Which strategy will help promote dual language learners language and literacy development quizlet?

assessments based on classroom instruction and everyday tasks that concentrate on oral communication and/or reading

oral reports, presentations, demonstrations, written assignments, portfolios, retelling stories, role playing, completing a dialogue, debating, brainstorming, games, etc.

real-life objects (realia), manipulatives, pictures and photographs, illustrations, diagrams, drawings, magazines, newspapers, physical activities, videos and films, broadcasts, models and figures

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Why is it important to integrate reading, writing, and speaking across the curriculum?

1. Assigning students to read and write content-related materials builds reading, writing, and speaking skills.

2. Focusing on the extensive use of a math textbook with reading, writing, and speaking assignments will build integration.

3. Focusing on reading, writing, and speaking skills eliminates the need for scaffolding a lesson.

4. Developing cooperative group assignments using extensive textbook research will strengthen reading, writing, and speaking skills.

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True or false: A toddler makes a squiggle on his paper and then says, "This says, 'By Mateo!." The caregiver says, "Actually, you write it like this..", the teacher takes the paper and writes the words while saying the letters, "B - y, by, space, M - a - t - e - o, Mateo."
This response is best for supporting toddler's early writing.

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-choose a limited set of core words (3-5) and a repetitive phrase that are essential to understanding the story

-use manipulatives, illustrations, gestures, and facial expressions to help children understand vocabulary

-use the children's first language to help story comprehension and English vocabulary gain

-read the story several times during the week

-incorporate culturally relevant theme units and books

-be aware that DLLs participate in storybook reading in different ways depending on their phase of second language possession

-encourage children to retell and to dramatize the story after they heard it many times

-expand the ideas in the book to other classroom centers

Provide books in the child's language

Encourage the parents to read and speak to the child in their home language

Learn to correctly speak a few useful words and phrases in the language

Give the child a Survival Phrases chart with photos depicting daily routines and basic needs, so she can communicate her needs by pointing to the pictures until she learn the words in English

Support English vocabulary development by using pictures, gestures, and props to give meaning to new words

Model quality English

learn about the child's culture

Provide opportunities for the child to express himself across the curriculum by using art, music, gross motor activities, and other nonverbal types of expression

Be sensitive to the fact that the child may feel lonely, fearful, or abandoned because no one speaks her language

Effective Early Childhood Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking: Scientifically based reading research has identified the key skills of early reading. This literature tells us that early language and literacy instruction should focus on the core content: the skills that are predictive of later reading success, such as: alphabet knowledge, phonemic awareness, concepts about print, and print knowledge. There is also a rich body of language development research to help teachers understand the key features of oral language such as: phonology, syntax, semantics, pragmatics. Many of these instructional strategies call for teachers to explicitly teach children: large groups of children, small groups of children, and individuals. In all instances, the strategies should be appropriate to the age of the children.

Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment: High-quality literacy programs require a literacy-rich environment with many materials to support children's learning. Such environments include materials for children's exploration and manipulation, meaningful print to guide children's learning, physical space organized to support children's movement about the classroom and engagement with the materials, and reading and writing materials embedded appropriately in nearly all activity. A print-rich environment is central to children's learning about language and literacy. Rich physical environments do not just happen; the creation of a classroom environment that supports children's learning, teachers' teaching, and the curriculum requires forethought. Such characteristics of this type of classroom environment include a well-stocked library corner and writing center, lots of functional print, theme-related literacy props in play areas, and displays of children's writing. This type of environment offers children opportunities to talk, listen, read, and write to one another for real-life purposes.

Effective Early Childhood Teachers Read to Children Daily: Living in a print-rich world provides children with many opportunities to read contextualized language. That is, children form hypotheses about what words say because the context in which the word is embedded. Reading stories to children is one of the best ways to familiarize them with decontextualized print. Effective teachers plan numerous opportunities for storybook reading experiences. These teachers read aloud daily to individual children in the book corner during center time or as children struggle to fall asleep during naptime. They read to small groups of children during small group instruction time or during center time. They read to the whole class at least once a day. Many teachers begin their read-alouds by engaging the children in a discussion related to the story they are about to read. While reading, the teacher asks questions to guide the children's comprehension of the story and invites the children to make comments, to share reactions, or to ask questions. After reading, the teacher engages the children in a discussion aimed at extending their understanding of the story. This framework for read-alouds has been referred to as holding "extratextual conversations." These conversations help children understand how to process the decontextualized text found in books.

Effective Early Childhood Teachers Demonstrate and Model Literacy Events: When a teacher reads books to young children, children independently pick up the books and say words in ways that would lead a listener to think they are reading. The children sound as though they are reading words, yet their eyes are focused on the illustrations. When children see parents and teachers using print for various purposes--writing shopping lists, looking up information in a book, and writing notes--they begin to learn about the practical uses of language and to understand why reading and writing are activities worth doing. When teachers demonstrate "think-alouds" and demonstrate how they go about understanding a text, children will begin to use the same comprehension strategies.

Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments: Creating a "community of literacy learners" is often suggested in the professional literature. A child selects a book to read because his or her peers have selected the same book. Children talk to each other about books they are reading or have had read to them. Children turn to each other for information and help in decoding or spelling words. When teachers value children's contributions and celebrate what they know, children see the strengths in each other. Within such a supportive climate, children practice what they know and take the risks necessary for learning to occur. This kind of environment encourages young children to learn from themselves, from each other, and from the teacher.

Effective Early Childhood Teachers Link Literacy and Play: Teachers can provide tools of literacy to the children as they encourage each child to use the tools to begin incorporating print into the dramatic play theme in very natural and real-world ways. Within this play setting, children have the opportunity to practice the literacy events they had witnessed in the world outside the classroom and to add to their knowledge about literacy. Enriching play settings with appropriate literacy materials provides young children with important opportunities for literacy learning and for practicing language and literacy. Play is central to children's learning.

Effective Early Childhood Teachers Encourage Children To Experiment with Emergent Forms of Reading and Writing: It is important for teachers to allow children a "risk-free" environment where they practice and integrate new skills they are learning with what they already know. Based on the study of emergent forms for reading and writing, we have learned that children construct, test, and perfect hypotheses about written language. Today, outstanding early childhood teachers do not expect young children's notions of writing and reading to conform to adult models of correctness. They expect children to experiment with print; to scribble, to make marks that look something like letters, to write strings of letters, and so forth. They expect children to look at pictures and "read" a story with an oral telling voice, to look at pictures and "read" a story with a written story voice, to attend to print meaning and communicate. Their teachers support their explorations with materials and with comments. Their teachers confirm when their hypotheses about print are correct.

Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences: Most research on learning supports the proposition that knowing the reason for a learning situation and seeing a purpose in a task helps children learn. By the time children come to school, many have experienced a wide variety of purposes for writing to various audiences. If children are allowed to experiment with paper and pencils, these purposes will begin to show up in their early attempts of writing. They will write letters and messages to others, jot down lists of things they need to do, and make signs for their doors warning intruders to stay out. Notice how this reading and writing activity is a literacy event in which is woven into the events of daily life. The event defines the purpose of the literacy activity.

Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing: Effective teachers can provide young children with numerous opportunities to engage in purposeful reading and writing activities, such as: writing a thank-you note together to a parent or community person volunteer in the classroom.

Effective Early Childhood Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do: Today's teachers use standardized measures and ongoing progress monitoring tools to assess children's progress in acquiring the crucial elements of core-content skills. The following two assessments are: the standardized assessments as well as the informal or ongoing assessment. Teachers use both kinds of assessment to improve their instruction. Teachers must gather information, analyze the information, and use what they learn to inform their instruction. In fact, that is a key purpose of assessment. The assess-plan-teach-assess model must be central to teaches' classroom assessment procedures.

Effective Early Childhood Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity: Children arrive in the classroom with different individual language and literacy needs. Our challenge is to offer good fits between each child's strengths and needs and what we try to give the child. The instruction we provide needs to dovetail with where the children are developmentally and with their language and culture. Teachers must teach in ways that allow their children to work to their strengths - and these strengths are going to be related to children's cultural backgrounds.

Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions: The importance of "learning by doing," standing back from each teaching/learning event to learn from one's teaching, is not new. When teachers reflect, they take an active role in studying the impact of their instructional decisions on their children's development and learning. They identify questions to be answered or problems to be solved. They gather information from the professional literature. They secure examples of their children's work and their teaching. They carefully analyze these documents to understand the changes that need to be made to support every child's learning. To reflect is to make teaching problematic; to consider and reconsider the procedures for technical accuracy, the reasons for instructional actions and outcomes, and the underlying assumptions of actions that ensure that all children learn.

Effective Early Childhood Teachers Build Partnerships with Families: Families provide the rich social context necessary for children's language development. Parents play a critical role in helping children learn about print. Being read to at home has a significant effect on children's later reading achievement. Helping parents understand their role as their child's first and most impactful literacy model is one of teachers' most important tasks.