LOTE Vocab Competency 2 (domain 1)

Formal Assessments

tests that are usually used for a grade (major)

Informal assessments

assignments that are usually lower pressure and may or may not be a grade (daily)

Formative assessments

assessments that are given to students whole still working on a unit; this gives the teacher info about what students understand or need to work on

Summative assessments

assessments given at the end of a unit

Integrated performance assessments

the three types of communication assess … what?

• Interpersonal communication

• Interpretive communication

• Presentation communication

Informal and formal assessments and rubrics

What do teachers use to evaluate students’ presentational, interpretive, and interpersonal communication skills (speaking, listening, reading, writing, etc.)

metacognitive strategies

metacognition is “thinking about thinking” ; teachers should “model” and teach students how to evaluate students’ own reading comprehension

comprehensible input

the language the instructor uses that the student understands

Stephen Krashen

famous language acquisition expert, developed input hypothesis, or monitor model (a group of 5 hypotheses) including comprehensible input.

the 6 stages of learning language

the six stages of _____

1. pre-production or silent period

2. early production

3. speech emergent

4. beginning fluency

5. intermediate fluency

6. advanced fluency

Pre-production or silent period

students are silent in this stage but are still learning. This stage (1) can last six weeks or more.

early production

in this stage (2), students will begin using words, phrases, and sentences, but will still be listening and taking in the new language. Mistakes are common in this stage.

speech emergent

in this stage (3), students begin to speak more, with more vocabulary and longer sentences, but still need context clues to understand ideas. Their vocabulary grows and they make less mistakes.

beginning fluency

in this stage (4), students are somewhat fluent in regular social interactions and only make minor errors, but cannot yet understand academic vocabulary and struggle to clearly express themselves due to limited vocabulary

intermediate fluency

in this stage (5), students are now fluent even in new situations or academic areas, but naturally there is still a vocabulary gap and they do not understand some expressions. They make less mistakes and can explain their opinion in the target language.

advanced fluency

in this stage (6), students are fluent in all situations, even new contexts and academic settings. They may have an accent and not know how to use idioms correctly, but they can effectively communicate in the target language.