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These steps/strategies are things we already do. I feel I need to be more intentional and focus on the ones that will give me more bang for my buck.

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Considering the stage each learner is in will help us determine their gaps and next steps using specific strategies such as those listed to meet needs and help learners get to the next stage.

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I would add visual books to Audio books.  This helps the struggling readers (dyslexics, and language learners) to follow along and hear the book.

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Literacy comprehension is very strongly linked to vocabulary and background knowledge.

Understanding that the students need to understand the vocabulary and have some background knowledge before we move on to them actually learning what we are trying to teach. Without this we miss a crucial step in their learning.

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In the lower grade levels students learn to read and in the upper grade levels kids need to read to learn. They need to have good comprehension skills to be able to be successful and understand deeply a different variety of text

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Consistency and intentionality when utilizing these strategies with our learners will really help us ensure they are not only finding "Home Run" books but also having all sorts of "Home Run" experiences before, during, and after the "fourth grade slump."

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3rd grade is a crucial time when a learner begins to transition from learning to read, to reading to learn. During this time, learners need extra support to make sure that they transition into a proficient reader.

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Many of these strategies serve a double duty and also support our learners from poverty.

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I love the steps to overcome the Slump.
The one that I like the most is Increase the ability to predict. Students creating their own dictionary of words because in that way they will remember the meaning of the words.

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So many of these strategies are easy to implement (KWL, circle maps, cloze passages, talking with a partner) we just need to be very intentional about planning to do them!

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Academic Vocabulary is as essential as background knowledge. Also seriously developed strategies on how to discover meaning (context clues, dictionary ). Being purposeful on types of literature chosen, and exposure to constant vocabulary is also necessary.

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"very proficient reader and yet I found that when I encountered a number of vocabulary words strung together that I wasn't very familiar with, I didn't understand the task very well"
HUGE IMPORTANCE OF VOCAB

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Chela LeonIt takes ELL students 15 months of academic progress in order to make the nine months of progress needed at each grade level. ELL students, with excellent instruction and self-motivation, will experience accelerated learning and may also avoid the "fourth grade slump."

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Chela LeonIt takes ELL students 15 months of academic progress in order to make the nine months of progress needed at each grade level. ELL students, with excellent instruction and self-motivation, will experience accelerated learning and may also avoid the "fourth grade slump."

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Teaching affixes allows learners to make sense of the Tier 3 vocabulary presented to them in the expository text that becomes a more prevalent piece of their reading work in grades 3 and above.

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Modeling & thinking aloud during read aloud is so important to help learners develop comprehension skills.

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... importance of phonemic and phonological instruction/development for ELs :)

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I will start doing partner reading more often. With non fiction books is easier.

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ELLs need specific instruction in all four aspects of fluency.

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I like the idea that every time we read aloud a book select tier 1 and 2 words that can be presented to students using different strategies mention in the article. I love how this article supports the balance literacy model that we follow in our district.

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Read alouds are fun, but are also important because they allow students to learn skills without getting bogged down with decoding, unknown words, comprehension, etc.

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My take away is how we can specifically identify words as Tier 1 (ELLs don't know) and Tier 2 (All learners need to know).  By specifically identifying these and considering the difference between them we can better plan the best instruction to build the word knowledge before the learners read.

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I like all the vocabulary ideas of how to help all learners and how they divided it into different Tiers of vocabulary. Fluency related to vocabulary knowledge was a great AHA moment.

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I like the idea of partner reading! Learners are able to practice reading with a friend while developing fluency and comprehension at the same time.

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Explicitly teaching vocabulary words is key, especially Tier 2 and 3 words.

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I love the idea of using partner reading to help learners develop fluency and comprehension--especially when alternating sentences while reading. This allows learners to really focus and comprehend while also practicing fluency with support through their reading partnership.

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Reading is a process that involves decoding , fluency and comprehension.  It is important to give the learner time to practice reading skills and to develop vocabulary. Model with read aloud, independent and partner reading.

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I think we are often too focused on the "prosody" aspect of Fluency. The way we are integrating Units of Study in our reading instruction has really helped us teach those comprehension and decoding skills. I would love to incorporate more partner reading with bilingual buddies or homogeneous partners.

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My take away was the beginning and instructional stage examples and details to recognize. I also liked the example about reading instruction to begin with the consonants that are easiest for children to distinguish

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The article confirms the long process it takes to acquire language. Diligence and consistency is key to building strong foundations for both languages.

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I want to put more labels around the room and read books more than once to improve comprehension and vocabulary building. Vowels in English make 12 different sounds.

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ELs And SLs benefit from instruction in the other Language. IE. English instruction supports Spanish acquisition & Spanish instruction supports English acquisition!

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Interesting article because it explains the reading progression in Spanish. Very helpful know the differences.

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My take away was the strong need for phonic instruction in both languages.  I was interested in the fact that Spanish was easier for some learners to master because of its transparency.

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My take away is the specific differences in the languages such as the vowel sounds and silent letters. Being familiar with the similarities and differences will help us better scaffold learning as partners. It will also help us address needs if we understand the basics of both languages that the student is learning even if we are not familiar with the other language ourselves.

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Having experienced working with language at the phoneme level in Spanish may make it easier for learners to apply what they have learned about reading in Spanish as they are learning how to read in English.

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Phonemic awareness in one language supports phonemic awareness in another language

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My take away was learning that students reading in Spanish normally have a higher reading accuracy than reading comprehension. This is very interesting because many native English speakers have high reading fluency but struggle with comprehending the text.