This document discusses strategies for improving reading development for second language learners. It identifies key components of reading development including oral language, phonological awareness, print knowledge, alphabetic principle, fluency, comprehension, and written expression. It recommends that teachers develop instructional programs that meet student needs by designing individualized plans, creating an engaging classroom environment, and regularly assessing student progress through techniques like pre- and post-tests, surveys, self-evaluations, discussions, and setting a goal for students to meet state reading standards.

2. Key Components in Improving
Reading Development
•Oral Language
•Phonological Awareness
•Print and Book Knowledge
•Alphabetic Principle
•Fluency
•Comprehension
•Written Expression

3. Role of the Teacher for Second
Language Learners
Develope an instructional program that meets the needs
of your students
 design a plan for students
 Make the classroom an environment for students to
engage in extended dialogues
 Keep a daily log to assess students' progress

4. Assessment Techniques
 Pre Test and Post Test
 Surveys
 Self-Evaluations
Have the student learn to recognize his/her own progress by taking the time to reflect. Self-
reflection, an important concept in any form of assessment, is a particularly important component of
a student portfolio. 1
 Discussion
A discussion provides a safe, open forum where children are encouraged to speak, listen, and respond
to opinions, feelings, and ideas regarding the designated topic.
1 Star Center.(2005, Aug 25) Assessment Strategies and Definitions. April 14, 2010.
http://www.rmcdenver.com/useguide/assessme/definiti.htm

5. Goal: To have students meet FCAT
Standards
Achievement Level Definitions
 Level 5 This student has success with the most challenging content of the Sunshine State
Standards. A student scoring in Level 5 answers most of the test questions correctly, including
the most challenging questions.
 Level 4 This student has success with the challenging content of the Sunshine State
Standards. A student scoring in Level 4 answers most of the test questions correctly, but may
have only some success with questions that reflect the most challenging content.
 Level 3 This student has partial success with the challenging content of the Sunshine State
Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the
test questions correctly but is generally less successful with questions that are the most
challenging.
 Level 2 This student has limited success with the challenging content of the Sunshine State
Standards.
 Level 1 This student has little success with the challenging content of the Sunshine State
Standards.
Florida Department of Education. (2008). FCAT Achievement Levels . Retrieved April13, 2010
http://fcat.fldoe.org/mediapacket/2008/pdf/08pressPacketGR4_10_page2.pdf