Week+8

= = = = == =Components of Language= == =__ Scenario __= It is important for her to consider that fact that Spanish is the child's first and most dominant language. The student has learned English as a second language but that does not mean they understand or can comprehend all of the words found in an English written test. Ms. Campbell should look at that when viewing the results of the test and if a national or state test should look into allowing the student to take the test in their native language.
 * 1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? **


 * 2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. **Ms. Campbell could use a screening test which provides a general overview of a student performance in a particular area. This test requires little administration time and allows a large number of students to be evaluated. Another test Ms. Campbell could use would be a diagnostic test which measures one or more specific language component including receptive or expressive language. This test targets a students specific strengths and weaknesses which would help Ms. Campbell gain more information regarding her students.


 * 3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? **A great way for Ms. Campbell to test whether or not her student has deficits in phonological development is by using a formal test. Two tests that this child would fit into would be the "Test of Language Development" or the "Goldman-Fristoe Test of Articulation -2". Both of these tests focus on phonology. A way to test these students informally would be by analyzing the students production of phonemes in single words.


 * 4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. **One strategy to help students increase language production is to allow them to speak occasionally in incomplete sentences. Another strategy is to teach language in various natural setting for the child including the classroom, playground, gym class, and cafeteria rather that in isolated small groups. A fun way to help language production is by having the students participate in role playing or charades. This helps improve a students language production in different contexts and it helps them realize the importance of other non verbal skills.


 * 5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. **
 * 1) The Deck: this game is to help students learn opposite words. Each student is dealt the same about of cards and once the cards are dealt they try to make any matches (up card with the down card) once the students have made their matches they take turns drawing cards from other student's hands until matches are formed.
 * 2) What Goes Together: is a game that helps teach classification by association. There is a set of cards that are dealt out to each player (6 cards each). The students have to make the connection between the cards. For example the sock would go with the shoe. They then take turns drawing from the pile having to discard one of their unmatched cards every time they draw.