Transcript English Language Arts & Reading

English Language Arts &
Reading (EC-4)
Presented by
Rebecca Cobian-Quiett, M.Ed.
TeXes Review Session
1
Language Arts = 40% of test
1. Phonological and phonemic awareness
2. Literacy Development
3. Analysis and Decoding
4. Reading Fluency
5. Reading Comprehension
6. Research and Comprehension skills in content areas
7. Writing conventions
8. Development of written communication
9. Assessment of developing literacy
2
WEEK 1
3
Domain I, Competency 001
The teacher understands the
importance of oral language, knows
the developmental processes of oral
language, and provides children with
varied opportunities to develop
listening and speaking skills.
Examples
# 26, 30
4
A pre-kindergarten teacher
could best promote the
development of children’s
listening skills by:
Example provided by TeXes Preparation Manual
5
A. pausing occasionally when speaking to ask individual
children to repeat what the teacher just said.
B. using attentive listening behavior when the children
are speaking.
C. integrating specific listening activities as a routine
element in the daily schedule.
D. frequently reminding the children to think hard
about what they are hearing.
Example provided by TeXes Preparation Manual
6
Oral language
*The skills in listening involve…
•enjoying the words of a speaker
•evaluating the message of a speaker
•an appreciation of the spoken language
Prior to reading a new story to several kindergarten
children, oral language could be promoted by first
evaluating the background knowledge of the children.
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Oral language
*Children ought to have various opportunities to adapt spoken
language for a variety of purposes, audiences, and occasions.
*Children’s oral language and communication skills are better
developed through conversations with peers and adults as
compared to electronic audio media such as CD’s, tapes, or
television.
8
Domain I, Competency 002
The teacher understands
phonological and phonemic
awareness and employs a variety
of approaches to help children
develop phonological and
phonemic awareness.
Answer the following questions
from TEXES Generalist practice
test:
# 1 ,3, 8, 9, 36
9
A kindergarten teacher engages children in
an activity in which different sounds are
substituted for the initial consonant of a repeated
word in a familiar song (e.g. “Row, Row, Row
Your Boat” becomes “Mow, Mow, Mow Your
Boat”).
This activity is most likely to promote literacy
development by helping the children:
Example provided by TeXes Preparation Manual
10
A. Distinguish onsets and rimes.
B. Blend the sounds in words.
C. Relate phonemes to letters.
D. Recognize word boundaries.
Example provided by TeXes Preparation Manual
11
Phonological and Phonemic Awareness
Onsets
an onset is the initial single
phoneme (sound) in a word
Rime
is the remaining set of phonemes in the
word: e.g. in sat, the onset is /s/ and the
rime is /at/
12
Phonological and Phonemic Awareness
(PHONO=SOUND)
Phonological awareness
an awareness of and the ability to
manipulate sounds
Phonemic awareness
the understanding that spoken
words can be divided into
separate sounds
13
Phonological and Phonemic
Awareness
Phonemic awareness is…
• the ability to hear, identify, and manipulate
individual sounds --phonemes--in spoken
words
Phonemic awareness is important because …
• it improves children’s word reading and reading
comprehension
• it helps children learn to spell
Info provided by National Institute for Literacy
14
Phonological and Phonemic
Awareness
Phonemic awareness can be developed through a
number of activities, including asking children to:
•
•
•
•
•
identify phonemes
categorize phonemes
blend phonemes to form words
segment words into phonemes
delete or add phonemes to form new
words
• substitute phonemes to make new words
Info provided by National Institute for Literacy
15
Phonological and Phonemic
Awareness
Phonemic awareness instruction is most
effective…
• when children are taught to
manipulate phonemes by using
the letters of the alphabet
• when instruction focuses on
only one or two rather than
several types of phoneme
manipulation
Info provided by National Institute for Literacy
16
Phonological and Phonemic
Awareness
• Phonics instruction …
• helps children learn the relationships
between the letters of written language
and the sounds of spoken language
• Phonics instruction is important because …
• it leads to an understanding of the alphabetic
principle -- the systematic and predictable
relationships between written letters and
spoken sounds.
Info provided by National Institute for Literacy
17
Phonological and Phonemic
Awareness
Programs of phonics instruction are effective
when they are…
• systemic -- the plan of instruction includes
a carefully selected set of letter-sound
relationships that are organized into a
logical sequence
• explicit -- the programs provide teachers
with precise directions for the teaching of
these relationships
Info provided by National Institute for Literacy
18
Phonological and Phonemic
Awareness
Effective phonics programs provide:
• ample opportunities for children
to apply what they are learning
about letters and sounds to the
reading of words, sentences,
and stories
Info provided by National Institute for Literacy
19
Domain I, Competency 003
The teacher understands the
importance of the alphabetic principle
for reading English and provides
instruction that helps children
understand the relationship between
printed words and spoken language.
Answer the following questions from
TEXES Generalist practice test:
# 4, 5, 20
20
A kindergarten teacher begins
instruction in letter-sound
correspondence by teaching
students the sounds associated
with m, s, t, and b. Which of the
following steps would be most
appropriate for the teacher to
take next?
Example provided by TeXes Preparation Manual
21
A. Teach students the short vowel sounds of two
or three separate vowels to enable the students
to begin reading familiar CVC words.
B. Teach students the sounds most commonly
associated with all of the remaining
consonants in the alphabet.
C. Teach all of the long and short vowel sounds
to help students understand the idea that one
letter may be associated with two sounds.
D. Teach students how to sound out CVCC words
by using the consonant sounds they already
have learned.
Example provided by TeXes Preparation Manual
22
Alphabetic Principle
Important elements of the alphabetic principle include:
• graphophonemic knowledge
• relationship of letters in print to spoken words
• letter names
Children’s alphabetical skills should be monitored with
formal and informal assessments in a continuous
manner.
The alphabetic principle identifies a relationship between the
visual and the auditory
The alphabetic principle helps students to
understand the relationship between
printed words and spoken language.
23
Alphabetic Principle Instruction
Most effective instruction is …
Explicit
Teacher directed
Systematic
24
Domain I, Competency 004
The teacher understands that
literacy develops; over time,
progressing from emergent to
proficient stages and uses a variety
of approaches to support the
development of children’s literacy.
Answer the following questions from
TEXES Generalist practice test:
# 2 , 12, 17, 28, 35,
39, 44
25
Renee, a preschooler, shows her
teacher a picture she has drawn of
her puppy. She tells the teacher, “It
says, ‘This is my puppy, Oscar’.”
ENREE
Renee’s writing demonstrates that
she has an understanding of which of
the following concepts about print?
Example provided by TeXes Preparation Manual
26
A. Words are read from left to right.
B. Print carries meaning
C. Letters correspond with sounds.
D. Sentences are composed of words.
Example provided by TeXes Preparation Manual
27
Literacy Development
*emergent literacy describes a child’s early
unconventional attempts at reading, writing,
and listening. The term was coined by Marie
Clay
*The Texas Profile of Reading Index (TPRI)and the Tejas Lee are
examples of a formal assessment of children’s literacy development.
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Literacy Development
EARLY LEARNING
Important early understandings related to
print are that the child’s own name can be made
with letters, hearing written language can be
enjoyable, and writing can provide information
such as what something is or where something is
located.
29
Literacy Development
provide explicit and systemic
instruction
reinforce activities to promote student’s
literacy development
provide children frequent and intensive
opportunities to read
30
WEEK 2
31
Domain I, Competency 005
The teacher understands the
importance of word analysis
and decoding for reading and
provides many opportunities for
children to improve their wordanalysis and decoding abilities.
Examples
# 14 , 15, 16, 18,
22, 34, 43
32
Which of the following
general guidelines should
a first-grade teacher follow
when selecting texts for
beginning readers?
Example provided by TeXes Preparation Manual
33
A. Provide mostly texts in which the vocabulary
consists of regular and irregular sight words
that students have already memorized.
B. Provide students primarily with texts that
relate to content-area learning.
C. Provide mostly phonetically regular texts that
allow students to apply their knowledge of
letter-sound relationships.
D. Provide students primarily with texts that the
teacher has already read aloud in class.
Example provided by TeXes Preparation Manual
34
Word-analysis and Decoding skills
*Syntax refers to the knowledge of English word order.
*Decoding is the identification of words by using lettersound association and structural analysis.
*Word recognition skills require decoding,
blending, and structural analysis.
35
Word analysis and decoding skills
*An onset refers to the initial letter or letters before the
first vowel in a word.
*The ending part of a word that contains the vowel and
the remainder of the word is described by the term: rimes
*Frequently occurring words in children’s reading
materials are called, high frequency words.
*A sight word becomes part of a readers instant mental
retrieval upon reading without needing to use wordanalysis.
36
Domain I, Competency 006
The teacher understands the
importance of fluency for
reading comprehension and
provides many opportunities for
children to improve their
reading fluency.
Examples
# 11 , 21, 31
37
A second-grade teacher observes that
a student uses his finger to point to
each word in a text as he reads it
aloud. The teacher responds by
guiding the student to discontinue this
practice. Which of the following
statements best describes the
rationale for this response?
Example provided by TeXes Preparation Manual
38
A. Pointing to individual words while reading can
distract students from systematic decoding.
B. Students who get in the habit of pointing to
individual words while reading aloud often, have
difficulty learning to read silently.
C. Pointing to individual words while reading can
interfere with the development of reading fluency.
D. Students who get in the habit of pointing to
individual words while reading aloud often have
difficulty developing phonemic awareness.
Example provided by TeXes Preparation Manual
39
Reading Fluency
• Fluency is….
• the ability to read a
text accurately and
quickly
• Fluency is
important
because…..
• it frees students to
understand what they
read
Info provided by National Institute for Literacy
40
Reading Fluency
• Reading fluency
can be
developed….
• by modeling fluent reading
• by having students engage in
repeated oral reading
• Monitoring
student progress
in reading
fluency…
• is useful in evaluating
instruction and setting
instructional goals
• can be motivating to students
Info provided by National Institute for Literacy
41
Strategies Promoting Fluency
*Students’ efficiency of word analysis through phonics
(graphophonemic), structural (syntactic), and analysis of
words in context (for meaning, semantics).
*Match the reading material with the text structure, prior
knowledge, and reading skills of the reader.
*Encourage reading in children by introducing new books
frequently and by reading only part of the book aloud.
42
Strategies Promoting Fluency
*Rereading portions of text
*Reader’s Theater
*Repeated reading of the book
*Selection of reading material of appropriate difficulty
*Selection of reading material that connects with students’
interests, background experiences, and culture. In this
manner, contextualized experiences will be facilitated.
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Strategies of Fluent Readers
Active reasoning
Interactive transaction between the text
and the reader.
 Prediction about what is about to be
read. The prediction is confirmed or
rejected based on three cueing
systems:
1. Semantic
2. Syntactic
3. Graphophonemic
44
Domain I, Competency 007
The teacher understands the
importance reading for
understanding, knows the
components of comprehension,
and teaches children strategies for
improving their comprehension.
Examples
# 24 , 29, 32, 33,
37, 38, 40, 41, 42
45
Which of the following
strategies is most effective
for promoting student’s
content area vocabulary
development?
46
A. Providing ongoing, corrective feedback
in pronunciation during reading
activities
B. Giving frequent, short vocabulary
quizzes
C. Having students look up the definitions
of a set of assigned words in the
dictionary
D. Semantically grouping new vocabulary
words with familiar words that have
similar meanings
47
The 3 Cueing Systems on which
predictions are made:
*Semantic = prior knowledge, or schema, as well as
the cultural knowledge that enables the reader to
reconstruct meaning from the text.
*Syntactic = predicts on the basis of what is going to
sound or “feel” right. A well-developed syntactic
system will enable the intuitive prediction of the word
that most probably fits.
*Graphophonic= based on sounds of speech
represented by letters and clusters of letters, and
punctuation relates to the intonation
patterns of spoken language.
48
Reading Comprehension
Critical cognitive processing includes:
 Problem solving
 Analysis
 Comparing and contrasting
 Evaluative comprehension
 Character development
49
Reading Comprehension
The following six strategies appear to have a firm scientific basis for
improving text comprehension:
Monitoring comprehension
•be aware of what they do understand
•identify what they do not understand
•use appropriate “fix-up” strategies to resolve problems in
comprehension
Use graphic and semantic organizers
•help students focus on text structure as they read
•provide students with tools they can use to examine and visually
represent relationships in a text
•help students write well-organized summaries of text
Info provided by National Institute for Literacy
50
Reading Comprehension
Answering questions
•give students a purpose for reading
•focus students’ attention on what they are to learn
•help students to think actively as they read
•encourage students to monitor their comprehension
•help students to review content and relate what they have
learned to what they already know
Generating questions
Recognizing story structure
Summarizing
•identify or generate main ideas
•connect the main or central ideas
•eliminate redundant and unnecessary
information
•remember what they read
51
Reading Comprehension
*Schema theory is model of reading comprehension that
refers to what readers may already know about a topic.
*Self monitoring is when a student mentally keeps track of
whether she is making sense of what is being read.
*The KWL strategy assesses what a student knows, will
learn, and did learn. It is likely to activate a student’s prior
knowledge prior to reading.
52
Comprehension Skills in the Content
Areas
*Graphic organizers can help assess the prior
knowledge about a topic.
*Prompting predictions about a topic and then
confirming those predictions result in teacher modeling
of a necessary reading process.
*Scaffolding refers to process in which teachers guide
students with modeling and support.
53
Comprehension Skills in the Content Areas
*Semantic mapping, concept webs, and graphic
organizers all can enhance comprehension skills in the
content areas.
*Cooperative learning involves effective attributes for
students such as social development, self-esteem,
shared knowledge.
*Older students with reading problems can benefit from
teaching reading within the content areas, think aloud
activities, and teacher modeling.
*An expository text indicates
informational non-fiction books.
54
Comprehension Skills in the Content Areas
Criticisms of content area textbooks…
difficult reading level for some students to
read and comprehend
over emphasis on factual material
 overemphasis on literal facts and details.
*Concepts mapping can be useful …
as a pre-reading activity
as a post reading activity
as an organizational strategy
55
Reading Comprehension
• Literal comprehension includes the
identification / recalling of details,
following directions, classifying ideas,
etc.
• Interpretative comprehension
includes predicting outcomes, relating
the text to their background
knowledge and experiences, making
associations, etc.
56
A SUCCESSFUL READER ….
tests each prediction
confirms or rejects each prediction
corrects when necessary
applies cueing systems flexibility and in an integrated
manner
picks out key words that carry the most meaning
predicts what is about to be read on the basis of
semantic and syntactic information
57
Domain I, Competency 008
The teacher understands the
importance of research and
comprehension skills to children's
academic success and provides
children with instruction that
promotes their acquisition and
effective use of these skills in the
content areas.
58
Students in a fourth-grade class work in
small groups to complete a prereading
"anticipation guide." The guide lists
statements that relate to the content of an
assigned science chapter. Students decide
whether each statement is most likely true
or false and write "T" or "F" next to each
statement. After reading the chapter,
students revisit the guide and revise their
T/F designations as necessary, based on
information in the chapter.
59
This instructional activity is most likely to
support students' reading development in
which of the following ways?
A. activating students' prior knowledge
and setting a purpose for reading
B. prompting students to identify and
interpret key vocabulary in the text
C. helping students distinguish fact
from opinion in informational texts
D. helping students understand how an
author's point of view affects the
presentation of information
60
Use the information below to answer the two questions that
follow.
A second-grade teacher wants to develop students' content-area
reading skills by helping the
students understand information presented in tables. The teacher
designs the following activity in
connection with a thematic unit on trees.
• The teacher reads aloud and discusses a story about trees and an
age-appropriate informational
book about tree leaves.
• Each student selects one leaf from a science exhibit that includes
samples of various types of
leaves.
• The teacher displays a large, blank, two-column table. The teacher
makes headers for the columns
by drawing the pinnate (feather-like) leaf pattern at the top of the
first column and drawing the
palmate (hand-like) leaf pattern at the top of the second column. The
teacher discusses each leaf
pattern with the class.
• Each student shows his or her leaf to the class.
61
Which of the following extensions of the activity described
above would most effectively promote students' ability to
interpret information presented in tables?
A. After each student shows his or her leaf, the teacher has
students work with a partner to draw a picture of the leaf.
B. The teacher attaches a written label to each leaf in the
table, identifying the name of the tree from which the leaf
was taken.
C. After each student shows his or her leaf, the teacher
guides the class to decide whether the leaf belongs in the
first or second column.
D. The teacher tapes each leaf in the appropriate column in
the table after the student has shown it to the class.
62
The teacher wants to help students understand that tables
summarize ideas
and information. Which of the following strategies would best
address this
goal?
A. The teacher helps students brainstorm a title for each column, and
for the table as a whole, and then writes the final titles on the
table.
B. The teacher shows students examples of a variety of other simple
tables and asks students how the tables are alike.
C. The teacher briefly reviews for students the steps they took to
make the table and encourages students to talk about what they
have learned.
D. The teacher has students work in small groups to create their own
simple tables.
63
WEEK 3
64
Domain I, Competency 009
The teacher understands the
conventions of writing in
English and provides instruction
that helps children develop
proficiency in using writing
conventions.
Examples
# 6 , 19
65
A first-grade teacher who is working with a group of
beginning readers gives each student a set of word
cards. On each card is printed a word that the
students already have learned to read (e.g. he, she,
sees, loves, has, the, a, dog, cat, pail). The teacher
shows the students how to arrange the cards to
create a statement (e.g. she sees the cat). Students
then create their own statements and read them
aloud. One goal of this activity is to promote
students’ reading development by reinforcing word
recognition skills. In addition, this activity can be
expected to promote students’ writing development
by:
Example provided by TeXes Preparation Manual
66
A. helping them learn to view writing as a
useful tool for communication.
B. promoting their recognition of
similarities and differences between
written and oral language.
C. building their understanding of basic
syntactic structures
D. helping develop their understanding of
the value of writing conventions (e.g.
capitalization, punctuation).
Example provided by TeXes Preparation Manual
67
Writing Conventions
*The stages of writing development include
pre-phonemic, phonemic, transitional, and conventional.
*Some predictable stages in the process of acquiring the
conventions of writing are making mock-letters, scribbling, and
reading environmental print.
*In the conventional stage of spelling development, a child
would apply the basic rules of English to spelling and correctly
spell at least 90% of the words they write.
*Grammar, capitalization, and punctuation are considered
“conventions” of the
English language.
68
Writing Conventions
*A student who understands the function of writing
but cannot yet make the forms of writing is in the
pre-communicative stages of writing
development.
Cutting with scissors, tearing paper, painting, and
drawing are examples of hands-on activities that
could promote the development of fine motor skills.
69
Domain I, Competency 010
The teacher understands that
writing to communicate is a
developmental process and
provides instruction that
promotes children’s competence
in written communication.
Examples
# 7, 25, 27
70
Which of the following
statements best defines
freewriting and its use
in the writing process?
Example provided by TeXes Preparation Manual
71
A. Freewriting involves writing continuously for a
specified amount of time and is best used by
student writers to generate ideas for their writing.
B. Freewriting involves writing without the use of
punctuation and is best used by teachers to
demonstrate how punctuation helps the reader
understand a text.
C. Freewriting involves writing in a personal diary for
one’s own satisfaction and is best used by student
writers to maintain creative fluency.
D. Freewritng involves writing on specific topics that
will not be revised or graded and is best used by
teachers to build students’ confidence in their
ability to write essays.
Example provided by TeXes Preparation Manual
72
Development of Written
Communication
Writing process
•Pre-writing
•Drafting
•Editing
•Revising
*Language processes involve reading, writing, listening
and speaking.
*Early writing reflects the child’s understanding of the
function of writing, the form of writing, and the child’s
understanding of how writing works.
73
Development of Written Communication
*Skills related to writing such as spelling, handwriting,
punctuation, and spacing are known as writing mechanics.
*Free-writing involves writing continuously for a specified
amount of time and is best used by student writers to
generate ideas for their writing.
*A mnemonic device helps learners to remember by using
an association to trigger memory retrieval.
*The main goal of revising writing, is to allow the student to
think about the text in a new and more elaborate way.
74
Domain I, Competency 011
The teacher understands the
basic principles of literacy
assessment and uses a variety
of assessments to guide literacy
instruction.
Examples
# 10 , 13, 23
75
A third-grade teacher has
made the following notes
about the reading
performance of Ashley, one
of her students.
Example provided by TeXess Preparation Manual
76
Ashley’s oral reading speed and accuracy are about
average for the class. Her errors, which tend to occur when
she encounters polysyllabic, unfamiliar words, usually
consist of substituting real words or nonsense words that
are structurally similar the printed words rather than words
that are semantically or syntactically correct.
Ashley’s performance or oral and written comprehension
questions that are based on silent and oral reading
selections is also average for the class; however, her
miscues, if numerous, sometimes seem to interfere with her
comprehension
Example provided by TeXess Preparation Manual
77
Based on the teacher’s notes about Ashley’s
reading performance, Ashley would benefit
most from instruction to help her:
A. recognize high-frequency words with regular
and irregular spellings.
B. use context clues and monitor her
comprehension as she reads.
C. apply knowledge of phonics to decode
unfamiliar words.
D. improve reading fluency and vocabulary skills
Example provided by TeXess Preparation Manual
78
Assessment of Literacy Development
•The main goal of assessment is to adapt
instruction.
•A student’s listening level serves as an estimate
of the student’s potential for reading
improvement.
•Difficulty of a text
• length of the words and sentences
• complexity of the sentence structure
• reader’s prior knowledge of the subject.
79
Assessment of Literacy Development
Cloze procedure
•reading passage in which words have been
systematically replaced by blanks
Corrective reading instruction
•supporting the reader’s strengths as well as
meeting the needs of the student.
Ongoing assessments
•Observations
•Checklists
•Daily performance samples
High-stakes assessment.
•Major decisions made from the results of one test
score
80
Strategies for Creating Effective,
Valid, Practical Classroom Tests
Validity:
- Items should be clear and uncomplicated
- Directions should be clear
- Tasks should be familiar and relate to
course objectives
- Format should be carefully constructed,
but simple to read
81
Resources:
Put Reading First
www.nifl.gov
TeXes Preparation Manual
http://www.excet.nesinc.com/index.asp
82
These are all strategies that
you have probably heard
numerous times - but the best
strategy that you as a teacher
can use is “Showing students
that you care.”
83
Go teach and
show students
that you care !
84