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Phonological Awareness is the ability to identify and manipulate larger parts of spoken language such as onset rhymes and syllables (Algozinne 2009, p.2).

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Phonics is understanding the relationship between written letters (graphemes) and the sounds that they make (phonemes)(Algozinne 2009, p.2).

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Comprehension is the understanding of the content that has been read (Algozinne 2009, p.2).

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Vocabulary is understanding the that words have an important meaning. Vocabulary is critical for comprehension (Algozinne 2009, p.2).

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Engagement is "strategic, motivated interaction with text and

that engaged readers are “motivated to read, strategic in

their  approaches  to  comprehending  what  they  read,

knowledgeable in their construction of meaning from

text, and socially interactive while reading” (Ivey & Johnston 2013, p.256).

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One intervention that I would do to build phonological awareness skills would be to complete the "Syllable Score" activity on the Florida Center for Reading Research site. Here, students segment and count each syllable in different words (Florida Center for Reading Research 2007, p. AP009).

A second intervention I would implement as a tier 2 or 3 intervention is to help students would be the Heggerty Bridge the Gap program, which is created for students in 2nd grade and above that need to improve their phonological awareness skills.

A third intervention that I would implement would be a "Syllable Swap" activity in which students would use syllable cards to manipulate the syllables to change words (Florida Center for Reading Research 2007, p. AP011).

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One intervention that I would do to build phonics skills would be to play Homophone Bingo. I really support playing games because it not only increases engagement but I believe that seeing the sounds (whether it be an individual letter, blend, digraph, etc.), and hearing the sounds being called out by the speaker helps create a association to each other (Florida Center for Reading Research 2007, p. AP001).

A second intervention I would implement would be playing the "Sound Choice" game, which allows students an opportunity to hear and spell diphthongs in multisyllabic words (Florida Center for Reading Research 2007, p. AP003).

The third strategy I would implement as a tier 2 or 3 intervention is using manipulatives, such as letter tiles, to review phonemes and create words with (McKnight & Allen 2018, p.220).

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A strategy that I would use to boost comprehension skills are guided retells with prompting to teach students how to recognize components of a text, such as the main idea and key details.

Another intervention I might implement is guided note taking where I teach students how to efficiently take notes and highlight key components of a text (McKnight & Allen 2018, p.1124).

A third strategy that I would implement with tier 2 or tier 3 intervention would be creating cause-and-effect charts in small groups so students can learn how events are associated with each other in a text (McKnight & Allen 2018, p.1158).

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An intervention that would boost vocabulary skills would be "Synonym Bingo" in which students are given a word and must match it with a synonym on their board (Florida Center for Reading Research 2007, p. V001).

Another intervention that would be beneficial to use with tier 2 or tier 3 students would be the "Word Clues" activity in which students can define the meaning of words through the use of a dictionary and create matching word clue cards to assist them in the future (Florida Center for Reading Research 2007, p. V020).

A third intervention to support vocabulary knowledge is through the use of a Frayer Model, in which students can look at words in-depth to solidify understanding (McKnight & Allen 2018, p.759).

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One way that I would support engagement in all my students is allowing student choice and independent reading time. During this time, students can read any level about whatever topic they desire!

Another strategy to support low engagement is collaboration with peers. Working with other students and creating a connection with them can help motivate students to actively participate (Hichmann & Sheridan-Thomas 2014, p.152).

A third strategy that is beneficial to boost engagement levels is through the use of anchor charts created as a class, such as a KWL (Know, Want to know, Learned). In a KWL chart, students can take charge of their own learning and let the instructor take on the role of a passive facilitator. This allows students to brainstorm together, access background knowledge, and create a purpose for the learning going forward (Hichmann & Sheridan-Thomas 2014, p.154).

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To assess a student's skill level in phonological awareness, I would administer part two of the Informal Decoding Inventory which guides the focus of instruction based on needs regarding blends, digraphs, nonsense words, and multi-syllabic words.

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One thing that would support ELL students would be to keep a "vocabulary" book where they can record unknown words. Assisted or independently, your student can look up the meaning of these words and create a definition for each word! They could write the definition in English and their first language, as well as pasting picture clues next to the vocabulary words as well! This will help students associate words with their meaning.

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To assess a student's skill level in phonics, I would administer part one of the Informal Decoding Inventory which guides the focus of instruction based on needs regarding the ability to decode single syllable words (McKenna & Dougherty Stahl 2016).

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To assess comprehension, there are several strategies that can be used! One great assessment is an oral retelling of the story to see if the student grasped the main idea and key details of the text. Another assessment is the Cloze assessment, where students are graded on their ability to replace words based on context (Mckenna & Stahl 2016, p.207).

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I would use the Vocabulary Knowledge Scale to assess my student's vocabulary. (Dougherty Stahl & Bravo 2010, p.566)

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To assess an adolescent's motivation and engagement level, I would administer the Rhody Secondary Attitude Survey, which allows you as an instructor to gauge your students' feelings towards reading.

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I will support my ELL students in their phonics knowledge by remembering that they need extensive phonics instruction, even if they are in older grades and it is not in the curriculum. I will do this through explicit instruction of letters and sounds!

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I would have students do a guided retell of the leveled readers in small group each day. I would assist them, depending on their ability, by prompting with questions if needed.

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I would support my ELL students in their engagement by keeping the learning fun through the use of hands on activities and games. I would also try to make content about things that they are interested in and have background knowledge of.

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Algozzine, B., O’Shea, D.J., & Obiakor, F.E. (Eds.) (2009).

Culturally Responsive Literacy

Instruction.

Thousand Oaks, CA: Corwin Press

Dougherty Stahl, K. A., & Bravo, M. A. (2010). Contemporary Classroom Vocabulary Assessment for Content Areas. The Reading Teacher, 63(7), 566–578. https://doi.org/10.1598/rt.63.7.4

Florida Center for Reading Research. (2007). Fourth and Fifth Grade. Florida Center for Reading Research. http://fcrr.org/.

Hichmann, K.A.

& Sheridan-Thomas, H.K. (Eds.) (2014).

Best practices in adolescent literacy.

New York, NY: Guildfould.

Ivey, G., & Johnston, P. H. (2013). Engagement With Young Adult Literature: Outcomes and Processes. Reading Research Quarterly, 48(3), 255–275. https://doi.org/10.1002/rrq.46

McKenna, M. C., & Dougherty Stahl, K. A. D.(2016). Validation of the Informal Decoding Inventory. Assessment for Effective Intervention, 42(2), 110–118. https://doi.org/10.1177/1534508416640747

McKnight, K.S. & Allen, L.H. (2018).

Strategies to support struggling adolescent readers

grades 6-12.

Lanham, MD: Rowman & Littlefield

Robertson , K. (2021, June 14). Phonics Instruction for Middle and High School ELLs. Colorín Colorado. https://www.colorincolorado.org/article/phonics-instruction-middle-and-high-school-ells.

Tullock-Rhody R. & Alexander, J.E. (1980). A scale for assessing attitudes toward reading in secondary schools. Journal of Reading, 23 (2), 609-614. © 1980 International Reading Association.

VenHekken, A., & Bottari, M. (2021, June 18). Bridge the Gap: Intervention Lessons. Heggerty. https://heggerty.org/product/bridge-the-gap/?gclid=Cj0KCQjw_dWGBhDAARIsAMcYuJyOtqco-MVquF9RBkazgGaNTAffx9EqGZ9TkqEbzdegn57F6gbvSwkaAp3vEALw_wcB.

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Fluency means reading accurately, quickly, and with expression. When a reader is fluent, they can recognize words immediately without slowing down to decode them (Algozinne 2009, p.2).

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One strategy that I think should be taught with every student is modeled read-aloud so your students can see an example of rate and expression (McKnight & Allen 2018, p.997).

Another strategy that I would use to help with fluency is repeated readings, which allow students the opportunity to read previously decoded words. This can help with accuracy and rate, as they won't need to slow down to decode words. Since they will be reading more easily the second or third reading, they can really take those turns to focus on intonation (McKnight & Allen 2018, p.997).

A third strategy that I might implement with tier 2 students would be a "Speed Read" activity in which students would relay off each other reading passages and attempting to read the most words in the time allotted (Florida Center for Reading Research 2007, p. F007).

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To assess a child's oral fluency level, I would use the NAEP rubric which levels students 1-4. I would use this knowledge to gear my instruction for better suiting my students' needs (Mckenna & Dougherty Stahl 2016, p.165).

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To support my ELL students in their fluency skills, I would use leveled readers designed for students grades 3-6.

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To support my ELL students in their phonological awareness knowledge, I will use the Heggerty program intended for younger grades (Grades 1 or 2) as a tier 2 or 3 intervention to build the foundation of phonemes for ELL students.