Questions: A second-grade class recently welcomed a new student whose native language is Spanish. The teacher conducts a series of assessments to determine the best sequence of reading instruction for this student. After collecting data from several sources, the teacher determines the English Language Learner is in the partial alphabetic stage of reading development. Which of the following text types should the teacher use to help the new student develop basic reading skills? A easily decodable texts featuring letter sounds the teacher has introduced B fiction texts with a simple plot structure and few main characters C non-fiction texts with photographs and captions for the student to reference parallel texts featuring a story written in both English and Spanish

A second-grade class recently welcomed a new student whose native language is Spanish. The teacher conducts a series of assessments to determine the best sequence of reading instruction for this student. After collecting data from several sources, the teacher determines the English Language Learner is in the partial alphabetic stage of reading development. Which of the following text types should the teacher use to help the new student develop basic reading skills? A easily decodable texts featuring letter sounds the teacher has introduced B fiction texts with a simple plot structure and few main characters C non-fiction texts with photographs and captions for the student to reference parallel texts featuring a story written in both English and Spanish
Transcript text: A second-grade class recently welcomed a new student whose native language is Spanish. The teacher conducts a series of assessments to determine the best sequence of reading instruction for this student. After collecting data from several sources, the teacher determines the English Language Learner is in the partial alphabetic stage of reading development. Which of the following text types should the teacher use to help the new student develop basic reading skills? A easily decodable texts featuring letter sounds the teacher has introduced B fiction texts with a simple plot structure and few main characters C non-fiction texts with photographs and captions for the student to reference parallel texts featuring a story written in both English and Spanish
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Solution

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Answer

The answer is A

Explanation
Option A: Easily decodable texts featuring letter sounds the teacher has introduced

This is the most appropriate choice for a student in the partial alphabetic stage of reading development. At this stage, students are beginning to understand the relationship between letters and sounds but may not yet be able to decode words fluently. Decodable texts that feature letter sounds the teacher has introduced will help reinforce these phonetic connections and build the student's confidence in reading.

Option B: Fiction texts with a simple plot structure and few main characters

While simple fiction texts can be engaging and beneficial for language development, they may not be as effective for a student in the partial alphabetic stage who needs to focus on decoding skills. These texts might contain words that are not easily decodable, which could frustrate the student.

Option C: Non-fiction texts with photographs and captions for the student to reference

Non-fiction texts with photographs and captions can be useful for building vocabulary and background knowledge, but they may not provide the focused practice on decoding that a student in the partial alphabetic stage needs. The vocabulary in non-fiction texts can also be more complex and less predictable than in decodable texts.

Option D: Parallel texts featuring a story written in both English and Spanish

Parallel texts can be helpful for bilingual students to make connections between their native language and English. However, for a student in the partial alphabetic stage, the primary focus should be on developing decoding skills in English. Parallel texts might not provide the targeted phonetic practice needed at this stage.

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