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Understanding ELD Standards: A Study Guide for Second Language Acquisition

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tacy
15 diapositives · 294 Views · Sep 02, 2014

This study guide provides an in-depth overview of the English Language Development (ELD) standards as aligned with state content standards. It discusses the significance of academic language development and its reflection of various stages of second language acquisition. The guide covers key language domains including listening, speaking, reading, and writing, emphasizing the importance of engaging with language in social and academic contexts. It includes phonetic exercises and practical activities designed for participants to identify, analyze, and practice the sounds of American English effectively.

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  1. Review and Assessment ebook_english_to_speakers_of_other_lang_study_guide_0361_760618[1].pdf

  2. Language and Content Standards ELD STANDARDS • Academic language development • Language-based • Reflective of the varying stages of second language acquisition • Representative of social and academic language contexts • Tied to a state’s English language proficiency standards (WIDA) STATE CONTENT STANDARDS • Academic Achievement • Content-based • Reflective of conceptual development • Representative of the school’s academic curriculum • Tied to a state’s academic content standards WIDA Consortium

  3. WIDA’s ELD Standards Academic Language

  4. Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing

  5. Phonetics: The Sounds of Language Jan-March,2013 Pam Allen pamela.allen@cms.k12.nc.us Stacy Feldstein stacy.feldstein@cms.k12.nc.us Mariana De Luca Mariana.deluca@cms.k12.nc.us

  6. Objective Participants will identify the sounds of American English, the symbols that represent them and their particular characteristics by listening to a PowerPoint Presentation and analyzing language in groups.

  7. Name that Phoneme Substitution • An Arabic student asks, “Where is my baber?” • A Chinese student says, “Watch out for broken grass!” • A Serbian student says, “I vant to eat.” • A Czech student says, “I leave in Yanuary” • A Farsi student says, “When will you co back?” • A French student says, “I will stay with zem.” • A German student says, “I sink so.” • A Japanese student says, “It is bery good”. • A Korean student says, “I drive a zeep.” • A Spanish student says, “He is chort” • A Filipino Student says, “It is my pavorite” • A Turkish student asks, “Do I get a stigger?” • A Vietnamese student says, “I got two book.”

  8. Phonetics The study of speech sounds Mom: “Hold on” Toddler: “I’m holing don, I’m holing don.”

  9. Manner of Articulation

  10. Voiced and Voiceless Sounds

  11. Identity of Speech Sounds • Languages differ to a greater or lesser degree in the inventory of speech sounds that words are built from. • Our linguistic knowledge makes it possible to ignore non linguistic differences. (Background noise, interference)

  12. Nasal and Oral SoundsWhat distinguishes the bilabial voiced /m/ from /b/? m b

  13. Other phonetic features Activity: /t/ /s/= Describe place and manner of articulation What distinguishes them?

  14. Practice • With a partner complete exercises 6 on page 262 (except h and i) and 12 on page 264. Share your responses with a different partner. • Test questions: Listen to the questions 8,