Sub Area 2 of the ECE content test is one of the larger sections of the test. You can expect approximately 32 questions pertaining to young children’s acquisition of language and best practices for supporting the development of foundational reading, comprehension, and writing skills. This section of the test will also address the unique needs of English Language Learners (ELLs) and strategies for supporting their learning in the classroom as well as at home.
In this section of the test, you will find many terms that may already be familiar to you, but others may be totally new. Some terms in this section can be easily confused with other related yet separate terms. For example, you’ll want to be clear on the differences between phonological and phonemic awareness; phonemes and morphemes; syntax, semantics and pragmatics; homographs, homonyms and synonyms, just to name a few.
It is important that you review and feel confident in your understanding of literacy focused terminology. One resource we recommend to support your studies in this area comes from the Reading Rockets website. We are also including additional links to resources that may prove to be helpful for this sub area:
- A glossary of language and literacy focused terminology from ReadingRockets.org
https://www.readingrockets.org/teaching/glossary
- A handout on the developmental progression of literacy behaviors and skills from birth-early elementary grades
www.nationaldb.org/media/doc/Literacy_Development.pdf
- An NAEYC article: Promoting Preschoolers’ Emergent Writing
https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing
- An extended list of other important literacy terms
https://www.learner.org/series/teaching-reading-k-2-workshop/key-terms-teaching-reading-k-2-workshop/
There are a range of core competencies in the area of Language and Literacy Development that are outlined in the following 5 ILTS Learning Objectives which state that teachers should…
- Understand young children's verbal and nonverbal language and communication development and how to provide learning experiences that support and enhance listening and speaking skills in young children from birth to grade two.
- Understand the foundations of literacy development and how to use evidence based, developmentally appropriate strategies for promoting literacy development of young children from birth to grade two.
- Understand word-identification strategies and vocabulary development and how to use evidence-based, developmentally appropriate strategies to promote word identification and vocabulary skills in young children from birth to grade two.
- Understand reading comprehension and how to use evidence-based, developmentally appropriate strategies for promoting young children's application of reading comprehension skills and encouraging their independent reading.
- Understand evidence-based, developmentally appropriate writing processes and strategies for promoting writing competence in young children from birth to grade two.
As stated in our first module a great starting point as you review content for this test, is reading over the full descriptors for each of these objectives. Look for terms or phrases that you are unfamiliar with as a starting point.
Sources of further information and review on Writing Development
Be sure to check out this graphic resource on the development of writing:
https://www.whps.org/uploaded/Offices/Curriculum_Instruction_and_Assessment/Families_-_Academics/Stages_of_Writing_Development.pdf
Read this NAEYC article “Promoting Preschoolers Emergent Writing: https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing
Reading Rockets also offers a great review of the stages of writing development here: https://www.readingrockets.org/classroom/looking-writing/stages-writing