NES 102

NES 102 — LESSON 1: LANGUAGE ACQUISITION & EL DEVELOPMENT

⭐ 1. Interpretive vs Expressive Language

Interpretive (Receptive) Language

• Understanding spoken language

• Needed to follow directions, answer questions, comprehend speech

• Students with weak receptive language struggle academically

• Module: “Interpretive language is the ability to understand language and spoken words.”

Expressive Language

• Producing language (speaking/signing)

• Vocabulary, grammar, sentence formation

• Needed to communicate needs, ideas, feelings

• Module: “Expressive language refers to spoken and signed language.”

⭐ 2. Early Language Development (Birth → Age 5)

Pre‑Language Stage

• Gestures, eye contact, facial expressions

• Babbling, imitating sounds

• Module: “Children learn to gesture, make facial expressions, imitate people…”

8–13 Months

• Pointing, waving, first attempts at words

• Beginning to understand simple phrases

18 Months

• Vocabulary growth

• Understands short phrases

Age 2

• Two‑word combinations

• Grammar begins to develop

Age 3–5

• Rapid language growth

• Clearer speech

• Social communication improves

• Module: “Until the age of five, their language excessively improves.”

⭐ 3. Oral Language Development (What Teachers Look For)

Students should show:

• Eye contact

• Clear speech

• Ability to communicate needs

• Age‑appropriate grammar (syntax)

• Ability to answer questions

• Varied vocabulary

• Module: “Here are a few things to look for… ability to maintain eye contact… uses developmentally appropriate syntax…”

⭐ 4. Activities That Build Oral Language

• Storytelling

• Language Experience Approach (LEA)

• Conversations about interests

• Speeches/presentations

• Play‑based language

• Reading aloud

• Music and songs

• Modeling correct grammar

These activities strengthen both receptive and expressive language.

⭐ 5. Listening Skills (Test‑Heavy)

Purposes of Listening

• Active: focus, ask questions, take notes

• Critical: evaluate message, form opinions

• Enjoyment: relaxed listening (stories, music)

Active Listening Behaviors

• Facing the speaker

• Eye contact

• Asking clarifying questions

• Summarizing what was heard

⭐ 6. Adapting Speech for Audience & Purpose

Students must learn to change:

• Tone

• Vocabulary

• Formality

• Body language

Examples:

• Speaking to a friend vs speaking to the principal

• Telling a funny story vs giving instructions

⭐ 7. Self‑Evaluation of Speaking

Students can:

• Record themselves

• Use rubrics

• Reflect on clarity, tone, body language

• Compare intended message vs actual message

⭐ 8. English Learners (ELs): Stages of Second Language Acquisition

Stage 1: Pre‑Production (“Silent Period”)

• Little to no speaking

• Listening and absorbing language

• Responds with gestures

• Teacher uses visuals, modeling

Stage 2: Early Production

• One‑word or short phrases

• Many errors

• Yes/no or either/or questions

Stage 3: Speech Emergent

• Simple sentences

• Relies on context clues

• Vocabulary growing

• Retells simple stories

Stage 4: Beginning Fluency

• Social language strong

• Academic language still developing

• Errors with academic vocabulary

Stage 5: Intermediate Fluency

• Near‑fluent in academic settings

• Can use higher‑order thinking

• Still has vocabulary gaps

Stage 6: Advanced Fluency

• Fluent in all contexts

• May still have accent

• Occasional errors with idioms/slang

⭐ 9. BICS vs CALP

BICS (Basic Interpersonal Communication Skills)

• Social language

• Context‑rich

• Develops quickly (1–2 years)

• Greetings, everyday phrases

CALP (Cognitive Academic Language Proficiency)

• Academic language

• Takes 5–7+ years

• Abstract vocabulary

• Textbook language

• Needed for reading comprehension

⭐ 10. EL Instructional Strategies (Know These!)

• Visuals, pictures, gestures

• Sentence stems

• Word banks

• Modeling academic language

• Think‑pair‑share

• Graphic organizers

• Pre‑teaching vocabulary

• Strategic grouping

• Avoid over‑correcting

• Build background knowledge

⭐ 11. Four Language Domains (Always Tested)

Receptive

• Listening

• Reading

Expressive

• Speaking

• Writing

Students must develop all four for academic success.

⭐ 12. Key Takeaways for the Test

• Know the 6 EL stages

• Know BICS vs CALP

• Know phonological → phonemic awareness progression

• Know how to support oral language

• Know how to adapt speech for audience & purpose

• Know the four language domains

• Know EL strategies for each stage

NES 102 — LESSON 2: PHONOLOGICAL AWARENESS + PHONICS

(Knowt‑ready notes — clean, simple, complete)

⭐ 1. What Is Phonological Awareness?

Phonological awareness = the ability to hear and manipulate sounds in spoken language.

• It is auditory only (NO print).

• It is the foundation of reading.

• Students who struggle with phonological awareness will struggle with phonics.

Module: “Phonological awareness is the foundation of reading… it is all auditory and oral.”

⭐ 2. The Phonological Awareness Hierarchy (Least → Most Complex)

1. Word Awareness

• Hearing individual words in a sentence

• Example: “How many words are in: The dog ran outside?” → 4

2. Syllables

• Breaking words into syllables

• Example: “How many syllables in yellow?” → 2

3. Onset‑Rime

• Onset = beginning sound(s)

• Rime = vowel + rest of word

• Example: /c/ + /at/

4. Phonemic Awareness (Most Complex)

• Hearing and manipulating individual phonemes

• Example: /c/ /a/ /t/

⭐ 3. Phonemic Awareness Skills (Test‑Heavy)

Isolation

• Identify one sound

• “What is the first sound in map?” → /m/

Blending

• Put sounds together

• /s/ /u/ /n/ → sun

Segmenting

• Break a word into sounds

• “Dog” → /d/ /o/ /g/

Manipulating

• Add, delete, or substitute sounds

• Change /c/ in cat to /h/ → hat

• Remove /s/ from stop → top

These are the highest‑level skills.

⭐ 4. Alphabetic Principle

Alphabetic principle = understanding that letters represent sounds.

• Students must know that letters map to phonemes.

• This is the bridge between phonemic awareness → phonics.

Module: “The alphabetic principle is the idea that letters and groups of letters match individual sounds.”

⭐ 5. Phonics (Print + Sound Together)

Phonics = connecting letters to sounds to read and spell words.

Students must learn:

• Letter‑sound correspondences

• Digraphs (sh, ch, th, wh)

• Blends (st, bl, tr, sk)

• Vowel teams (ea, ai, oa)

• R‑controlled vowels (ar, er, ir, or, ur)

• Syllable types

⭐ 6. Syllable Types (Know These!)

1. Closed Syllable

• Ends in a consonant

• Short vowel

• ex: cat, dish, rabbit

2. Open Syllable

• Ends in a vowel

• Long vowel

• ex: me, go, she

3. Magic‑E (Silent‑E)

• Vowel‑consonant‑e

• Long vowel

• ex: make, bike, cube

4. Vowel Team

• Two letters → one vowel sound

• ex: rain, boat, team

5. R‑Controlled

• Vowel + r

• ex: car, bird, corn

6. Consonant‑le

• Ends in –le

• ex: table, little

⭐ 7. Decoding vs Encoding

Decoding

• Reading words

• Using letter‑sound knowledge to read unfamiliar words

Encoding

• Spelling words

• Using sounds to write letters

Students must do both to master phonics.

⭐ 8. High‑Utility Letters (Taught First)

Letters that appear most often in early words:

• m, a, t, s, p, h

These allow students to build many decodable words quickly.

⭐ 9. Effective Phonics Instruction

• Explicit

• Systematic

• Sequential

• Multisensory (say it, hear it, see it, write it)

• Connected to reading and writing

⭐ 10. How Phonological Awareness + Phonics Work Together

• Phonological awareness = sounds only

• Phonics = sounds + letters

• Students must master phonemic awareness before they can decode words.

⭐ 11. What the Test Will Ask You

You must be able to:

• Identify which phonological skill a student is demonstrating

• Choose the correct next step in instruction

• Recognize examples of phonemic manipulation

• Identify syllable types

• Choose appropriate phonics strategies

• Distinguish between phonological awareness vs phonics

NES 102 — LESSON 3: READING DEVELOPMENT + COMPREHENSION

(Knowt‑ready notes — simple, clear, complete)

⭐ 1. The 5 Stages of Reading Development

These stages come directly from your module and WILL appear on the test.

Stage 1: Pre‑Reading / Emergent Readers

What students do:

• Understand print has meaning

• Hold books correctly

• Pretend to read

• Comment on pictures

• Recognize some letters/sounds

• Begin rhyming

Teacher supports:

• Read aloud daily

• Print‑rich environment

• Point out parts of a book

• Encourage storytelling

Stage 2: Reading / Early Readers

What students do:

• Memorize predictable text

• Use picture clues

• Recognize sight words

• Make simple predictions

• Use rhyming to manipulate sounds

• Begin decoding simple words

Teacher supports:

• Guided reading

• High‑frequency word practice

• Model decoding strategies

• Encourage risk‑taking in reading

Stage 3: Responding / Progressive Readers

What students do:

• Read more fluently

• Self‑correct using pictures + text

• Use comprehension strategies

• Make educated predictions

• Understand story structure

Teacher supports:

• Fluency practice

• Retelling activities

• Ask comprehension questions

• Encourage self‑monitoring

Stage 4: Exploration / Transitional Readers

What students do:

• Recognize many words automatically

• Read with expression

• Use punctuation cues

• Use multiple strategies to decode

• Read to learn new information

• Choose books independently

Teacher supports:

• Teach advanced phonics patterns

• Vocabulary instruction

• Introduce chapter books

• Encourage discussion about texts

Stage 5: Applying / Independent Readers

What students do:

• Read long, complex texts

• Read for different purposes

• Analyze and infer

• Form opinions from text

• Read across genres

• Expand vocabulary through reading

Teacher supports:

• Teach comprehension strategies

• Provide choice in reading

• Encourage deeper analysis

• Support research projects

⭐ 2. Concepts of Print (Foundational Skill)

Students must understand:

• Print carries meaning

• Books have a cover, title, author, illustrator

• Text is read left → right, top → bottom

• Words are made of letters

• Sentences begin with capitals and end with punctuation

These are assessed in early grades and appear on the NES.

⭐ 3. Fluency (Bridge Between Decoding & Comprehension)

Fluency includes:

• Accuracy (reading words correctly)

• Rate (appropriate speed)

• Prosody (expression, phrasing)

Fluent readers:

• Read smoothly

• Use punctuation cues

• Self‑correct

• Focus on meaning, not decoding

⭐ 4. Vocabulary Development

Vocabulary is one of the strongest predictors of comprehension.

Tier 1 Words

• Everyday words

• ex: dog, happy, run

Tier 2 Words (MOST IMPORTANT)

• Academic words

• Appear across subjects

• ex: analyze, compare, describe

Tier 3 Words

• Domain‑specific

• ex: photosynthesis, amendment

Effective Vocabulary Instruction

• Explicit teaching

• Use visuals

• Provide examples + non‑examples

• Teach morphology (prefixes, suffixes, roots)

• Repeated exposure

⭐ 5. Comprehension Levels

Literal Comprehension

• Answers are directly in the text

• “Right there” questions

Inferential Comprehension

• Read between the lines

• Use clues + background knowledge

Evaluative Comprehension

• Judge, critique, analyze

• Requires higher‑order thinking

⭐ 6. Comprehension Strategies (Know These!)

Predicting

• Use text clues to guess what will happen

Questioning

• Ask questions before, during, after reading

Visualizing

• Create mental images

Summarizing

• Identify main ideas + key details

Making Connections

• Text‑to‑self

• Text‑to‑text

• Text‑to‑world

Monitoring Comprehension

• Notice when meaning breaks down

• Reread, slow down, ask questions

⭐ 7. Text Structures (Important for Informational Text)

Students must recognize:

• Cause and effect

• Compare and contrast

• Sequence / chronological

• Problem and solution

• Description

Graphic organizers help students understand structure.

⭐ 8. Fiction vs Nonfiction Features

Fiction

• Characters

• Setting

• Plot

• Theme

• Dialogue

Nonfiction

• Headings

• Captions

• Diagrams

• Glossary

• Index

• Bold words

⭐ 9. Author’s Purpose

• Persuade

• Inform

• Entertain

Students must identify purpose using text clues.

⭐ 10. What the Test Will Ask You

You must be able to:

• Identify a student’s reading stage

• Choose the correct instructional strategy

• Identify comprehension levels

• Match text structures to examples

• Choose appropriate vocabulary strategies

• Recognize fluency issues

• Support comprehension using evidence‑based strategies

NES 102 — LESSON 4: WRITING DEVELOPMENT

⭐ 1. Writing Development Stages (Must Know!)

These stages come directly from your module and are heavily tested.

Stage 1: Pre‑Conventional Writing

What students do:

• Scribbles, random marks

• No letter‑sound connection

• Drawing used to communicate ideas

• May “read” their writing from memory

Teacher supports:

• Encourage drawing + labeling

• Model writing

• Provide print‑rich environment

Stage 2: Emerging Writing

What students do:

• Begin using letters (often random)

• May write strings of letters

• Beginning sound‑symbol awareness

• Writing resembles words but not readable

Teacher supports:

• Teach letter‑sound relationships

• Encourage invented spelling

• Provide alphabet charts

Stage 3: Developing Writing

What students do:

• Use beginning and ending sounds

• Write simple, readable words

• Use spaces inconsistently

• Write simple sentences

Teacher supports:

• Model spacing (“finger spaces”)

• Teach high‑frequency words

• Encourage writing multiple sentences

Stage 4: Beginning Writing

What students do:

• Use correct spelling for many words

• Use punctuation and capitalization

• Write multiple sentences on a topic

• Begin revising and editing

Teacher supports:

• Teach editing marks

• Introduce paragraph structure

• Provide word walls

Stage 5: Expanding Writing

What students do:

• Write organized paragraphs

• Use transitions

• Use descriptive vocabulary

• Revise for clarity and detail

Teacher supports:

• Teach paragraph structure (topic → details → closing)

• Model revising vs editing

• Introduce writing for different purposes

⭐ 2. The Writing Process (Know This Sequence!)

The writing process is ALWAYS tested.

1. Prewriting

• Brainstorming

• Graphic organizers

• Planning ideas

2. Drafting

• Writing ideas down

• Not worrying about mistakes

3. Revising

• Improve ideas

• Add details

• Change order

• Clarify meaning

4. Editing

• Fix spelling

• Fix punctuation

• Fix capitalization

• Fix grammar

5. Publishing

• Final copy

• Sharing writing

⭐ 3. Conventions of Writing

Students must learn:

• Capitalization (beginning of sentences, proper nouns)

• Punctuation (periods, question marks, exclamation marks)

• Spacing between words

• Grammar (subject‑verb agreement, complete sentences)

⭐ 4. Sentence Structure

Fragments

• Missing subject or verb

• Not a complete thought

Run‑Ons

• Two sentences incorrectly joined

• Need punctuation or conjunction

Complete Sentences

• Subject + verb + complete thought

⭐ 5. Types of Writing (Elementary Focus)

Narrative Writing

• Tells a story

• Characters, setting, events

• Beginning → middle → end

Informational Writing

• Teaches or explains

• Facts, details, definitions

• Clear structure

Opinion Writing

• States an opinion

• Gives reasons

• Uses linking words (because, also, for example)

⭐ 6. Writing for Audience & Purpose

Students must understand:

• Who they are writing for

• Why they are writing

• How to adjust tone and vocabulary

Examples:

• Writing a letter to a friend vs writing a report

• Writing instructions vs writing a story

⭐ 7. Supporting Young Writers

Teachers should:

• Model writing daily

• Use shared writing

• Use interactive writing

• Provide sentence frames

• Encourage invented spelling in early stages

• Give feedback focused on ONE skill at a time

⭐ 8. What the Test Will Ask You

You must be able to:

• Identify a student’s writing stage

• Choose the correct next instructional step

• Distinguish revising vs editing

• Identify sentence errors (fragments, run‑ons)

• Choose appropriate supports for early writers

• Recognize strong vs weak writing samples

• Match writing types to examples

🌎 NES 102 — LESSON 5: FOUNDATIONS OF AMERICAN GOVERNMENT

(Knowt‑ready notes — simple, clear, complete)

⭐ 1. Types of Government

Democracy

• People elect leaders

• Citizens have political power

• Example: United States

Monarchy

• Power inherited through a family

• Can be absolute or constitutional

• Example: UK (constitutional), Saudi Arabia (absolute)

Dictatorship

• One person or group holds absolute power

• Often backed by military

• Example: North Korea

Communism

• Government owns all property and resources

• One political party controls the state

• Example: China, Cuba

⭐ 2. Influences on American Government

Ancient Greece

• Birthplace of democracy

• Citizens participated in civic duty

Enlightenment

• Popular sovereignty

• Natural rights

• Social contract

Colonial Government

• King appointed governors

• Legislatures elected by property‑owning males

• Colonists used legislature to influence governors

⭐ 3. Declaration of Independence

• Written by Thomas Jefferson (1776)

• Listed grievances against the King

• Declared colonies free and independent

• Stated rights: life, liberty, pursuit of happiness

⭐ 4. The Constitution

• Written in 1787, ratified in 1788

• Framers = authors

• Created the structure of U.S. government

• Established federalism, separation of powers, checks & balances

⭐ 5. Popular Sovereignty

• Power comes from the people

• Government exists because people consent

• Opposite of monarchy

⭐ 6. Republicanism

• People elect representatives

• Majority rule + minority rights

• Framers feared mob rule

• Electoral College created to limit direct democracy

⭐ 7. Federal Republic

• U.S. is a constitutional federal republic

• Power divided:

  • Vertically: federal vs state

  • Horizontally: 3 branches

📘 NES 102 — LESSON 6: BILL OF RIGHTS + BRANCHES OF GOVERNMENT

(Knowt‑ready notes)

⭐ 1. Bill of Rights (Amendments 1–10)

1st Amendment

• Religion

• Speech

• Press

• Assembly

• Petition

2nd Amendment

• Right to bear arms

3rd Amendment

• No quartering soldiers

4th Amendment

• No unreasonable searches

• Warrants required

5th Amendment

• Due process

• No double jeopardy

• No self‑incrimination

• Grand jury

6th Amendment

• Speedy/public trial

• Impartial jury

• Right to counsel

• Confront witnesses

7th Amendment

• Jury in civil cases

8th Amendment

• No cruel/unusual punishment

9th Amendment

• Rights not listed still exist

10th Amendment

• Powers not given to federal government go to states

⭐ 2. Three Branches of Government

Legislative Branch (Congress)

• Makes laws

• Bicameral: House + Senate

House of Representatives

• Based on population

• 435 members

• 2‑year terms

• Can impeach

• Revenue bills start here

Senate

• 2 per state

• 100 members

• 6‑year terms

• Confirms nominations

• Tries impeachment

How a Bill Becomes a Law

1. Drafted

2. Committee

3. Floor vote

4. Other chamber

5. President signs or vetoes

6. Congress can override veto (2/3 vote)

Executive Branch

• Enforces laws

• President, VP, Cabinet

• Powers:

  • Sign/veto laws

  • Command military

  • Conduct foreign policy

  • Nominate judges

Judicial Branch

• Interprets laws

• Supreme Court + lower courts

• Judicial review = declare laws unconstitutional

⭐ 3. Checks & Balances

Legislative checks

• Override veto

• Confirm appointments

• Impeach president

• Impeach judges

Executive checks

• Veto laws

• Appoint judges

• Call special sessions

Judicial checks

• Declare laws unconstitutional

• Declare executive actions unconstitutional

🌎 NES 102 — LESSON 7: FEDERALISM + SUPREME COURT CASES

(Knowt‑ready notes)

⭐ 1. Federalism

Enumerated Powers (Federal)

• Coin money

• Declare war

• Regulate interstate trade

• Foreign policy

Reserved Powers (State)

• Education

• Licensing

• Police powers

• Local infrastructure

Concurrent Powers (Shared)

• Taxation

• Courts

• Borrowing money

⭐ 2. Supreme Court Cases (Must Know!)

Marbury v. Madison

• Established judicial review

Dred Scott v. Sandford

• Enslaved people not citizens

• Led to 14th Amendment

McCulloch v. Maryland

• Federal bank allowed

• States cannot tax federal institutions

Gibbons v. Ogden

• Congress regulates interstate commerce

Plessy v. Ferguson

• “Separate but equal” allowed segregation

Brown v. Board of Education

• Overturned Plessy

• Segregation unconstitutional

🌎 NES 102 — LESSON 8: CIVIC RESPONSIBILITIES + KEY DOCUMENTS

(Knowt‑ready notes)

⭐ 1. Civic Responsibilities

• Voting

• Jury duty

• Staying informed

• Participating in democracy

• Writing to representatives

• Attending public meetings

⭐ 2. Key Documents

Declaration of Independence

• Grievances

• Natural rights

• Independence from Britain

U.S. Constitution

• Structure of government

• Federalism

• Checks & balances

Virginia Declaration of Rights

• Basis for Bill of Rights

Virginia Statute for Religious Freedom

• Freedom of religion

• No state‑sponsored religion

⭐ 3. Key Speeches

• Patrick Henry: “Give me liberty or give me death”

• Lincoln: Gettysburg Address

• FDR: First Inaugural Address

• MLK: “I Have a Dream”

⭐ 4. Effective Leadership Qualities

• Communication

• Knowledge

• Integrity

• Courage

⭐ 5. Rule of Law

• Everyone treated equally

• Laws apply to all

• Protects rights and freedoms