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DOMAIN I --Bilingual Education Competency 003 of TExES #103 and #102.

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Presentation on theme: "DOMAIN I --Bilingual Education Competency 003 of TExES #103 and #102."— Presentation transcript:

1 DOMAIN I --Bilingual Education Competency 003 of TExES #103 and #102

2 Preparation Manual for the TExES Preparation Manual for the TExES #102 Bilingual supplemental, S_fld102_prepmanual.pdf #102 Bilingual supplemental, S_fld102_prepmanual.pdf S_fld102_prepmanual.pdf S_fld102_prepmanual.pdf #103 Bilingual generalist, competencies for Bilingual Domain I, pgs #103 Bilingual generalist, competencies for Bilingual Domain I, pgs S_fld103_prepmanual.pdf S_fld103_prepmanual.pdf S_fld103_prepmanual.pdf S_fld103_prepmanual.pdf

3 Competency 003 Assessment The Bilingual teacher has comprehensive knowledge of the development and assessment of literacy in L1 and the development and assessment of biliteracy. The beginning Bilingual teacher: Knows common patterns and stages of literacy development in L1 and how to make appropriate instructional modifications to deliver the statewide language arts curriculum in L1 to students at various levels of literacy development; Knows common patterns and stages of literacy development in L1 and how to make appropriate instructional modifications to deliver the statewide language arts curriculum in L1 to students at various levels of literacy development; Knows types of formal and informal literacy assessments in L1 and use appropriate assessments on an ongoing basis to help plan effective literacy instruction in L1; Knows types of formal and informal literacy assessments in L1 and use appropriate assessments on an ongoing basis to help plan effective literacy instruction in L1; knows the state educator certification standards in reading/language arts in grades EC-4, understands distinctive elements in the application of the standards for English and for L1, and apply this knowledge to promote bilingual students’ literacy development in L1; knows the state educator certification standards in reading/language arts in grades EC-4, understands distinctive elements in the application of the standards for English and for L1, and apply this knowledge to promote bilingual students’ literacy development in L1;

4 Competency 003 Assessment knows the statewide language arts curriculum for Spanish in grades EC-4, or the language arts curriculum for languages other than Spanish, as appropriate, as specified in the TEKS and apply this knowledge to promote bilingual students’ L1 literacy development in grades EC-4; knows the statewide language arts curriculum for Spanish in grades EC-4, or the language arts curriculum for languages other than Spanish, as appropriate, as specified in the TEKS and apply this knowledge to promote bilingual students’ L1 literacy development in grades EC-4; knows how to help students transfer literacy competency from L1 to L2 by using students’ prior literacy knowledge in L1 to facilitate their acquisition of L2 literacy, including using explicit instruction to help students make connections between L1 and L2 (e.g. in phonemic awareness, decoding skills, comprehension strategies); knows how to help students transfer literacy competency from L1 to L2 by using students’ prior literacy knowledge in L1 to facilitate their acquisition of L2 literacy, including using explicit instruction to help students make connections between L1 and L2 (e.g. in phonemic awareness, decoding skills, comprehension strategies);

5 Competency 003 Assessment knows how to apply linguistic concepts (e.g. comprehensible input) and integrate ESL techniques in reading instruction to promote the development of L2 literacy; knows how to apply linguistic concepts (e.g. comprehensible input) and integrate ESL techniques in reading instruction to promote the development of L2 literacy; know how to promote students’ biliteracy e.g. by maintaining students’ literacy in L1 while developing students’ literacy in L2, by using ongoing assessment and monitoring of students’ level of proficiency in oral and written language and reading to plan appropriate literacy instruction in L1 and L2, by including authentic children’s literature in L1 and L2. know how to promote students’ biliteracy e.g. by maintaining students’ literacy in L1 while developing students’ literacy in L2, by using ongoing assessment and monitoring of students’ level of proficiency in oral and written language and reading to plan appropriate literacy instruction in L1 and L2, by including authentic children’s literature in L1 and L2.

6 The following are the key words that students need to remember about this competency: Using formal and informal assessment to plan and adapt instruction. Using formal and informal assessment to plan and adapt instruction. Instruments for LEP students & Standardized tests. Instruments for LEP students & Standardized tests. LPAC (Language Proficiency Assessment Committee). LPAC (Language Proficiency Assessment Committee). Ongoing assessment & Portfolios. Ongoing assessment & Portfolios. Types and implementation of standardized tests: RPT and TAKS Types and implementation of standardized tests: RPT and TAKS Competency 003 Assessment


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