explain how home language and school academic language exposure support reading

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explain how home language and school academic language exposure support reading development (REC 1.B.5) and its impact on written and oral patterns (REC 1.C.4), variations in phonology (REC 2.C.3), and differences in sound production (REC 1.C.5). Candidates explain an intentional, explicit, systematic multisensory strategy demonstrating home language support for English (REC 2.B.3) Learners and native 7 to 9-year-old speakers. Module information:
Language Characteristics 7-9-Year-Olds
We have looked at students through 5 years of age or the Kindergarten level. However, Speech and Listening development does not end at age 5. The Common Core Anchor standards indicate that these skills continue to develop throughout the school experience. In this module, we are examining the student through about third grade. Children at this age typically have gained most of their grammar knowledge and are using it successfully in conversations. They are capable of expressing fully detailed stories during social interaction. Their ability to follow directions along with their phonological awareness skills should be completely developed. However, some struggling readers might still be experiencing difficulty with phonemic awareness skills. If older students are experiencing difficulty this might be evident in their written expression. Rap, poetry, alliteration, and songs are effective ways to work with struggling readers in the area of phonemic awareness.
Difference between Expressive and Receptive Language
Receptive language is the language that is processed through seeing, hearing, or reading. It can include words, pictures, signs, or gestures. It includes vocabulary skills, but it also includes being able to interpret questions as questions, understanding of prepositions, and interpretation of complex grammatical structures. Receptive skills typically precede expressive skills. Understanding of these receptive skills builds from the literal to the figurative, eventually taking in sarcasm and implied meanings.
Expressive Language
Expressive language is the expression of ideas through words, pictures, signs, or gestures. It also encompasses the grammatical rules that determine how the words are combined to form phrases, sentences, paragraphs, and ideas.
Second Grade Checklist
By second grade students are demonstrating mastery of both receptive and expressive language. By the end of second grade, your child should be able to demonstrate skills in listening, speaking, reading, and writing. The following checklist can be used to help identify skills where the child will need instruction. Listening
Follow 3-4 oral directions in a sequence
Understand direction words (e.g., location, space, and time words)
Correctly answer questions about a grade-level story
Speaking
Be easily understood
Answer more complex “yes/no” questions
Ask and answer “wh” questions (e.g., who, what, where, when, why)
Use increasingly complex sentence structures
Clarify and explain words and ideas
Give directions with 3-4 steps
Use oral language to inform, persuade, and entertain
Stay on topic, take turns, and use appropriate eye contact during conversation
Open and close conversation appropriately
Reading
Have fully mastered phonics/sound awareness
Associate speech sounds, syllables, words, and phrases with their written forms
Recognize many words by sight
Use meaning clues when reading (e.g., pictures, titles/headings, the information in the story)
Reread and self-correct when necessary
Locate information to answer questions
Explain key elements of a story (e.g., main idea, main characters, plot)
Use own experience to predict and justify what will happen in grade-level stories
Read, paraphrase/retell a story in a sequence
Read grade-level stories, poetry, or dramatic text silently and aloud with fluency
Read spontaneously
Identify and use spelling patterns in words when reading
Writing
Write legibly
Use a variety of sentence types in writing essays, poetry, or short stories (fiction and nonfiction)
Use basic punctuation and capitalization appropriately
Organize writing to include the beginning, middle, and end
Spell frequently used words correctly
Progress from inventive spelling (e.g., spelling by sound) to more accurate spelling
Third Grade Checklist
By third grade, most students are demonstrating independence in both reading and writing because they have mastered the basic skills. By the end of third grade your child should be able to do the following:
Listening
Listen attentively in group situations
Understand grade-level material
Speaking
Speak clearly with an appropriate voice
Ask and respond to questions
Participate in conversations and group discussions
Use subject-related vocabulary
Stay on topic, use appropriate eye contact, and take turns in conversation
Summarize a story accurately
Explain what has been learned
Reading
Demonstrate full mastery of basic phonics
Use word analysis skills when reading
Use clues from language content and structure to help understand what is read
Predict and justify what will happen next in stories and compare and contrast stories
Ask and answer questions regarding reading material
Use acquired information to learn about new topics
Read grade-level books fluently (fiction and nonfiction)
Reread and correct errors when necessary
Writing
Plan, organize, revise, and edit
Include details in writing
Write stories, letters, simple explanations, and brief reports
Spell simple words correctly, correct most spelling independently, and use a dictionary to correct spelling
Write clearly in cursive

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