Chapter 5: Oral Language Development

Which is NOT a trait of integrated language arts instruction?

• Opportunities for social interaction among students.

• Use of oral & written language to achieve lesson goal.

• Using language for meaningful, functional purposes.

• Pronunciation drills prior to content instruction.

A major source of comprehensible input for oral English development is...

• Task-directed talk, including teacher talk, if SIOP is used.

• Read-alouds of novels students will read in coming years.

• Penmanship practice to develop motor coordination.

• Grammar drills a bit beyond the students' current ELP.

Which does NOT promote beginners' oral English development?

• Emphasis on speaking in grammatically correct sentences.

• Participating with drawing, gesturing or simple expressions.

• Participating with drawing, gesturing or simple expressions.

• Social-emotional support to help them adjust.

Intermediate English learners...

• Read and write English with the ease of a native speaker.

• Express themselves using technical content vocabulary.

• Benefit from instruction conveying meaning through visuals.

• Tutor native English speakers on using prepositional phrases,

Songs and games promote oral ELD through all EXCEPT... (which answer is false)

• Creating opportunities to demonstrate students' strengths.

• Require students to write a self-evaluative essay.

• Lower the affective filter so oral acquisition may proceed.

• Permit students to participate at their own ELD level.

How can drama be used for oral language development?

• To provide props that stimulate students' own dramatic play.

• To give ELs a written script to follow.

• To base study on stories, poems and academic content.

• To create perform formal theatrical presentations

This is NOT true about academic language in content areas...

• It includes specific academic terms.

• It corresponds to higher-level thinking.

• It included oral explanations with interrelated clauses.

• It develops best when learned naturally through conversation.

Listening comprehension for academic language does NOT develop when...

• Students say the pledge or sing "America the Beautiful.

• Teachers use realia, pictures & graphics with explanations.

• Students work in small groups on structured, academic tasks.

• When class members present to the class on academic topics.

The Student Oral Language Observation (SOLOM) focuses on...

• Sociolinguistic demands of English use in class instruction.

• Fluency, vocabulary, pronunciation and comprehension.

• Phonics, morphology, spelling, text structure & orthography.

• Academic features of English in math, science and social studies.

Using SOLOM works best when...

• A standardized test determines entry/exit of EL program.

• Parents teach academic content while you make observations.

• Observations form a pattern of progress over time.

• You want to include primary language instruction in contents.