FTCE Professional Knowledge-Teaching
ELLs
AMAOs
Annual Measurable Achievement Objectives
BICs
Basic Interpersonal Communications skills
-day to day experiences
-6months to 2 yrs
CALLA
Cognitive Academic Language Learning Approach
-contecnt focused while language skills are acquired in context as needed
CALP
Cognitive Academic Langauge Proficiency
-demands are higher than social situations
-contextual support(gestures) cannot be counted on
--5to 7rs
CELLA
Comprehensive English Language Learning Assessment
-measures progress in listening speaking, reading, and writing
-annually
CI
Comprehensible Input
EDL
English Language Development
EFL
English as a Foreign Language
ESE
Exceptional Student Education
LER
Limited English Reader
MBE
Maintenance Bilingual Education
META
Multicultural Education, Training, Advocacy
NEP
Non English Proficient
SALA
Bureau of Student Achievement through Language Acquisition
SLA
Second Language Acquisition
TPR
Total Physical Response; Asher; uses commands and physical activities to increase
retention and understanding; "stand up"
LY
, k-12 classes specifically designed for ELLs
LP
4-12 grade ELL fluent orally but not reading/writing
LF
former ELL student followed after exiting program
LZ
former ELL student who exited program more than 2 yrs ago
ZZ
non ell student
Florida Consent Decree
agreement for LULAC vs. FloridaBoard of Ed.;
-identification and assessment
-equal access to appropriate programming
-equal access to appropriate categorical and other programs for LEP students
-Personnel
-Monitoring Issues
-Outcome Measures
ELL(LEP) students
-not born in us or non native english
-other language has impact on English proficiency(Native American)
-insufficient english skills to learn successfully
Home language survey
-given to all Florida students at enrollment
assessment procedure
test given within 20 days to potential ELLs
-must score at or above 33rd percentile to be placed as ZZ
Basic ESOL
using enlgish language a medium of instruction- speaking, listening, reading, and writing
ELL student plan
document that identifies student, instruction, schedule, date of ELL id, assessment data,
date of exit
District ELL plan
approved procedures and methodologies by district for serving ELLs-
Parent Leadership Council
majority must be parents of ELLs
-consulted prior to submission of district ell plan
Pre-Production stage of developmen
lsitening; rarely speaking; gesturing;accept nonverbal responses
Early Production Stage
one or to word short phrase; 1,000 words, 6 months; simple phrases memorized; use
simplified sentence structure
Speech Emergence Stage
short sentences; 3,000 words expressed; 7.000 receptive; simple discourse; can write
and read text with errors; use word banks and templates
Intermediate Fluency
ELLs
AMAOs
Annual Measurable Achievement Objectives
BICs
Basic Interpersonal Communications skills
-day to day experiences
-6months to 2 yrs
CALLA
Cognitive Academic Language Learning Approach
-contecnt focused while language skills are acquired in context as needed
CALP
Cognitive Academic Langauge Proficiency
-demands are higher than social situations
-contextual support(gestures) cannot be counted on
--5to 7rs
CELLA
Comprehensive English Language Learning Assessment
-measures progress in listening speaking, reading, and writing
-annually
CI
Comprehensible Input
EDL
English Language Development
EFL
English as a Foreign Language
ESE
Exceptional Student Education
LER
Limited English Reader
MBE
Maintenance Bilingual Education
META
Multicultural Education, Training, Advocacy
NEP
Non English Proficient
SALA
Bureau of Student Achievement through Language Acquisition
SLA
Second Language Acquisition
TPR
Total Physical Response; Asher; uses commands and physical activities to increase
retention and understanding; "stand up"
LY
, k-12 classes specifically designed for ELLs
LP
4-12 grade ELL fluent orally but not reading/writing
LF
former ELL student followed after exiting program
LZ
former ELL student who exited program more than 2 yrs ago
ZZ
non ell student
Florida Consent Decree
agreement for LULAC vs. FloridaBoard of Ed.;
-identification and assessment
-equal access to appropriate programming
-equal access to appropriate categorical and other programs for LEP students
-Personnel
-Monitoring Issues
-Outcome Measures
ELL(LEP) students
-not born in us or non native english
-other language has impact on English proficiency(Native American)
-insufficient english skills to learn successfully
Home language survey
-given to all Florida students at enrollment
assessment procedure
test given within 20 days to potential ELLs
-must score at or above 33rd percentile to be placed as ZZ
Basic ESOL
using enlgish language a medium of instruction- speaking, listening, reading, and writing
ELL student plan
document that identifies student, instruction, schedule, date of ELL id, assessment data,
date of exit
District ELL plan
approved procedures and methodologies by district for serving ELLs-
Parent Leadership Council
majority must be parents of ELLs
-consulted prior to submission of district ell plan
Pre-Production stage of developmen
lsitening; rarely speaking; gesturing;accept nonverbal responses
Early Production Stage
one or to word short phrase; 1,000 words, 6 months; simple phrases memorized; use
simplified sentence structure
Speech Emergence Stage
short sentences; 3,000 words expressed; 7.000 receptive; simple discourse; can write
and read text with errors; use word banks and templates
Intermediate Fluency
