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Ap English Textbook Chapter 2 Summary

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Read Textbook Chapter 7. Weekly Papers - 3 Questions Reflection Questions:
1. How can Cambournes conditions of learning be used to help teachers create an environment that promotes the authentic use of oral and written language? According to Cambourne (1988), children obtain early oral and written language most easily when certain conditions are present in their environment (school and home), and these conditions can be used by teachers to help their students to develop language and literacy skills:
- Immersion: students need to be surrounded by rich with learning and language environment (charts, posters, learning centers)
- Demonstration: students need to observe occurring learning (teachers’ modeling)
- Engagement: students …show more content…

Oral language include a few areas, such as: phonology that includes the system of sounds within a language; phonemic awareness is the most complex level of phonological awareness and include blending, segmenting, manipulating sounds; semantics (developing expressive and receptive vocabulary); syntax (set of rules to follow to combine words and phrases into sentences, and sentences into paragraphs); morphology (focuses on the smallest units within a word, and rules how to form words); discourse (oral and written …show more content…

L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271.

Biemiller, A. (1999). Language and Reading Success. Brookline, MA: Brookline Books

Cain, K., & Oakhill, J. (Eds.), (2007). Children’s comprehension problems in oral and written language. New York: Guilford.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-Up Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006). Practical guidelines for the education of English language learners: Research‐based recommendations for instruction and academic interventions. Center on

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