Texes CHAPTER 1 003
Terms
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- COMPENTENCY 003
- The beginning bilingual educationteacher has a comprehensive knowledge of the development and assessment of leteracy in L1 and the development and assessment of biliteracy
- Balanced reading approach
- Phonics instruction came back at the start of new millennium, and today teachers are using this approach that combines features of both phonics and whole language.
- prewriting activities
- are used to generate and organize ideas
- Newly fluent readers
- they begin to internalize the cuing or decoding system of the language and eshibit some degree of fluency
- publishing
- represents that final step of the process in which the documentis presentedi n final form and can be shared with an audience
- Phonemic awareness
- this prepares children for formal phonics instruction and is the foundation to becoming fluent readers and writers.
- Emerging readers
- demostrate curiosity for print and understand that print contains meaningful messages.
- Conferencing
- the teacher or peers provides feedback tothe writer
- Phonics instruction
- is used to guide students to recognize words based onteh way they are pronounced
- Skill checklists
- are used to track the student's development by noting which skills have become part of the linguistic child's repertoire
- Summative evaluation
- is formal assessment done after instruction or after a gradingperiod and is used to document mastery and for reporting purposes.
- Graphophonemic units
- sound-symbol correspondences of the language, this leads the child tonotice the individual sounds that comprise spoken words
- Grade 3- 12
- TELPAS consists of listening, speaking, and writing components of the TOP and the RPTE, based on ready proficiency
- Texas Observation Protocol (TOP)
- is a checklist designed torecord the English progress of ELLs in listening, speaking, reading, and writing
- schoold records
- contain valuable information teachers can use to develop an overview of their students
- reflective journals
- students reflect onparticular situations or content
- Early readers
- they begin to connect words with their written representations and recognize a number of sight words
- Texas Learning Index (TLI)
- is a test that produces grade equivalent scores
- Foraml assessment
- is conducted using formal standardized or norm-referenced tests and criterion-referenced tests
- Drafting
- is putting the ideas in writing
- Standardized or norm-referenced testing
- is used to measure a student's performance in various skils and types of content
- alphabetic principle
- the idea that sounds are represented by letters and letter sequences.
- revising
- is done based on the input from conferencing and emphasizes theoverall content of the piece andthe clarity of ideas
- Onset
- refers to the initial consonant or consonant clusters of a syllable.
- Kinder - grade 2
- TELPAS consists of TOP only, this test uses classroom obser5vations to assess listening, speaking, prereading, and prewriting skills in English
- Tejas LEE
- shows proficiency in Spanish reading
- peer review
- involves students in the evaluation process and bulds their evaluative and interactive skills
- Personal Journals
- students analyze their experiences and writefor self-expression
- Narrative writing
- describes events or tells a story using context and often repetition to communicate ideas
- Word Families
- are words that have common spelling patterns is English
- conferencing
- gives teachers and students opportunities to discuss language development
- Emergent literacy
- is perceived as a process that is parallel to oral development and emerges when children see adults engaging in meaningful literacy activities, like reading newspapers, writing notes, and looking at environmental print--street signs, billboards, and other printed material children see all around them.
- learning log
- is another type of functional journal inwhichstudetns provide a summary of the elements they have learned and analyze difficulties experienced during the learning process
- End-of-curse EOC
- measures the stateqide curriculum of certain high school courses to ensure that high academic standards are being met
- Top-down approach
- to readingthis relies on the schemata (prior knowledge) that readers bring to the text in their attempt to derive meaning from print
- porfolio assessment
- is used to document in a variety of ways the progress of a child as a language user
- Assessment
- describes the process of gathering data to make intructional or programmatic decisions
- State Developed Alternative Assessment (SDAA)
- assesses special education students in grades 3 through 8 who are receiving instruction in the TEKS but for whom the TASK is an inappropriate measure of academic progress
- edting
- is done to correct for spelling, grammar, punctuation, and mechanics
- self-assessment
- empowers students by making them responsible and reflective of their performance in school
- National curve equivalent (NCE) score
- is similar to thepercentile rank but uses raw scores to produce the results
- Early Writers
- children at the early stages of writing are developing phonemic awareness anduse that knowledge to progress through the states of spelling development.
- The bottom-up approach
- to reading this is driven by a process for constructing meaning from letters, words, sentences, paragraphs, and whole texts.
- Sight Words
- are high-frequency words introduced to children vicually for easy recognition.
- Language experience approach
- is based on the assumption that students' experiences need to be used as a bridgetonew ideas and concepts.
- Percentile rank
- indicates thepercentage of the norm group that is at, over, or under the student's raw score
- Language proficiency testing
- is used to determine and document language dominance or proficiency in L1 and L2 (English).
- Formative evaluation
- is informal assessment done during instruction or right after instruction
- process writing
- is desing to guide students to write
- Texas Proficiency Reading Inventory (TPRI)
- is equivalent ot the Tejas LEE, covering similar language components, but is administered in English
- Expository writing
- provides an explanation or processes orconcepts, it uses more technical vocabulary and is less redundant and contextualized than narratives.
- Environmental Print
- describes forms of written communiocation available to children in thier community
- standarized test scores
- can offer teachers clues abou the pontential of students in their classrooms
- Informal assessment
- is often linked to the concepts of authentic, on-going and perfomance
- grade equivalent score
- measures how a child perfomred in terms of grade-level expectations.
- Whole language approach
- from its beginning in the 1960s this was the program of choice in public schools during the 1980s and 1990s.
- Criterion-referenced tests
- are used to indicate the level of mastery attained on specific standards or instructional objectives
- Texas English Language Proficiency Assessment System(TELPAS)
- was designed to comply with the accountability system required in the federal NCLB legislation, it requires that ELLs be assessed yearly in all language skills: listening, speaking, reading, and writing
- Big books
- contain short repetitive stories that can easily be sued to teach sigh words and the sound-symbol correspondence
- Newly Fluent Writers
- consistently use conventional grammar, spelling, and punctuation
- Rime or Phonogram
- referes to the combination of vowels and consonants that follow onset
- Dialogue Journals
- students communicate with teachers, adults, or other students about topics of interest
- Observation
- is used to assess a student's use of language in various instructional settings