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It is important to expose learners to English as soon as possible.
• Research indicates that it takes English learners at least five years to reach the same oral
skill level as their English-speaking peers.
• The push for a language arts curriculum has made outcomes harder for English language
learners.
• Exposure is key!

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Concept that letters represent individual phonemes in spoken word

critical for learning how to read and spell

Alphabetic Understanding

Phonological Recording

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Phonological Processing System- hears and recognizes words in sentences

Meaning Processing System- Reviews stored vocabulary for possible meaning of word

Context Processing System- involves background knowledge and language structures

Orthographic Processing System- Print

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What is the Science of Reading/ Structured Literacy? 

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What is the Science of Reading/ Structured Literacy? 

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Reading is not a natural process, but language is.

Reading takes place in multiple parts of the brain.

Literacy is also writing and language.

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The ability to read rapidly, smoothly, without many errors, and with appropriate expression.

Fluency is important because our brain can only do one thing at a time. Reading demands us to decode individual words and engage in a cognitive process to understand what we are reading.

Prosody- reading with proper expression, volume, phrasing, intonation or stress

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Reading and Writing are strongly connected.
 Combining Reading and Writing instruction is highly effective.
 Educators need to provide a positive learning environment where
students consider themselves writers.
 Students should be encouraged to write for important purposes.
 What students write about should be valued by the teacher and other
students in the classroom.
 Writing should function to communicate or to foster the writers’ own
learning, understanding, or appreciation. (DeWitz et.al 2020)

Early Writing Stages

Pre-Phonetic Stage: Place letters on page with no regards to words (scribbles(

Semi-Phonetic Stage: Represents sone phonemes with graphemes (beginning sounds)

Phonetic Stage: Nearly every phoneme is represented by a grapheme

Transitional Stage: Students realize that words can not always be written as they sound

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Morphemes- Smallest part of the word that has meaning.

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Simple View of Reading

Word Recognition x Language comprehension= Reading comprehension

Student reading comprehension scores can be predicted if decoding skills and language comprehension abilities are known

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Created by Dr. Hollis Scarbrough

Contains 2 strands

Language Comprehension and Word Recognition

The Language Comprehension strand includes: Background Knowledge, Vocabulary, Language Structures, Verbal Reasoning, and Literacy Knowledge.

The Word Recognition strand includes: Phonological awareness, decoding, and sight recognition.

*sight words and high frequency words are different*

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Linnea Ehri developed what students go through when learning how to read words

Pre- Alphabetic Phase- Little knowledge of letter sounds, use pictures to represent letters

Partial Alphabetic Phase- Learning that letters represent sounds, and the shapes of letters

Full Alphabetic Phase- Decoding harder words, unfamiliar word patterns

Consolidated Alphabetic Phase- Learn more about words and syllables

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1. Start where the child is:
 (may be alphabet, may be chunks, may be sight words
 2. Make Word Study part of your teaching: (classification, analyzing, Word
sorts)
 3. Base Word study on Contrasting words- vowels pit-pat
 4. Teach how writing system works- teach how to write letters while
learning about them.
 5. Teach word-solving strategies
 6. Comprehension is overall goal

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Foundational Writing Skills x Composition = Skilled Written Expression

Foundational Skills: Encoding of words into written symbols.

Examples- letter formation, handwriting, correct spelling, punctuation

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32% of 4th graders and 24% of 8th graders aren't reading at a proficient level

393 million children in the world are unable to read

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Deep understanding of what is read

Remembering important information

Linking new information to prior knowledge

Knowing when and where to use knowledge

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Having an awareness of sound properties in words

having the ability to hear and manipulate sounds in words

Phonological awareness, word awareness, alliteration, syllable awareness, rhyming

Sounds of language

Language that we hear

Spoken language

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Actual printed letters

Words

Writing sentences

Anything written

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Morning Message

Environmental Print

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Listening is easier for young children.

Shared background knowledge

Immediate feedback

Visual cues from speaker

More common words

Contextualized meaning

No translation needed

*Depends on the learner*

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Stage 0- Emergent literacy stage (basics of print)

Stage 1 Formal reading instruction (decoding, alphabetic system)

Stage 2 Decoding ( reading word by word, begin fluency skills)

Stage 3- Build fluency skills (comprehension, read more complex text)

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Pronunciation around a vowel

Helps with spelling and decode longer words

6 types

Closed- Most common, A syllable with a vowel before a final consonant. The vowel usually has a short sound. (cat, pet,)

Open- A syllable ending with a single vowel. The vowel usually has a long sound. (me, a, ba/by, to/ken)

Magic E- A syllable with a long vowel followed by a consonant and final silent e. (made, kite, bone)

Vowel Team- A syllable with 2 vowels together that make one sound. (play, meet, pie, mean)

R controlled- A syllable with at least one vowel followed by R. The vowel sound is controlled by the R. (her, bird, born, burn)

Consonant -le- A final syllable with a consonant and LE. (ta/ble, cir/cle, pur/ple)

Odd and Schwa- Unaccented syllables