One learns language by "intaking" language just beyond their current proficiency level
Krashen's "Comprehensible Input" Hypothesis
100
In developing both their students' content and language competencies, teachers must keep in mind these 4 modalities
Reading, Writing, Listening and Speaking
100
A series of instructional supports given, gradually withdrawn as the student moves towards independent application of the lessons
Scaffolding
100
Schematic visuals to help students understand the relationship between ideas
Graphic Organizers
100
Teachers should be conscious of allowing a 20 second ________ for student responses, to allow everyone to process the question
Wait Time
200
An image showing the relationship between one's first language and its effects on learning another
Cummins' Iceberg Metaphor
200
In addition to teaching content-specific vocabulary, teachers must develop their students ______ functions
Language
200
An instruction method used to make both content and academic language understandable to students
SIOP
200
A visual representation to show key unit vocabulary
Word Wall
200
Teachers should outline the lesson's lesson and content ________ clearly at the beginning of each lesson
Objectives
300
The hypothesis explaining the effects of one's emotions on their language acquisition process
Krashen's Affective Filter Hypothesis
300
Teachers must make connections between the new content being taught and their students' prior ________ and cultural __________
Knowledge/Backgrounds
300
A method ensuring that the curriculum and assessments are accessible to ALL students--and gives the accommodations necessary for each student to succeed in its framework
UDL (Universal Design for Learning)
300
Maps, photos and videos are all good examples of _______ aids
Visual
300
Teachers should aim for their students to be engaged _______% of the lesson to maximize their learning
90-100%
400
A model showing how 4 inseparable dimensions of the student's life must be supported: linguistic, academic, cognitive, and sociocultural
Collier and Thomas' Prism Model
400
To ensure students understand new content and lesson objectives, teachers must make sure to address potential __________ or areas of confusion
Misconceptions
400
A leveled pyramid of learning goals, increasing from lower level to higher level thinking skills
Bloom's Taxonomy
400
_______ charts are a metacognitive way for students to reflect on their past learning, make learning goals, and assess what they learned throughout a unit
KWL Charts
400
Students have a greater chance of making learning meaningful when their experiences in the classroom are ________-______
Hands-On
500
The hypothesis that there are 4 stages of the acculturation process: honeymoon, hostility, humor, and home
U-Curve Hypothesis
500
The use of ipads and other ________ resources can be a hands-on support in building upon student knowledge and expanding upon new ideas
Technology
500
A method centered around "backward design" (looking at the learning outcomes to design units and assessments)
UBD (Understanding by Design)
500
A note-taking tool to help focus ELs on the discussion by filling in select vocabulary words throughout a printed handout
Guided Notes
500
To effectively foster interaction between students and to offer them both new perspectives and support, teachers should use ________different grouping arrangements for students in every lesson