(006) Classroom Community Development ,[object Object]
(006) Physical Setting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(006) Organizing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 2 007 Components of Effective Instructional Delivery in ELD and SDAIE Reading: from CTEL Text, Ch. 7
(007) Cummins’ Grid A C B D Cognitively Undemanding Cognitively Demanding Context Embedded Context Reduced Complete Quadrant Activity p.40
(007) Scaffolding 155 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(007) Modification ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(007) Primary Language ,[object Object],[object Object],[object Object]
(007) Prior Knowledge ,[object Object],[object Object],[object Object]
(007) Contextualization ,[object Object],[object Object],[object Object]
(007) Assessment ,[object Object],[object Object],[object Object]
(007) Checking for Understanding ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(007) Explicit Teachings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(007) Content-Specific Discourse ,[object Object],[object Object]
(007) Discourse Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 3 008 Effective Resource Use for ELD and SDAIE
(008) In the CA H/SS Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(008) Textbook Analyses ,[object Object],[object Object],[object Object],[object Object]
(008) Brainstorm… ,[object Object],[object Object]
CTEL MODULE 2 DOMAIN 3 009 Approaches and Methods for ELD and Content Instruction
(009) Brainstorm… ,[object Object],[object Object],[object Object]
(009) Natural Approach 62 ,[object Object],[object Object],[object Object],[object Object]
(009) Total Physical Response ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(009) CALLA 166 ,[object Object],[object Object],[object Object],[object Object]
(009) Structured Interactions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(009) Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(009) Explicit Instruction 194-95 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(009) Implicit Instruction 196 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(009) Content-Based ELD 197 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 3 010 ELD--Listening and Speaking
(010) ELD Standards Sequence ,[object Object],[object Object]
(010) Strategies to Develop Skills ,[object Object],[object Object],[object Object]
(010) Strategies that Promote L/S ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(010) Strategies that Promote L/S ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(010) ELD Speaking Sequence ,[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 3 011 ELD--Reading and Writing
(011) ELD Writing Standard ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(011) ELD Reading Standard ,[object Object],[object Object],[object Object],[object Object]
(011) Reading Comprehension ,[object Object]
(011) Strategies to Develop Skills ,[object Object],[object Object]
(011) Multicultural Texts and Genres Text Genre Proficiency Levels Reading Mufaro’s Beautiful Daughters Anne Frank Folklore Autobiography Early Intermediate Advanced Writing Outsiders House on Mango Street Persuasive Essay Descriptive Essay Intermediate Early Advanced
CTEL MODULE 2 DOMAIN 3 012 Specially Designed Academic Instruction in English (SDAIE) Reading: CTEL Text, Ch. 4
(012) Key Components of SDAIE ,[object Object],[object Object],[object Object],[object Object],[object Object]
(012) Scaffolding Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(012) Scaffolding Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object]
(012) SDAIE Lesson Plan Format ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(012) SDAIE Lesson Plan ,[object Object],[object Object],[object Object],[object Object]
(012) SDAIE Lesson Plan ,[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 1 002 Role, Purposes, and Types of Assessment Reading: CTEL Text, Ch. 3
(002) CELDT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(002) ID and Placement ,[object Object]
(002) Home Language Survey ,[object Object]
(002) Parent must be notified… ,[object Object],[object Object],[object Object]
(002) Redesignation/Reclassification ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(002) Identification ,[object Object],[object Object],[object Object],[object Object],[object Object]
(002) Reclassification ,[object Object],[object Object],[object Object]
(002) Validity 102 ,[object Object]
(002) Reliability 102 ,[object Object]
(002) Traditional Assessment ,[object Object]
(002) Textbook Tests 103 ,[object Object],[object Object],[object Object],[object Object]
(002) Performance-Based Tests 104 ,[object Object],[object Object],[object Object],[object Object]
(002) Curriculum Tasks 104 ,[object Object],[object Object],[object Object],[object Object]
(002) Authentic Tests 104 ,[object Object],[object Object],[object Object],[object Object]
(002) Teacher-Made Tests 105 ,[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 1 001 Principles of Standards-Based Assessment and Instruction
(001) ELD Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
(001) Standards-Based… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(001) Standards and EL Students ,[object Object],[object Object],[object Object]
(001) Building a Scaffolded Assessment ,[object Object],[object Object]
(001) SDAIE Lesson Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CTEL MODULE 2 DOMAIN 1 003 Language and Content-Area Assessment
(003) Language Assessments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(003) Academic… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
(003) Identification… ,[object Object],[object Object],[object Object],[object Object],[object Object]
(003) Similarities… ,[object Object],[object Object],[object Object],[object Object],[object Object]
(003) Underachievement… ,[object Object],[object Object],[object Object]
(003) Overachievement… ,[object Object],[object Object],[object Object]
(003) Issues… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Ctel2

  • 1. CTEL EXAM PREP MODULE 2 Mark Rounds
  • 2.
  • 3.
  • 4.
  • 5. CTEL MODULE 2 DOMAIN 2 004 Foundations of Programs for English Learners Reading: CTEL Text, Ch. 4
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  • 23. Parental Exception Waivers Waiver Type Prerequisites Conditions Time Frame A. English Speakers Knows English based on standardized tests NA Within 20 instructional days B.Older Students 10 years or older Informed belief Within 20 instructional days C.Special Needs Already placed for not less than 30 days in an English Language classroom Informed belief, with approval No later than 10 days after 30 day placement or 20 instructional days
  • 24. CTEL MODULE 2 DOMAIN 2 005 Foundations of English Literacy Reading: from CTEL Text, Ch. 6
  • 25.
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  • 38.
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  • 42. CTEL MODULE 2 DOMAIN 2 006 Instructional Planning and Organization for ELD and SDAIE Reading: from CTEL Text, Ch. 6
  • 43.
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  • 45. (006) Relationship between ELA and ELD ELA HIGHWAY R W L,S
  • 46.
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  • 56. CTEL MODULE 2 DOMAIN 2 007 Components of Effective Instructional Delivery in ELD and SDAIE Reading: from CTEL Text, Ch. 7
  • 57. (007) Cummins’ Grid A C B D Cognitively Undemanding Cognitively Demanding Context Embedded Context Reduced Complete Quadrant Activity p.40
  • 58.
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  • 66.
  • 67.
  • 68. CTEL MODULE 2 DOMAIN 3 008 Effective Resource Use for ELD and SDAIE
  • 69.
  • 70.
  • 71.
  • 72. CTEL MODULE 2 DOMAIN 3 009 Approaches and Methods for ELD and Content Instruction
  • 73.
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  • 78.
  • 79.
  • 80.
  • 81.
  • 82. CTEL MODULE 2 DOMAIN 3 010 ELD--Listening and Speaking
  • 83.
  • 84.
  • 85.
  • 86.
  • 87.
  • 88. CTEL MODULE 2 DOMAIN 3 011 ELD--Reading and Writing
  • 89.
  • 90.
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  • 92.
  • 93. (011) Multicultural Texts and Genres Text Genre Proficiency Levels Reading Mufaro’s Beautiful Daughters Anne Frank Folklore Autobiography Early Intermediate Advanced Writing Outsiders House on Mango Street Persuasive Essay Descriptive Essay Intermediate Early Advanced
  • 94. CTEL MODULE 2 DOMAIN 3 012 Specially Designed Academic Instruction in English (SDAIE) Reading: CTEL Text, Ch. 4
  • 95.
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  • 100.
  • 101. CTEL MODULE 2 DOMAIN 1 002 Role, Purposes, and Types of Assessment Reading: CTEL Text, Ch. 3
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  • 117. CTEL MODULE 2 DOMAIN 1 001 Principles of Standards-Based Assessment and Instruction
  • 118.
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  • 122.
  • 123. CTEL MODULE 2 DOMAIN 1 003 Language and Content-Area Assessment
  • 124.
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