Ch. 8 and 9 Flashcards
Multilingual writers use their
Knowledge of English to create texts for different audiences and different purposes, just as first-language writers do.
Although English writing processes are similar for the two groups, students new to English may experience some limitations in expressive abilities.
Some multilingual writers know how to write in their native language, and this knowledge facilitates the English writing task.
In process writing,
Students experience five interrelated phases: prewriting, drafting, revising, editing, and publishing.
By breaking the writing task into manageable parts, the process approach makes writing easier to teach and learn.
The process writing approach works well with multilingual learners because
it allows them to write from their own experiences.
Cooperative writing groups promote
It promotes better writing and provides numerous opportunities for oral discussion whereby comprehensible input is generated, promoting overall language development for multilingual learners.
Genre-based writing instruction is used to
provide writing process instruction carefully aligned to specific characteristics of a particular genre.
Students are taught to plan by analyzing the writing task and genre, noting the specific characteristics of the genre, and employing visual and graphic organizers that represent those genre-specific characteristics.
They also learn to evaluate and revise their writing based on genre-specific criteria drawn from the same resources used in planning.
Teachers and researchers have identified general characteristics inherent in good writing, including
(1) ideas/content, (2) organization, (3) voice, (4) word choice, (5) sentence fluency, and (6) conventions.
Cooperative group work is particularly crucial during
revision and editing
Groups that help writers during revision are called
peer response groups
Groups concerned with editing are called
peer editing groups
Instructional strategies for beginning multilingual writers include
partner stories using pictures and wordless books; concept books; peek-a-boo books/riddle books; pattern poems for elementary and secondary school students; personal journals, dialogue journals, and buddy journals; improvisational sign language; life murals; clustering; and freewriting.
Intermediate writers need to develop
writing genres and forms and focus on spelling, grammar, and punctuation during editing.
Instructional strategies for intermediate multilingual writers include
Show and Not Tell; sentence combining; sentence shortening; sentence models; teaching voice; and mapping.
The most effective writing assessment for multilingual learners comes from
Day-to-day informal observations of students as they write and interact in their writing groups
Three important goals in writing development are
Fluency, form, and correctness.
To differentiate writing instruction, it is vital to assess
What your students already know, their ELP and general literacy abilities, as well as their home languages, cultures, and prior schooling and abilities.
The linguistic systems involved in reading are
graphophonics (sound/symbol correspondences), syntax (word order), and semantics (meaning).
A reader’s background knowledge plays a powerful role in comprehension. Activating or building background knowledge can
alleviate reading comprehension difficulties stemming from limited ELP and background knowledge.
Metacognition is the cognitive process in which
we reflect upon our own thinking, essentially “thinking about thinking.”
We use metacognitive strategies to recognize and repair reading problems.
Guided reading
Teachers work with small groups of students at similar reading levels.
Teachers provide specific, individualized help when students come to a stumbling block, thus differentiating reading instruction.
During guided reading, teachers employ specific strategies to support students before, during, and after reading.
Literature response groups consist of
Three to six students who discuss a story or essay, and it is important to model how to respond to literature for students.
Multilingual learners can be active participants in response groups. Multilingual learners benefit from oral discussions that provide opportunities for comprehensible input and negotiating meaning through social interaction.
Three models for independent reading include
Uninterrupted sustained silent reading (USSR), extensive reading, and narrow reading.
It is important to help students select reading material. Students’ background knowledge and interest in particular topics often facilitate their ability to read material that might otherwise be too difficult.
Beginning multilingual readers need to be
be immersed in reading and writing and need practice to solidify sound/symbol correspondences in English. Some may need reminding that English reads from left to right and top to bottom.
Instructional strategies for beginning multilingual readers include language-experience approach; providing quality literature and informational texts; pattern books; illustrating stories and poems; shared reading with Big Books; directed listening-thinking activity; reader’s theater; and story mapping.
Informal assessment procedures can be used with individual multilingual students to evaluate their reading performance:
Miscue analysis is an informal reading assessment tool that focuses on the reader’s miscues, or variations from print made during oral reading
Informal reading inventories (IRIs) are published sets of reading passages of gradually increasing difficulty, followed by factual and interpretive comprehension questions.
Running records are shorthand transcriptions of a student’s oral reading of a text, taken while a student is reading.
Portfolio assessment involves the collection of samples of individual student work over
