1 english language arts & reading (ec-4) presented by rebecca cobian-quiett, m.ed. texes review...

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English Language Arts & English Language Arts & Reading (EC-4)Reading (EC-4)

English Language Arts & English Language Arts & Reading (EC-4)Reading (EC-4)

Presented by Rebecca Cobian-Quiett, M.Ed.

TeXes Review Session

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Language Arts = 40% of test1. 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

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WEEK 1

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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.

Domain I, Competency 001

Examples# 26, 30

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A pre-kindergarten teacher could best promote the development of children’s listening skills by:Example provided by TeXes Preparation Manual

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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

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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.

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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

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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:


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A. Distinguish onsets and rimes.

B. Blend the sounds in words.

C. Relate phonemes to letters.

D. Recognize word boundaries.


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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/

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(PHONO=SOUND)

Phonological awarenessan awareness of and the ability to manipulate sounds

Phonemic awarenessthe understanding that spoken words can be divided into separate sounds

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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

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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


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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


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• 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.

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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


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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


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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

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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?


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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.


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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.

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Alphabetic Principle Instruction

Most effective instruction is …

Explicit

Teacher directed

Systematic

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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

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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’.”

Renee’s writing demonstrates that she has an understanding of which of the following concepts about print?Example provided by TeXes Preparation Manual

ENREE

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A. Words are read from left to right.

B. Print carries meaning

C. Letters correspond with sounds.

D. Sentences are composed of words.


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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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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.

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provide explicit and systemic instruction

reinforce activities to promote student’s literacy development

provide children frequent and intensive opportunities to read

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WEEK 2

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The teacher understands the importance of word analysis

and decoding for reading and provides many opportunities for children to improve their word-analysis and decoding abilities.


Examples# 14 , 15, 16, 18, 22, 34, 43

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Which of the following general guidelines should a first-grade teacher follow when selecting texts for beginning readers?


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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.


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Word-analysis and Decoding skills

*Syntax refers to the knowledge of English word order.

*Decoding is the identification of words by using letter-sound association and structural analysis.

*Word recognition skills require decoding, blending, and structural analysis.

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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 word-analysis.

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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

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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?


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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

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Reading Fluency

• Fluency is….

• Fluency is important because…..

• the ability to read a text accurately and quickly

• it frees students to understand what they read


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Reading Fluency

• Reading fluency can be developed….

• Monitoring student progress in reading fluency…

• by modeling fluent reading

• by having students engage in repeated oral reading

• is useful in evaluating instruction and setting instructional goals

• can be motivating to students


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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.

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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. Semantic2. Syntactic 3. Graphophonemic

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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

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Which of the following strategies is most

effective for promoting student’s content area

vocabulary development?

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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

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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.

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Reading Comprehension

Critical cognitive processing includes:

Problem solving Analysis Comparing and contrasting Evaluative comprehension Character development

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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


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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

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*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.

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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.

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*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.

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Criticisms of content area textbooks…difficult reading level for some students to read and comprehendover emphasis on factual material overemphasis on literal facts and details.

*Concepts mapping can be useful …as a pre-reading activityas a post reading activityas an organizational strategy

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• 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.

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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

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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.


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Students in a fourth-grade class work insmall groups to complete a prereading"anticipation guide." The guide listsstatements that relate to the content of anassigned science chapter. Students decidewhether each statement is most likely trueor false and write "T" or "F" next to eachstatement. After reading the chapter,students revisit the guide and revise theirT/F designations as necessary, based oninformation in the chapter.

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This instructional activity is most likely to support students' reading development in which of the following ways?

A. activating students' prior knowledgeand setting a purpose for readingB. prompting students to identify andinterpret key vocabulary in the textC. helping students distinguish factfrom opinion in informational textsD. helping students understand how anauthor's point of view affects thepresentation of information

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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 informationalbook about tree leaves.• Each student selects one leaf from a science exhibit that

includes samples of various types ofleaves.• The teacher displays a large, blank, two-column table. The

teacher makes headers for the columnsby drawing the pinnate (feather-like) leaf pattern at the top of

the first column and drawing thepalmate (hand-like) leaf pattern at the top of the second column.

The teacher discusses each leafpattern with the class.• Each student shows his or her leaf to the class.

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Which of the following extensions of the activity describedabove would most effectively promote students' ability tointerpret 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.

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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.

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WEEK 3

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The teacher understands the conventions of writing in English

and provides instruction that helps children develop

proficiency in using writing conventions.


Examples# 6 , 19

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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:


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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

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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.

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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.

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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

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Which of the following statements best defines freewriting and its use in the writing process?


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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.


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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.

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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.

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The teacher understands the basic principles of literacy

assessment and uses a variety of assessments to guide literacy

instruction.


Examples# 10 , 13, 23

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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

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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


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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


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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.

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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

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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

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Resources:Put Reading First

www.nifl.govTeXes Preparation

Manualhttp://www.excet.nesinc.com/index.asp

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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.”

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Go teach and show

students that you care !

1 english language arts & reading (ec-4) presented by rebecca cobian-quiett, m.ed. texes review...

Documents

kindergarten children

individual children

childrens oral language

importance of oral language

phonemic awarenessphono

spoken wordsphonemic

comprehension skills

communication skills