Ch 6 and 7

Question 1

Literacy development for multilingual learners is a
complex process that

Answer 1

• Takes place over an extended period

– Learners gradually approximate mature versions of
reading and writing

Question 2

Two important factors in development for multilingual
learners:

Answer 2

– English proficiency

– Ability to read and write in the home language

Question 3

Historically, three key perspectives about how young
children should be taught to read and write

Answer 3

Reading readiness perspective
▪ Typically, delayed literacy instruction until first grade
▪ Students had to master a set of specific subskills that correlated with reading achievement

Emergent literacy perspective
▪ Assumes oral and written language acquisitions are essentially similar
▪ Children are immersed in social environments where people read and write and children gradually construct literacy knowledge

Comprehensive literacy perspective
▪ Integrates emergent literacy practices with explicit skills instruction
▪ Array of skills involved in mature decoding and comprehension

Question 4

Digital Literacies and Multilingual
Learners (1 of 2)
* Recommendations

Answer 4

Acknowledge that all children bring literacy knowledge to school, including digital literacy

– Immerse children in a variety of functional reading and writing experiences using both print and digital formats

– In primary grades, enrich learning centers with functional print

– Create opportunities for children to explore digital tools

Celebrate children’s progress in their gradual path to
conventional literacy

– Encourage children to read and write at home and to
talk with their families

– Provide explicit instruction on phonemic awareness,
phonics, and spelling patterns

– Offer explicit instruction to promote vocabulary development and reading comprehension

Question 5

Concepts of writing Children Develop in the Emergent Literacy Phase

Answer 5

the period when children develop the skills and knowledge that lead to reading and writing

1. Print conveys the message
2. Spoken words can be written down
3. Written words can be spoken
4. In English, words are read from left to right, top to bottom
5. The speech stream can be divided into sounds, and
   these sounds are represented by letters or groups of
   letters (i.e., the alphabetic principle)
6. Speech and corresponding written language have a
   linear sequence in time and on the page
7. There are many exceptions to sound/symbol
   correspondences in English

Question 6

Children experiment with the written forms:

Answer 6

• Scribble writing
  ▪ Pseudo letters
  ▪ Letters
  ▪ Pseudo words
  ▪ Copied words
  ▪ Self-generated words
  ▪ Self-generated sentences

Question 7

Multilingual students gradually connect…

Answer 7

the visual symbols with the speech sounds they represent to make
their written messages decipherable

Question 8

Temporary spellings:

Answer 8

Provide a window into students’ early understandings
of print and the alphabetic principle

Question 9

Temporary sound spellings that can be read by others demonstrate

Answer 9

substantial awareness of phonics and
sound/symbol knowledge

Question 10

Families promote literacy development through:

Answer 10

• Modeling the forms and functions of print in everyday interactions

– Answering children’s questions about print

– Providing materials for writing

– Engaging children in functional literacy activities

– Promoting cultural traditions

Question 11

Effective ways to assess students’ early literacy
development:

Answer 11

– Keep a portfolio of students’ reading and writing work

– Formal screening, diagnostic, and progress monitoring assessments

Question 12

Developmental descriptors for reading and writing:

Answer 12

– Follow student progress over time

– Documentation of performance to set goals and track
progress

Question 13

Spelling can be assessed within four developmental stages:

Answer 13

• Prephonetic: letters or letter-like forms that do not
  represent speech sounds (‘mll’ for ‘dog’)

– Phonetic: letters to represent speech sounds without conventional spelling (‘frum’ for ‘from’)

– Transitional: mix of phonetic and conventional spellings

– Conventional: spelling of almost all words is standard

Question 14

integrated strategies:

Answer 14

Literacy events that require application of literacy skills, such as sight word knowledge

Question 15

Key instructional strategies:

Answer 15

– Learning centers
– Classroom library and alphabet books
– Morning message
– Word wall dictionary
– Interactive read-alouds
– Language experience approach
– Dialogue journals
– Direct instruction in sight words, phonics, letter
patterns, and spelling

Question 16

Effective vocabulary instruction occurs:

Answer 16

– When students actively participate
– When students monitor vocabulary understanding
– There are effective supports (e.g., scaffolding, cognates)

Question 17

Students’ vocabulary knowledge encompasses:

Answer 17

– Receptive and productive vocabulary
– Oral and written vocabulary

Receptive oral vocab- speaking

productive oral vocab- listening

Receptive written vocab- reading

productive written vocab- writing

Question 18

Three types of words students need to learn:

Answer 18

1. High-frequency words: Occur most frequently in texts and conversations; are often function words; also called Tier 1 words
   ▪ E.g., the, said, of, and to—not usually selected for instruction
2. General academic words: Occur across different content areas; important for school success; also
   called Tier 2 words
   ▪ E.g., analyze, summarize, examine, and endure— often the focus of instruction
3. Domain-specific, academic content-area words:
   Occur within domains such as math, science, history, and literature; important for content-area success;
   also called Tier 3 words
   ▪ E.g., molecule, integer, and protagonist—best
   learned in specific content areas

Question 19

Full vocabulary knowledge includes:

Answer 19

– Breadth: Knowing its varied uses and meanings in
different contexts

– Depth: Fully understanding the concept represented

Question 20

Key guidelines for teaching vocabulary:

Answer 20

– prior knowledge

– Repetitions

– Opportunities for deep processing

– Engaging in use of new words

– Explicit instruction in strategies students use independently
▪ Help students develop word consciousness

Question 21

During independent reading:

Answer 21

Match texts to:
▪ Students’ English language proficiency

▪ Students’ English reading ability
– Teachers can provide support for more difficult texts

Question 22

To differentiate vocabulary assessment and instruction
for multilingual learners, consider:

Answer 22

– Age and grade
– English language proficiency
– Primary language proficiency
– Educational experiences, including potentially limited
or interrupted schooling

Question 23

Characteristics of multilingual learners at beginning levels:

Answer 23

A basic understanding of English vocabulary
– Benefit from instruction in high-frequency words

• Effective instructional activities:
  – Total Physical Response (TPR)
  – Web tools
  – Read-alouds
  – Word cards
  – Word wall dictionary
  – Working with idioms

Question 24

Characteristics of multilingual learners at intermediate
levels:

Answer 24

– Competent readers of many texts
– Knowledge of most of the first 2,000 English high-
frequency words
* Effective instructional activities:
– Word wheels
– Language wheels
– Vocabulary self-collection strategy
– Word wizard

Question 25

Strategies for consolidating encountered words

Answer 25

– Memory
▪ E.g., say new word aloud, connect
synonyms/antonyms, study spelling

– Cognitive
▪ E.g., written repetition, verbal repetition, note taking

– Metacognitive
▪ E.g., study word over time