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
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Role of Home Language and School Academic Language in Reading Development
Introduction
Reading development in children is a multifaceted process that is significantly influenced by both home language and exposure to academic language in school settings. For native English speakers and English Language Learners (ELLs), the interplay between the language spoken at home and the language used in academic settings can shape their reading abilities, phonological awareness, sound production, and overall literacy skills. This paper explores how home language and academic language exposure contribute to reading development (REC 1.B.5), impacting written and oral patterns (REC 1.C.4), variations in phonology (REC 2.C.3), and differences in sound production (REC 1.C.5). It will also present an intentional, explicit, systematic multisensory strategy that supports English learners and native speakers, particularly those aged 7 to 9 years old (REC 2.B.3).
Home Language and Academic Language Exposure
Reading Development and Language Exposure
Children’s reading development is intricately linked to their exposure to various language forms. Home language refers to the language or languages spoken in a child’s home environment, which often reflects cultural heritage and familial communication styles. In contrast, academic language encompasses the formal register used in educational settings, characterized by specific vocabulary, grammar, and structures that differ from everyday conversation.
Research shows that children who are proficient in their home language tend to have stronger reading skills when they transition to academic language. This phenomenon occurs because the foundational skills learned in their home language—such as vocabulary, narrative skills, and comprehension strategies—transfer to their understanding of academic texts.
Impact on Written and Oral Patterns
The ability to navigate both home language and academic language significantly impacts children’s written and oral communication patterns. For instance, children who regularly engage in conversations using rich vocabulary and varied sentence structures at home develop expressive language skills that translate into their writing. This aligns with REC 1.C.4, as these children learn to construct more complex sentences, clarify ideas, and engage in persuasive discourse.
Conversely, children with limited exposure to academic language may struggle with writing coherence and fluency due to a lack of familiarity with the structures required for effective composition. They may face challenges such as incomplete thoughts or difficulty connecting ideas logically. Thus, the integration of home language proficiency with academic exposure plays a crucial role in enhancing students’ expressive capabilities.
Variations in Phonology
Phonological awareness—the ability to recognize and manipulate sounds in spoken language—is vital for reading success. Differences in phonology (REC 2.C.3) can arise from varying linguistic backgrounds. For instance, children who speak languages with distinct phonetic systems may experience challenges with English phonemes that do not exist in their home language.
For example, a child who speaks Spanish may struggle with the English “th” sound, leading to variations in pronunciation affecting reading fluency. To address these variations, educators must employ strategies that support phonemic awareness through multisensory approaches that incorporate visual, auditory, and kinesthetic learning experiences.
Differences in Sound Production
Sound production differences (REC 1.C.5) can further complicate reading development, particularly for ELLs or children from diverse linguistic backgrounds. Sound production refers to how specific phonemes are articulated based on a child’s linguistic experience. Variants in articulation can lead to misunderstandings when reading aloud or participating in classroom discussions.
Addressing these differences is crucial for developing confident readers who can articulate their thoughts clearly. Educators should focus on targeted phonics instruction that specifically addresses common sound production errors while encouraging practice through engaging activities like rhymes, songs, and poetry.
Intentional Multisensory Strategy for Support
To support English learners and native speakers aged 7-9 years old (REC 2.B.3), an intentional multisensory approach can be implemented. One effective strategy is the “Sound Story” technique, which combines storytelling with phonics instruction.
Sound Story Technique
1. Materials Needed:
– A selection of age-appropriate storybooks
– Visual aids illustrating key vocabulary words
– Musical instruments or rhythm instruments
2. Implementation Steps:
– Story Selection: Choose a story that features rich vocabulary and phonetic elements relevant to the students’ experiences.
– Pre-reading Activity: Introduce key vocabulary words from the story through visual aids and engage students in pronunciation practice.
– Sound Mapping: As the story is read aloud, ask students to identify sounds associated with specific words (e.g., “cat” = /k/, “dog” = /d/). Create a sound map on the board.
– Musical Rhythm: Incorporate musical instruments to represent different sounds as they appear in the story (e.g., tapping a drum for every time “cat” appears).
– Retelling Activity: After reading the story, encourage students to retell it using their own words while focusing on sound production. Provide sentence starters to aid structure.
– Writing Extension: Have students write their own stories using key vocabulary from the lesson, ensuring they apply learned sound patterns and structures.
Rationale
This multisensory strategy supports reading development by integrating auditory, visual, and kinesthetic learning styles. It allows children to connect sounds with words while promoting phonological awareness through engaging activities. Additionally, it creates a bridge between home language experiences and academic expectations by valuing students’ backgrounds and encouraging their active participation.
Conclusion
Home language and academic language exposure play crucial roles in shaping children’s reading development, influencing their written and oral patterns, variations in phonology, and sound production differences. By recognizing the importance of these language forms, educators can implement intentional strategies like the Sound Story technique to support diverse learners effectively. Emphasizing a cohesive approach that values both home languages and academic expectations will foster literacy skills that empower children in their educational journeys.
This essay provides a structured analysis of how home language and academic exposure contribute to reading development while proposing a multisensory strategy for supporting learners.
