Mini Glossary
Term
Analytical
Skills
Cognate
Depth of
Knowledge
(DOK)
Discourse
English
Language
Proficiency
(ELP)
English
Language
Proficiency
(ELP)
Standards
Funds of
Knowledge
"Language as
Action"
Definition
Analytical skills involve processing and applying information. They
include the ability solve simple and complex problems, express and
support positions, analyze texts of all types, express ideas clearly,
critique the reasoning of others, etc. Analytical skills and practices
form the core of college- and career-ready standards.
A word that has the same linguistic derivation as another; from the
same original word or root. Examples of cognates in Indo-European
languages are the words night (English), nuit (French), Nacht
(German), nacht (Dutch), et
Source
Webb’s (1997, 2002) Depth of Knowledge (DOK) schema and chart
are tools that educators can use to analyze and identify the cognitive
complexity of a task, standard, or assessment. A DOK chart, for
example, can be used to identify the analytical skills that students
must engage in to complete a particular task and their relative
cognitive complexity.
As defined in the ELP Standards, language used in a particular
context, such as the academic discourse of a science classroom
compared to the social discourse of the playground. Different types
of discourse call for different vocabulary, phrases, structures, and
language registers. According to Gee (1999), language is always used
from a perspective and always occurs within a context; there is no
neutral use of language.
As defined by the CCSSO, Profiency Level Descriptors for English
Language Proficiency Standards, English language proficiency is “A
socially constructed notion of the ability or capacity of individuals to
use language for specific purposes” (CCSSO, 2012, p. 107). Also
referred to by some as English language development (ELD). Multiple
pathways to ELP are possible, but the end goal for students’ progress
in acquiring English is to ensure full participation of ELLs in school
contexts.
The ELP Standards address the types of language proficiency that ELLs
need as they engage in content-area practices.
(Common Core
Institute, 2013)
As defined on page 1 of the ELP Standards, ELLs’ primary languages
and other social, cultural, and linguistic background knowledge and
resources (Moll, Amanti, Neff, & González, 1992).
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
"Realizing
Opportunities for
English Learners
in the Common Core
A perspective that understands language to be “intimately connected
to all other forms of action, physical, social, and symbolic” and thus
an “expression of agency, embodied and embedded in the
environment” (Van Lier & Walqui, 2012, p. 4).
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
(CCSSO, 2012, p. 107)
Language
Demands
Language
Domains
Language
Forms
Language
Functions
This phrase refers to the “language that students are required to
understand and use during a particular task or activity.”
Reading, writing, speaking, listening
As defined on page 1 of the ELP Standards, language forms are the
vocabulary, grammar, and discourse specific to a particular content
area or discipline. In this module, we define language forms being
made up of language structures and cross-curricular academic
vocabulary.
As defined on page 1 of the ELP Standards, language functions are
what students do with language to accomplish content-specific tasks.
Gibbons (1993) refers to language functions as the purposes for
which language is used in the classroom.
Linguistic
Output
Refers to the production of language. Educators should provide ELLs
with communicative tasks that require students to create the
sustained output necessary for second language development.
Modalities
As defined by the ELP Standards, modalities are the means or manner
by which communication takes place. The three modalities are
receptive, productive, and interactive. The four language domains of
reading, writing, listening, and speaking are contained within these
three modalities.
Receptive
Language
Modality
Productive
Language
Modality
Refers to a situation where the learner as a reader/listener/viewer is
working with "text' whose author or deliverer is not present or
accessible” (Phillips, 2008, p. 96).
Refers to a situation where the learner is a speaker and/or writer for
an audience. According to Phillips (2008) the language or text
produced is a planned or formalized speech act or written document
that the learner has an opportunity to draft, get feedback, and revise,
before publication or broadcast (Phillips, 2008, p. 96).
Collaborative use of receptive and productive modalities. This mode
refers to the learner as a speaker/listener [AND] reader/writer. It
requires two-way interactive communication where negotiation of
meaning may be observed. These exchanges provide evidence of
awareness of the socio-cultural aspects of communication as
language proficiency develops (Philips, 2008, p. 96).
The types or levels of language traditionally used in different
situations (Some examples of registers are frozen, formal,
consultative, casual, intimate).
As defined by the ELP Standards, the term practices refers to
behaviors which developing student practitioners should increasingly
use when engaging with the content and growing in content-area
maturity and expertise throughout their elementary, middle, and high
school years. Often referred to as “disciplinary practices.”
Interactive
Language
Modality
Register (i.e.
language
register)
Practices
English Language Arts
and Disciplinary
Literacy Standards"
(Bunch, Kibler,
Pimental, 2013)
Module 2
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
(Gibbons, 1993)
(See Principle 7 in
Principles of
Instructed Second
Language Acquisition.)
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
(page 7 of the ELP
Standards)
(Phillips, 2008, p. 96)
(Phillips, 2008, p. 96)
(Phillips, 2008, p. 96)
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
(p. 212)
Science
Practices (SP)
Mathematical
Practices (MP)
English
Language Arts
Practices (EP)
Scaffolding
Sentence
Structures
Task Analysis
The NGSS Science and Engineering Practices. The practices describe
the behaviors that scientists engage in as they investigate and build
models and theories about the natural world and the key set of
engineering practices that engineers use as they design and build
models and systems. The Science and Engineering Practices “describe
behaviors that scientists engage in as they investigate and build
models and theories about the natural world” (NGSS, 2013). As noted
in Appendix F of the NGSS (NGSS Lead States, 2013), chapter three of
the Science Framework for K-12 Science Education (NRC, 2012)
provides background on the development of the Science and
Engineering Practices. For more information and examples, see Bybee
(2011).
The math practices describe ways in which developing student
practitioners of mathematics should increasingly engage with the
subject matter as they grow in content-area maturity and expertise
throughout their elementary, middle, and high school years.
The EPs describe ways in which developing student practitioners of
ELA should increasingly engage with the subject matter as they grow
in content-area maturity and expertise throughout their elementary,
middle, and high school years. The practices are student actions, not
teaching practices. Developed for the ELPD Framework for CCSS by
ELA writer Susan Pimentel as analogous to the existing mathematics
and science & engineering practices, but not found in the original
CCSS for ELA.
As defined in Appendix A of the CCSS ELA & Literacy Standards, this
refers to guidance or assistance provided to students by a teacher,
another adult, or a more capable peer, enabling the students to
perform tasks that they otherwise would not be able to perform
alone, with the goal of fostering the students’ capacity to perform the
tasks on their own later on. Pedagogically, a scaffold is the support
offered to students so that they can successfully engage in activity
beyond their current ability to perform independently.
As defined in the ELP Standards and the Proficiency Level Descriptors,
sentence structures include simple, compound, complex sentences,
and the range of other sentence structures.
This is a structured process by which educators unpack an academic
task to identify the knowledge and skills students will be required to
demonstrate in order to perform the task successfully.
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
(Bybee, 2011)
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
http://www.elpa21.or
g/sites/default/files/Fi
nal%204_30%20ELPA2
1%20Standards_1.pdf
Module 2