TExES 103 Bilingual Generalist EC-4 Competency 002

1. TExES103 Bilingual Generalist EC-4Competency 002 Bilingual Educator.com Dr. Ric Villasanta

2. Competency 002 Components of Language pp. 18-19 Phoneme: a unit of sound – 44 sounds in English Grapheme: 26 letters of the alphabet Diagraphs: Two letters representing one sound – ch, sh, th, Morphology: Parts of a word Morphemes: prefixes and suffixes in a word Derivational Morphemes: changing from adjective to adverb Inflectional Morphemes: suffixes that do not change syntaxis Components of Language p. 19 Syntax: order of words in a sentes Lexicon: vocabulary of language Semantics: explicit and implicit rules of language Denotation: literal meaning of the word

3. Competency 002 Stages of Language Acquisition p. 21 L1(Spanish) L2(English) Babbling vs. Silent Stage Holographic vs. Early Speech Production Telegraphic vs. Speech Emergence Elementary vs. Intermediate Fluency Secondary vs. Advanced Stage

4. Competency 002 Acquisition vs. Learning Theory Acquisition takes place through meaningful and natural interactions with speakers of the language with no conscious efforts to comply with grammar and mechanics. Acquisition is found in student-centered classrooms. Learning takes place through formal and highly restrictive activities found in teacher-centered classrooms instruction.

5. Competency 002 Comprehensible Input Theory p. 23 Communication in English takes when the language is understood slightly above the students’ linguistic level using concrete or contextualized activities a methodology such as TPR and the Natural Approach Learning takes place through formal and highly restrictive activities found in teacher-centered classrooms instruction.

6. Competency 002 The Monitor Hypothesis p. 23 Learners exposed to academic language instruction develop an internal mechanism that enables them to assess and self correct language.

7. Competency 002 Affective Filter Hypothesis p. 23 Absence of thereat relaxes English language learners when learning a second language. In other words, if the stress level is low, acquisition and learning take place. .

8. Competency 002 Natural Order Hypotesis p. 23 English language learners acquire language with the same patterns and sequence experienced my native speakers with small variations depending on the native language.

9. Competency 002 Stages of Language Acquisition p. 24 Novice/Beginner Experience a silent period Minimal communication Yes or no answers Difficulty in constructing sentences Able to produce phrases Benefit from TPR and Natural Approach

10. Competency 002 Stages of Language Acquisition p. 24 Intermediate Combines words into sentences Asks and answers questions Broken English understood by some Needs contextualized instruction

11. Competency 002 Stages of Language Acquistion p. 25 Advanced Connects sentences into paragraphs Narrates and describes time Able to talk about various topics Expresses facts without evidence Benefits from sheltered English instruction

12. Competency 002 Stages of Language Acquistion p. 25 Superior/High Advanced Participates in formal and informal conversations Support opinions with evidence Sounds like a native speaker Produces extended discourse Most likely to be exited from bilingual or ESL

13. Competency 003 Stages of Reading p. 29 Emerging Readers (Pre-K) Understand print conveys meaning Mimic behaviors of adults Acquire concepts of print Develop phonemic awareness

14. Competency 003 Stages of Reading p. 29 Early Readers (K-1) Recognize high frequency and sight words Apply decoding skills to understand text Understand grammar and punctuation Retell fictional stories Understand the difference between fiction & non-fiction text

15. Competency 003 Stages of Reading p. 29 Fluent Readers (1-2) Understand the decoding system Call words fluently as sight words Understand story elements Able to make inferences Read independently

16. Competency 003 Language Approach p. 29 For Bilingual and English Learners Use to activate schemata (thoughts) Students use prior knowledge to connect to a theme or to write a story Teacher writes story as told Teacher and students read story chorally The next day the story is read again with the necessary changes for grammar and mechanics

17. Competency 003 Reading Approaches p. 31 Bottom-Up (Inductive) Sounds /m/ /a/ /m/ /a/ Letters m a m a Syllables ma ma Words mama Sentences Yo amo a mi mama Story/Text Habia una vez….. Entonces….. Despues…. Finalmente….

18. Competency 003 Reading Approaches p. 31 Top-Down (Deductive) Story/Text Habia una vez….. Entonces….. Despues…. Finalmente…. Sentences Yo amo a mi mama Words mama Syllables ma ma Letters m a m a Sounds /m/ /a/ /m/ /a/

19. Competency 003 Balanced Literacy Top-Down (Deductive) Use in whole group instruction Children use schemata to activate prior knowledge Teacher read aloud and shared read to students Students select their own independent selections Bottom-Up (Inductive) Teacher differentiates instructions in small groups Instruction is explicit and systematic Teachers monitors progress frequently Students select their own readers at their level

20. Competency 003 Reading Approaches p. 31 Top-Down Understand the decoding system Call words fluently as sight words Understand story elements Able to make inferences Read independently

21. Competency 003 State Testing p. 36 Kindergarten-2nd Grade Tejas LEE TPRI TOP (NCLB)

22. Competency 003 State Testing p. 36 3rd Grade- 12th Grade End of Course Exams SDAA (Special Education) RPTE (NCLB) TELPAS (Texas Assessment System)