Promote Literacy Development

Question 1

Competency 005

Answer 1

The ESL teacher understands how to promote students’ literacy development in English.

Question 2

English phonograms - list of phonemes

Answer 2

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Question 3

Four skills to develop literacy

Answer 3

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Question 4

Genres Vocabulary

• Cultural references (building background knowledge), (semantics)
• Transfer of Literary skills from L1 to L2.
• Students’ Diverse Background
• Factors affecting literacy in L1Literacy Development

Answer 4

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Question 5

Phonemic Awareness

Answer 5

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Question 6

Reading Comprehension (including cognates and false cognates)

Answer 6

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Question 7

Sight word vocabulary (including high frequency words, irregular words, etc.)

Answer 7

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Question 8

TEKS for reading and writing

Answer 8

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Question 9

Language proficiency beginner

Answer 9

Students usually are doing the following:

Listening as opposed to speaking (Silent Period)
Responding nonverbally
Using mostly concrete words and phrases from a limited bank of high-frequency,high-need words
Using short phrases with slow speech
Displaying limited writing skills in the target language

Teachers should do this:

Use a lot of gestures
Encourage—but do not force—students to speak
Build student confidence by asking scaffolded questions
Ask students to label, list, or draw when appropriate
Focus on conveying meanings and vocabulary development
Introduce new vocabulary explicitly
Model appropriate grammar and usage
Model appropriate language, but not overtly call attention to grammatical errors in student writing or speech
Provide group activities that encourage oral language
Actively teaching thinking skills and study skills

Question 10

Language proficiency intermediate

Answer 10

Students usually are doing the following:

Frequently hesitating to think of appropriate words when participating in conversations
Using a limited vocabulary to speak in detail
Communicating best through use of familiar high-frequency words and phrases

Teachers should do this:

Focus content on key concepts while using language skills
Use performance-based assessment
Model correct open-ended responses
Provide structured response stems such as, “the main idea of the story indicates. . .”
Use graphic organizers such as fact/opinion, likeness/differences, and other conceptual visual aids
Use academic vocabulary
Encourage peer interaction
Use appropriate wait time

Question 11

Language proficiency advanced

Answer 11

Students usually are doing the following:

Participating in social and academic conversations with some pauses to restate, search for words
Speaking in some detail on familiar topics
Teachers should do this:

Continue to scaffold lessons, making them comprehensible and interactive
Actively teach thinking and study skills
Have students design questions, directions, and activities for others to follow
Encourage solo reading
Continue to provide structured response stems to open-ended questions

Question 12

Language proficiency advanced-high

Answer 12

Students usually are doing the following:

Participating in social and academic conversations with only occasional disruptions or pauses and minimal English-language assistance
Communicating effectively on abstract topics, except when specialized or academically demanding vocabulary is needed
Participating in reading and writing activities
Experiencing some difficulties with abstract, cognitively demanding topics when a high degree of literacy is required

Teachers should do this:

Continue to make lessons comprehensible and interactive
Continue to provide structured response stems to open ended questions
Actively teach thinking and study skills
Promote critical analysis and evaluation of pertinent problems and solutions

Question 13

Formative assessment strategies at the Proficiency Levels

Answer 13

Beginner:

Point to…. …..
Find the……. .
Is this a. . ….?
Yes/no &Either/or questions

Intermediate:

Why?
How?
Describe. . . .

Advanced:

How is this similar to the last. . .?
How is this different from…?
Explain in your own words using key words

Advanced-High:

What would you recommend to solve. . ?
Why did you…….?

Question 14

Summative Assessment Strategies at the Proficiency Levels

Answer 14

Beginner

Use extra time
Give brief oral answers
Allow illustrations

Intermediate

Use extra time
Write simple sentences,then explain orally

Advanced

Use extra time
Write paragraphs, and clarify them orally with teacher prompts
Glossaries,word walls
Use sentence frames for short answer tests

Advanced-High

Use extra time
Write paragraphs and teacher allows language convention errors

Question 15

Making Meaning from Print

Students integrate what they know about the world using three major cueing systems to construct meaning from a text.

Answer 15

The Cueing Systems are:

1. Semantics- meaning. What is happening? Does it make sense? This is based on shared background and cultural and linguistic knowledge. ELL’s tend to have gaps in this area.
2. Syntactic- internalized grammar and linguistic structures.
3. Visual/Graphophonic- meaning comes from understanding verbal connection to written symbols. Since English contains more meaningful sounds than most prominent languages, ELL’s often have to learn to “hear” the language first.

Question 16

Approaches for Beginning English Readers

Answer 16

1. Read Aloud
   This approach introduces the students to pleasure of reading. Students are exposed to rich and fun texts while the teacher models reading strategies.
2. Shared Reading
   Teachers model and share the reading process and strategies for fluency. In this approach, teachers identify the purpose or focus of the reading, select the text, read the selection to the students, reread the selection, revisit familiar texts and extend the learning.
3. Think Aloud
   This approach is used to promote student comprehension. During the reading of the text, the teacher will model thinking and ponder out loud about the reading selection.
4. Guided Reading
   This approach is designed to help individual students learn how to process challenging texts with understanding and fluency. Teachers first form a small group, select a text, draw students to the selection, picture walk and talk, students read the text, discuss and revisit the text with the small group, and extend the meaning of the text.
5. Independent Reading
   Students are encouraged to read large quantities of interesting books. Classrooms must contain a range of books that students can read on their own.
6. Reading Workshop
   This approach organizes instruction and supports students in their learning. Teachers create a mini-lesson, independent practice with reading and conferencing and then a share or follow up.

Question 17

Monitoring Student Progress

Answer 17

There are two ways in which you can monitor student progress.

The first is through summative assessment such as Star, benchmarks, and reading inventories.

The second way to monitor student progress is through formative assessments such as observations, anecdotal notes, checklists, etc.

Below are the different types of formative assessments:

Portfolios
Observation 
Performance Tasks
Self-Assessment
Logs and Journals
Conferences
Checklists
Rubrics

Question 18

Factors That Affect Literacy Development

Answer 18

Family plays a critical role in the development of literacy skills.

Emergent literacy is a developmental process that occurs over time.

Motivation

Individual personal characters, such as shyness

Question 19

ELPS

English Language Proficiency Standards (TEKS)
74.4

Answer 19

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