Rationale: The systematic progression of instruction and application to develop listening and speaking strategies and speaking applications (Genre and their characteristics, Oral English Language Conventions) that parallel and reinforce instruction in reading and writing.
Foundational Knowledge (content) / The Reading Specialist will demonstrate knowledge of:
•The nature and stages of language development and acquisition whether primary or second language.
•Providing opportunities to develop and practice receptive and expressive language in the following areas: listening comprehension, vocabulary (conversational and academic), syntax and grammar, pronunciation, and oral presentations depending on level of development (e.g., re-telling, summarizing, clarifying, informative and persuasive speaking, etc.).
•Analysis and evaluation of oral and media communications.
Incorporate RICA
Include academic language and background knowledge / support other educators, collaborate with other school personnel, be able to provide leadership and give inservice to teachers, have more varied experiences with it, critically examine and support other people’s practices and evaluate materials,
Instructional Strategies and Curriculum Materials /
- Understand, select and incorporate various instructional strategies and approaches for developing listening and speaking, including, and the rationale for their use based on student needs.
- Know about, select, and implement quality instructional materials for supporting the development of listening and speaking, including online and offline sources/resources based on student needs.
Listen for the errors in conventions in oral language.
Use the conventions and genre of writing and speaking interchangeably
Oral language both precedes and follows written language.
Ask thoughtful questions, summarize major ideas, and use evidence to support conclusions
Use language in academic interaction with peers and adults
Emphasis on producing language in a variety of contexts
Teachers create an environment in which students feel comfortable risking the use of new and unfamiliar language.
Teachers apply the understanding of similarities and differences among languages in planning instruction
Teachers use strategies to foster substantive student discussion and participation /
- Facilitate and support teachers’ understanding, selection and incorporation of various instructional strategies and approaches, including questioning, summarizing, supporting conclusions, following oral directions, and the rationale for their use.
- Support the evaluation, selection and implementation of quality instructional materials for the development of listening and speaking, including online and offline sources/resources, based on student needs
Assessment, Diagnosis, and Evaluation /
- Understand the rationale, selection and administration of various types of assessments.
- Use the data to diagnose, monitor and evaluate student progress.
- Facilitate and support teachers’ understanding of the rationale, selection and administration of various assessments, based on student needs
- Facilitate and support the use of data to diagnose, monitor and evaluate student progress.
Students: special needs, different levels of RtI, GATE, EL, SES, and other cultural and linguistic diversities /
- Demonstrate an understanding of the needs of second language learners in developing listening and speaking skills in English.
- Demonstrate an understanding of the needs of special needs students in developing listening and speaking skills.
Role of primary language acquisition in the development of literacy in the secondary language.
Understand the needs of second language learners
Follow oral directions that are progressively more complex
English language development should be intensive and should emphasize the language that students need to know to benefit from instruction. /
- Facilitate and build an understanding of ways to support the needs of second language learners in developing listening and speaking skills in English.
- Facilitate and build an understanding of ways to support the needs of students with special needs in developing listening and speaking skills in English.
Fieldwork demonstration /
- Apply various instructional approaches to create an environment in which students feel comfortable risking the use of new and unfamiliar language.
- Demonstrate the use of clear and thoughtful questions to facilitate discussion in a variety of contexts
- Demonstrate an understanding of the role of primary language acquisition in the role of literacy in the secondary language.
- Demonstrate an understanding of instructional approaches to encourage the use of academic language with peers and adults.
- Facilitate and build an understanding of ways to create an environment in which students feel comfortable risking the use of new and unfamiliar language.
- Facilitate and build an understanding of the use of clear and thoughtful questions to facilitate discussion in a variety of contexts.
- Facilitate and build an understanding of the role of primary language acquisition in the role of literacy in the secondary language.
- Facilitate and build an understanding of instructional approaches to encourage the use of academic language with peers and adults.