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TExES 103 Bilingual Generalist EC-4 Competency 002 . Bilingual Educator.com Dr. Ric Villasanta. Competency 002 . Components of Language pp. 18-19 Phoneme: a unit of sound – 44 sounds in English Grapheme: 26 letters of the alphabet

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Texes 103 bilingual generalist ec 4 competency 002

TExES103 Bilingual Generalist EC-4Competency 002

Bilingual Educator.com

Dr. Ric Villasanta


Competency 002

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


Competency 0021

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


Competency 0022

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.


Competency 0023

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.


Competency 0024

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.


Competency 0025

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.

.


Competency 0026

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.


Competency 0027

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


Competency 0028

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


Competency 0029

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


Competency 00210

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


Competency 003

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


Competency 0031

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


Competency 0032

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


Competency 0033

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


Competency 0034

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….


Competency 0035

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/


Competency 0036

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


Competency 0037

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


Competency 0038

Competency 003

State Testing p. 36

Kindergarten-2nd Grade

Tejas LEE

TPRI

TOP (NCLB)


Competency 0039

Competency 003

State Testing p. 36

3rd Grade- 12th Grade

End of Course Exams

SDAA (Special Education)

RPTE (NCLB)

TELPAS (Texas Assessment System)


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