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