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Phonological Awareness Interventions:

1.Rhyming Games Engage children in activities that involve identifying and generating rhyming words. For example, you can ask them to come up with words that rhyme with "cat."

2. Have children practice breaking words into individual sounds (segmenting) and blending sounds together to form words (blending). For example, you can say "c-a-t" and ask them to blend the sounds to say the word "cat."

3. Activities like "I Spy" or "What Sound Do You Hear?" where children listen for specific sounds in words and identify them.

4. Ask children to isolate specific sounds in words. For example, you can ask them to identify the first sound in the word "dog."

5. Have children change individual sounds in words. For example, you can ask them to change the "p" in "pen" to "t" to make "ten."

Phonemic Awareness Interventions:

1. Focus on the individual phonemes (the smallest units of sound) within words. Children can practice breaking words into individual phonemes, such as segmenting "cat" into /c/ /a/ /t/.

2. Help children blend individual phonemes to form words. For example, you can say /b/ /a/ /t/, and they can blend the sounds to say "bat."

3. Challenge children to remove specific phonemes from words. For instance, ask them to say "sand" without the /s/ sound.

4. Have children add phonemes to words. For example, you can ask them to add /s/ to "un" to make "sun."

5. Encourage children to replace one phoneme with another in words. For example, you can ask them to change the /k/ in "cat" to /m" to make "mat."

6. Teach the relationship between individual letters and their corresponding sounds. This helps children connect the visual representation of letters to their phonemic counterparts.

7. Engage in fun games and activities that focus on phonemic awareness, such as using magnetic letters, letter tiles, or word families to manipulate sounds.

8. Utilize children's books that emphasize phonemic awareness, with repetitive sounds or rhyming words.

9. * Sing songs or use chants that highlight specific phonemes or patterns.

10. Encourage children to build words using letter tiles or cards and then manipulate those words by changing individual phonemes.

It's important to use a variety of these interventions and activities to address the specific needs and progress of each child. Phonological and phonemic awareness should be developed progressively, starting with basic skills and moving toward more complex ones as children become proficient. Additionally, making these activities engaging and enjoyable can help keep children motivated to improve their phonological and phonemic awareness skills.

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This bilingual website offers a wide range of resources, including articles, strategies, and booklists for educators and families working with English language learners (ELLs) and multilingual students.

https://www.colorincolorado.org

WIDA provides resources, assessments, and professional development for educators of multilingual learners. They offer tools and guidelines to help educators support language development.

https://www.wida.us/

This website provides a wide range of educational resources, including worksheets, lesson plans, and activities suitable for multilingual learners. It covers various subjects and grade levels.

https://www.education.com/

Reading Rockets offers strategies, lesson plans, and video clips to help educators support early literacy development in multilingual learners.

https://www.readingrockets.org/

This resource center offers guidance and materials for educators and families working with dual language learners.

https://duallanguageresourcecenter.org/

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Interventions for multilingual learners aim to provide targeted support to help them overcome language and literacy challenges.

Small Group Instruction: Provide small group instruction to address individual needs. Smaller groups allow for more personalized support and targeted instruction based on language proficiency levels.

Peer Tutoring: Encourage peer tutoring, where more proficient English-speaking peers support multilingual learners. Peer interactions can boost language acquisition and confidence.

Multilingual Reading Materials: Offer multilingual reading materials and bilingual books in the classroom. These resources can help students maintain their native language while developing English proficiency.

Language Modeling: Model correct language use and pronunciation. Teachers should speak clearly, use correct grammar, and provide ample opportunities for students to listen and practice.

Culturally Relevant Content: Incorporate culturally relevant content in lessons to engage and connect with multilingual learners. Relatable content can enhance motivation and comprehension.

Graphic Organizers and Visuals: Use graphic organizers, visuals, and diagrams to aid comprehension. Visual aids help students understand complex concepts and language.

Scaffolded Instruction: Employ scaffolded instruction, gradually reducing support as students become more proficient. This method allows students to take on more responsibility for their learning over time.

Technology-Based Resources: Utilize educational technology resources, such as language learning apps and interactive language games, to engage students and reinforce language skills.

Family Involvement: Involve families in the intervention process. Share strategies and resources with parents and caregivers to support language and literacy development at home.

Progress Monitoring: Regularly monitor students' progress to assess the effectiveness of interventions. Adjust interventions as needed based on data and student performance.

Remember that interventions should be tailored to individual student needs and based on ongoing assessment data. Effective interventions for multilingual learners require flexibility and a responsive approach to language and literacy development.

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Use language proficiency assessments, such as the WIDA (World-Class Instructional Design and Assessment) assessments or the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) to determine students' English language proficiency levels. These assessments help identify areas where students may need additional support.

Incorporate ongoing formative assessments, such as quizzes, observations, and discussions, to monitor students' progress in real-time. Formative assessments provide insights into students' understanding and can inform instructional decisions.

- Ensure that assessments are culturally sensitive and do not inadvertently disadvantage students from diverse cultural backgrounds. Avoid culturally biased test items and consider cultural variations in response styles.

Consider alternative assessments, such as performance-based assessments, projects, and portfolios, which allow multilingual learners to demonstrate their knowledge and skills in ways other than traditional tests. These assessments can be more inclusive of diverse language backgrounds.

Develop individualized assessment plans for multilingual learners based on their specific language needs and proficiency levels. Tailor assessments to align with their current language development stage.

Provide assessment accommodations, such as extended time, bilingual dictionaries, or oral administration, to level the playing field for multilingual learners. These accommodations can ensure that language barriers do not hinder their performance.

Remember that assessments should not only evaluate what students know but also inform instruction. The goal is to use assessment data to tailor teaching and support to meet the unique needs of multilingual learners.

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Culturally responsive teaching is a pedagogical approach that recognizes and values the cultural backgrounds and experiences of students, including multilingual learners. Consider exploring resources and books on this topic, such as "Culturally Responsive Teaching and the Brain" by Zaretta Hammond.

Incorporate visuals and gestures into your instruction to make content more accessible to multilingual learners. Visual aids, diagrams, and gestures can help convey meaning and facilitate comprehension, even when there are language barriers.

Tailor your instruction to meet the diverse needs of multilingual learners. Differentiated instruction may involve adjusting the pace of instruction, providing additional support, or offering alternative assignments to accommodate varying language proficiency levels.

Integrate language instruction with content instruction. This approach, known as content and language integrated learning (CLIL), allows students to learn both subject matter and language simultaneously.

Encourage peer interactions and peer support. Pair multilingual learners with English-speaking peers who can provide language modeling and assistance.

Build positive teacher-student relationships. A supportive and trusting environment can boost confidence and motivation for multilingual learners.

Use scaffolding techniques to provide structured support as students work toward independent learning. Gradually remove support as students gain proficiency.

Engage with parents and the local community to support multilingual learners. Building strong partnerships with families can enhance students' language development.

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Formative Assessments:

Classroom Observations- Teachers observe students in the classroom, taking note of their engagement, participation, and behavior to assess their understanding and progress.

Classroom Discussions-Teachers engage students in discussions to gauge their comprehension of a topic and critical thinking skills.

Homework and Assignments: These ongoing tasks allow teachers to assess students' understanding of concepts and their ability to apply what they've learned.

Quizzes and Exit Tickets- Short quizzes or questions at the end of a lesson or unit help teachers gauge immediate comprehension and adjust instruction as needed.

Summative Assessments-

Standardized Tests- These are high-stakes tests that measure a student's knowledge and skills compared to a larger population. Examples include SATs, ACTs, and state-mandated standardized tests.

Final Exams- Assessments given at the end of a course or academic year to determine a student's overall understanding of the content.

Portfolios- Students compile a collection of their work over time, which is then assessed to evaluate their growth, creativity, and achievement.

Diagnostic Assessments

Pre-Assessments- Conducted before instruction to gauge students' prior knowledge and misconceptions about a topic, helping teachers tailor instruction accordingly.

-Skills and Placement Tests- Assessments used to determine a student's readiness for a particular course or educational program.

Performance Assessments-

Oral Presentations- Students present their knowledge on a topic verbally, demonstrating communication skills and understanding.

Practical Exams-These assess hands-on skills, such as in science experiments, art projects, or lab work.

Peer and Self-Assessment-

Peer Reviews- Students evaluate the work of their peers, providing feedback and assessments based on predetermined criteria.

Self-Assessment- Students reflect on their own learning and performance, often involving self-graded assignments or journals.

Rubrics and Checklists-

Rubrics- Detailed scoring guides that outline specific criteria for evaluating a task or assignment. They help ensure consistency in grading.

Checklists- Simple lists of criteria that instructors or students use to ensure all necessary elements are present in a task or project.

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Sight word recognition is another effective word identification strategy. Sight words are high-frequency words that do not necessarily follow regular phonetic patterns. Instead of sounding them out, students are taught to recognize these words by sight, often through repeated exposure and practice.

The benefits are: Many common words, such as "the," "and," "you," and "said," are irregular and do not follow typical phonetic rules. Teaching these words as sight words allows students to read them quickly without the need for phonics decoding.

Sight word recognition helps improve reading speed because students can instantly recognize and read these words without pause.

By quickly recognizing sight words, students can focus more on understanding the context and meaning of sentences and passages.

While sight word recognition is valuable, it should be integrated with phonics instruction to ensure a well-rounded reading foundation. Overreliance on sight words alone may limit a student's ability to decode new or less common words.

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Phonics instruction is highly effective in teaching word identification skills, especially for beginning readers. It involves teaching students the relationships between letters (graphemes) and their corresponding sounds (phonemes). For example, students learn that the letter "c" makes the /k/ sound in words like "cat." Phonics instruction is systematic and typically progresses from teaching basic letter-sound correspondences to more complex phonics patterns and rules.
   
   The benefits of phonics instruction are:
Phonics instruction equips students with the ability to decode unfamiliar words by applying their knowledge of letter-sound relationships. This skill is crucial for reading words they have never encountered before.
Phonics instruction not only helps students read words but also spell them accurately. Understanding the phonetic patterns in words aids in spelling.
As students become proficient at decoding words, their reading fluency improves, enabling them to read with greater speed and accuracy.
   
While phonics instruction is effective, it's important to balance it with other reading strategies. Overemphasis on phonics can lead to a lack of comprehension skills if students are not exposed to meaningful reading experiences.

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"Word identification" refers to the process of recognizing and understanding individual words in written or printed text. It is a fundamental skill in reading comprehension and is typically one of the first steps in the reading process.

Visual Recognition: When a person looks at a word in written form, their eyes perceive the shapes and arrangements of letters on the page. This is the initial step in word identification, where the visual input is processed.

Letter Recognition:The reader's brain recognizes individual letters and their combinations (graphemes), which form the basis of words. For example, in the word "cat," the brain identifies the letters "c," "a," and "t."

Phonological Processing: Once letters are recognized, the reader may engage in phonological processing, which involves connecting the letters to their corresponding sounds. In the word "cat," this means associating "c" with the /k/ sound, "a" with the /æ/ sound, and "t" with the /t/ sound.

Word Formation: Finally, the reader combines the individual letter sounds to form the whole word, understanding that "cat" represents the furry animal. This is where the reader's vocabulary and language knowledge come into play.

Word identification is crucial for fluent reading and comprehension. Proficient readers can quickly and accurately identify words, which allows them to focus on understanding the meaning of sentences and passages. Struggling readers, on the other hand, may have difficulty with one or more aspects of word identification, which can impede their overall reading ability. Effective literacy instruction often includes strategies to improve word identification skills, such as phonics instruction and sight word recognition.

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Comprehension is the action or capability of understanding something. The act of action of grasping with intellect.​

“Young children begin to understand what is read to them long before they read themselves. Listening comprehension precedes and lays the groundwork for later reading comprehension. When children listen to a parent or teacher reading a book aloud, they are practicing the skills necessary for comprehending text they will later read independently. Adults help to foster these skills when they engage children in conversations about what they are thinking about while they read (Starting Strong. P117).”​

Comprehension involves many different elements. First, you probably identify, even subconsciously, why you are reading the particular text you have chosen. Next, how motivated is the reader. How can you as a teacher motivate or interest the students in the story. Here is how enthuasim the reader is, and how the students can relate to the book choice. Which leads into another important element, how do the students relate to the story, and what is their background of knowledge or frame of references for understanding the story. Then lastly, how cognitively prepared are the readers.  ​

Assessment strategies depend on grade level or cognitive abilities.  For younger ages you could tell a story and have the student retell it back to you. Or after completing a story, have the student identify characters, plot points, describe which moments were the rising action/climax etc. It also depends on what we are trying to comprehend, words or stories. Older grade levels could do the same assessment, but do a write up, rather than telling the story. Or following along a plot line and documenting what part of the story fits along the plot. ​

Scaffolding is a great research-based strategy. So much of comprehension is based on what the students already know, what their learned experiences are. A second good research-based strategy would be higher level questioning. Asking students to think deeper, trying to cultivate a larger discussion to think critically about a story. Learning targets are a really good strategy as well. The students knowing what they need to learn and why they are learning it. ​

Brown Bear Brown Bear. Use a bead when the brown bear meets each animal, each animal gets a different colored bead to recall or retell the characters that the brown bear met. Should be the students identifying the details and then recalling. ​

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References: https://www.readingrockets.org/

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Vocabulary is the body of words used in a particular language. Learning, as a language based activity is fundamentally and profoundly dependent on vocabulary knowledge learners must have access to the meaning of words that teachers or their surrogates use to guide them into contemplating known concepts in novel ways.  If you do not have a wide vocabulary it is difficult to learn. 95% of the text we read tally up to 5,107 words. Words and their meaning are what is learned. Increased vocabulary instruction increases comprehension more than any other intervention.  assess students development in vocabulary you can have students read independently or a word/concept sort. AR Testing is another assessment that you could use. Vocabulary recognition task basically words on a paper and kids can point to the words they know it demonstrating self knowledge. 2 research based instructional strategies are: I, We, You( I do, we do, You do) Gradual Release and Big Words for Little People by Jamie Lee Curtis is a funny picture book that introduces young children to “big” words.  Children will read about words such as irate, cooperate, stupendous and persevere.  It really celebrates just how neat it is to know new words and how they help you to expand your intelligence.

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Fluency: Speed at which readers read at. Decoding the sound in words also follows a dev sequence. Entails accuracy at which readers can decode; the ability to add expression. Using language easily and accurately. Research indicates that oral reading fluency supports reading comprehension. ​​

Fluency is important for critical thinking, problem solving and understa9ind of text and more advance conversation. Fluency is measured by strong foundational and understand of phonetics. Vocab, comprehension, strong foundation of oral langue, all of that help children become fluent readers. ​

Page 93 in “Starting Strong” has a multitude of options for research-based strategies for instruction. But one that stuck out to us was “Connecting with Families.”  It’s important for parents to align with what is trying to be accomplished at school. Getting parents involved would help immensely to bridge that gap, and show that parents place emphasis on reading and fluency at home as well as teacher in school. Another great strategy is “Center’s Activities” are great, but difficult to put into a classroom that is baselined by curriculum and time constraints. ​

Some books students could “Act” out. “Wake Up, Crabby.” This book will help boost reading confidence and fluency. It’s easy read text and a short story format.​

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Emergent Stage (PreK to Early Grade 1 (Ch 4) The emergent stage encompasses the writing efforts of children who are not yet read- ing conventionally and in most cases have not been exposed to formal reading instruction. Emergent writers typically range in age from 2 to 5 years, although anyone not yet reading conventionally is in this stage of development. most of the emergent stage is decidedly prephonetic, which means there is little if any direct relationship between a character on the page and an individual speech sound. Children move from producing large scribbles undecipherable from the drawing (as illustrated in Figure 1.6A, Haley’s picture of birdies), to using something that looks like scribbles separate from the picture​

Examples of student work at an emergent stage would be books that are for learning how to read, but not read independently.​

Instructional based strategies are basically read aloud, read along. Allow students to follow with and become familiar with words and sounds associated with words.​

Stages of Literacy Development​

Emergent Stage - During the emergent stage, children lack an understanding of the alphabetic principle or show only the beginning of this understanding as they start to learn some letters. Emergent learners gradually acquire directionality as they try to fingerpoint read, and in their writing. By the end of this stage, emergent learners will have learned many letters of the alphabet and they may even include a few letters to represent sounds when they write.​

Beginning Stage - Beginning reading is achieved when students have a concept of word in text, which is demonstrated by a child’s ability to point accurately to a few lines of familiar text—a demonstration of the one-to-one correspondence between what they read and say​

Transitional - During this stage, students integrate the knowledge and skills acquired in the previous two stages and they become more flexible in thinking about sound, pattern and meaning. Advances in word knowledge affect students’ writing, too. Their sizable sight word vocabulary allows them to write more quickly and with greater detail​

Intermediate/Advanced - The content of their writing often displays complex analysis and interpretation, reflecting a more sophisticated, discipline-specific vocabulary. The degree to which they write at this level often depends on the quality of the writing instruction they receive.​

Vocabulary and word use play a central role in the connections that intermediate and advanced readers forge between reading and writing. From adolescence on, most of the new vocabulary students learn—except perhaps for slang—comes from reading, and reflects new domains of content-specific knowledge that students explore​

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A method of teaching people reading by correlating sounds with letters or groups of letters. Basically letters and how they work together to create meaning and sounds. Phonics is important because it is the building blocks to all reading. ​

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“The term phonics is used in several different ways. It refers to 1) the system of phoneme-grapheme (Sound-symbol) correspondences that are the basic structure of an alphabetic orthology, 2) a strategy necessary for decoding new words and for storing those words in orthographic memory, 3) an essential component of effective reading instruction 0- one of the five big ideas or pillars (phonemic awareness, phonics, fluency, vocabulary, comprehension) that should be addressed by effective reading programs (LETRS Phonic resource).” ​

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“Phonics ins includes teaching two elements, the relationship between letters and sounds, and how to blend sounds, represented by sounds (Leu and Kinzner).” Need phonemic awareness which is oral. Need letter sound correspondence and dictation. Need decodable text for younger students (k-2)​

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Code emphasis v. meaning emphasis. Knowing when each is appropriate is really important in regards to choosing what assessment strategy is best. View for reference table 3.1 in LETRS. “How many sounds do you hear in the word bake?” Student will have to sound out the word so as a teach you can witness and hear how the students sound out the work and form the complete sound and recognizing meaning. Spelling and reading assessments when tailored to appropriate age groups and linking the appropriate word difficulty. ​

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ABC books or Pete the Cat for great examples. ABC books could be a really good intro book to students learning reading, but might become too easy/not challenging enough quickly. Pete the Cat does a really good job of introducing many different sounds and letter combinations that not only challenges kids on a micro scale, but also them wanting to follow the story and finish the book.​

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Oral language is the system through which we use spoken words to express knowledge, ideas, and feelings. There are many different ways to use phonemic awareness within your lesson/ instruction. Rhyming and songs are great examples. ​

Aha moments: When young children first develop oral language they use language to communicate and accomplish many goals that are important to them. Usually they are not aware of language as an abstract object that can be manipulated by them and others, taken apart and put back together. ​

Phonemic awareness is important because it means that children are capable of analyzing the individual sounds of our language. Pg 16​

The science based research behind word and sound and phonemic awareness is the building blocks to all learning and  should be used to plan your lessons. Effective phonemic awareness instruction explicitly labels sounds and demonstrates the process of blending hyphen segmenting of sounds.( Https://www.dyslexia-reading-well.com/44-phonemes-in-english.html)​

“As a reader you may use at least four different ways to read words. the first way is from memory. Because you have read the word train several times, you can read it from memory automatically by sight. in fact, all words become sight words with practice. The other ways are strategies that enable you to read words you have never read before. Very like you have never read vanadium, so you might decode it by sounding out and blending letter-sound units. Or you might read it by analogy to a word you already know that shares its spelling pattern, stadium (p. 53.)”  We really liked this part of the reading and felt that it helped us to understand more about 0ral language and phonemic awareness.​

https://files.eric.ed.gov/fulltext/EJ966147.pdf This article is great because it covers and clarifies some of the claims about phonemic awareness​

This website has great book ideas for phonemic awareness https://www.ateachableteacher.com/phonemice-awareness-books/​

Making an oral report is a great way to assess a students oral language. Even just having a conversation with the child is a good way to assess how to better help them with their oral language.​

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Phonemic awareness is important because there are 44 different phonemic sounds, considering there are only 26 letters. It is important to know and understand that certain letters can sound differently. ​

What it measures​

Recognizing a word in a sentence shows the ability to segment a sentence​

Recognizing a rhyme shows the ability to identify words that have the same ending sounds​

Recognizing a syllable shows the ability to separate or blend words the way that they are pronounced​

Understanding onset-rime shows the ability to blend the first sound in the word (onset) and the rest of the word (rime)​

When should it be assessed?​

Typically, phonological awareness is assessed during kindergarten and throughout first grade. During the beginning of kindergarten, assessment should be limited to recognizing words, rhyme, syllable blending, and segmentation to help guide instruction.​

Age or grade typically mastered​

Word: Age 3​

Rhyme: Age 4​

Syllable blending: Age 4​

Syllable segmentation: Kindergarten​

Syllable deletion: Kindergarten​

Onset-rime The middle of kindergarten

Examples of assessment questions​

Word:​

How many words are in this sentence? "I am happy." (Correct response: 3)​

Rhyme:​

Do these words rhyme? "Big, Fig" (Correct response: Yes)​

What about "Key, Tree?" (Correct response: Yes)​

Syllable blending:​

I am going to say a word in parts. Listen: o…pen. What word did I say? (Correct response: open)​

Syllable segmentation:​

Can you tell me the two word parts in "open?" (Correct response: o…pen)​

Syllable deletion:​

Say "open" without the "-pen." (Correct response: o)​

Onset-rime:​

What word do these sounds make? /s/ – /ee/ (Correct response: see)​

How about /h/ – /op/? (Correct response: hop)

Books: ​
A Bug in a Rug Wants a Hug by Sissie Fisher ​
Llama, llama Red Pajama by Anna Dewdney.​
Sheep in a Jeep​
The Hungry Thing

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Phonemic Awareness & Phonological Awareness

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Phonemic Awareness & Phonological Awareness

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There’s plenty of evidence of cognitive and academic benefits. Brain scans reveal neural circuitry lighting up when young children first print letters and then read them. The same effect is not apparent when the letters are typed or traced. Intriguingly, according to reporting in The New York Times, “block printing, cursive, and typing each elicit distinctive neurological patterns,” implying a deep, underlying sensitivity in the brain to even minor changes in the way letters are rendered on the page. When reading and writing, we appear to be hardwired for versatility.
RETRIEVED FROM HTTPS://WWW.EDUTOPIA.ORG/ARTICLE/WHAT-WE-LOSE-WITH-DECLINE-CURSIVE-TOM-BERGER/

Instructional Strategies

1. Explicit Teaching: Provide explicit instruction in cursive writing, including stroke formation and letter connections. Use instructional materials that guide students through the process step by step.

2.Modeling: Demonstrate proper cursive writing techniques to students, both on the board and through individualized feedback.

3. Practice: Encourage regular practice to build muscle memory. Start with individual letters and progress to words and sentences.

4. Integration: Integrate cursive writing into other literacy activities, such as spelling, writing assignments, and reading. This helps students see the practical application of cursive writing skills.

Assessment Strategies:

1. Observation: Regularly observe students' cursive writing in classwork and assignments to identify areas needing improvement.

2. Checklists and Rubrics: Develop checklists or rubrics to assess cursive writing proficiency, considering factors like letter formation, spacing, and legibility.

3. Portfolio Assessment: Maintain a portfolio of students' cursive writing samples over time to track progress.

Resources:
1. Handwriting Without Tears - This program provides resources and instructional materials for teaching cursive writing.

2. Zaner-Bloser Handwriting- Zaner-Bloser offers cursive handwriting resources and curricula for educators.

3.CursiveLogic - CursiveLogic is a program that offers a unique method for teaching cursive writing.

Instructional Strategies:

1. Phonics Instruction: Implement systematic and explicit phonics instruction to teach letter-sound relationships.

2. Vocabulary Development: Incorporate vocabulary-building activities and discussions into lessons to enhance language comprehension.

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Orthographic mapping is a crucial aspect of reading that involves the formation of connections between visual word forms (orthography) and their corresponding sounds (phonology). Here are evidence-based instructional and assessment strategies for developing orthographic mapping skills:

Instructional Strategies:

1. Phonics Instruction: Implement explicit and systematic phonics instruction to teach letter-sound relationships, syllable patterns, and spelling rules. Encourage students to apply this knowledge when reading and spelling words.

2. Morphological Awareness: Teach students about word parts, such as prefixes, suffixes, and root words. This helps them recognize and decode unfamiliar words based on their morphological structure.

3. Word Study:Engage students in word study activities that involve analyzing word patterns, word families, and word origins. Word sorts and word building activities can be effective.

4. Spelling Instruction: Provide structured spelling instruction that incorporates phonics and word patterns. Encourage students to apply their spelling knowledge when writing.

Assessment Strategies:

1. Spelling Assessments: Administer regular spelling assessments to evaluate students' ability to spell words accurately and apply phonics and word study knowledge.

2. Orthographic Mapping Assessments: Use word reading assessments that require students to decode and read both familiar and unfamiliar words. Monitor their ability to apply orthographic mapping skills in real reading contexts.

3. Fluency Assessments: Assess reading fluency, as fluent readers often demonstrate strong orthographic mapping skills. Use timed reading passages to measure reading rate, accuracy, and expression.

Resources

1. Words Their Way by Donald R. Bear, Marcia R. Invernizzi, Shane Templeton, and Francine Johnston - This resource provides a comprehensive approach to word study and spelling instruction, supporting orthographic mapping.

2. Spelling Patterns and Rules by Wiley Blevins - A practical guide for teaching spelling and word patterns, which are closely related to orthographic mapping.

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The Reading Rope is a concept that provides a more detailed and comprehensive view of the various components and skills involved in reading. It goes beyond the Simple View of Reading by representing reading as a multifaceted process with interconnected strands or threads.
The Reading Rope model includes the following key strands or threads:

1. Word Recognition

2. Language Comprehension

3. Fluency

4. Background Knowledge

5. Cognitive Integration

The Reading Rope model is typically depicted as a complex interweaving of these strands, emphasizing that successful reading is the result of the interaction among these components. It highlights that reading is not a linear process but a dynamic one in which various skills and knowledge interact and influence each other.

Instructional Strategies:
Provide explicit phonics instruction to teach letter-sound relationships and decoding skills. Incorporate sight word recognition and word analysis skills.
Implement vocabulary instruction, including direct instruction of word meanings and context clues. Teach comprehension strategies like making inferences and summarizing.
Encourage regular reading practice to improve fluency. Use methods like repeated readings and guided oral reading to build fluency skills.
Engage students in discussions and activities that connect prior knowledge to new reading material. Encourage reading across various topics to build background knowledge.
Engage students in discussions and activities that connect prior knowledge to new reading material. Encourage reading across various topics to build background knowledge.

Promote metacognition by teaching students how to monitor their reading comprehension and apply comprehension strategies. Encourage students to connect their background knowledge with text.

Assessment Strategies:
Use assessments to gauge students' proficiency in decoding, sight word recognition, and word analysis. Monitor progress over time.
Administer vocabulary and comprehension assessments to evaluate students' language comprehension skills.
Assess fluency through oral reading fluency tests, tracking students' reading rate, accuracy, and expression.
Use discussions, written reflections, and pre-reading assessments to gauge students' prior knowledge and its impact on comprehension.
Use metacognitive assessments and discussions to evaluate students' ability to integrate various reading components for comprehension.

Resources:
Reading Rockets.

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The Simple View of Reading reading comprehension is the product of two main components: decoding (word recognition) and language comprehension. To effectively address each component, here are evidence-based instructional and assessment strategies:

1. Decoding (Word Recognition)

Instructional Strategies:Implement systematic and explicit phonics instruction to teach letter-sound relationships. Use decodable texts and multisensory approaches to reinforce phonics skills.

Assessment Strategies: Use regular assessments to gauge students' decoding skills. Monitor their progress in recognizing and decoding words accurately.

2. Language Comprehension

Instructional Strategies: Focus on vocabulary development by teaching word meanings in context. Encourage students to use context clues to understand unfamiliar words. Teach comprehension strategies such as making inferences and summarizing.

Assessment Strategies: Administer vocabulary and comprehension assessments to evaluate students' understanding of spoken and written language.

Resources :

"Bringing Words to Life: Robust Vocabulary Instruction"** by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan - This book provides practical strategies for vocabulary development, a key component of language comprehension.

2. International Literacy Association (ILA) - ILA offers research articles, resources, and conferences related to literacy instruction, including the Simple View of Reading.

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The Science of Reading is an evidence-based approach to teaching reading that emphasizes the understanding of how reading works in the brain. It incorporates various components, including phonemic awareness, phonics, vocabulary, comprehension, and fluency. Here are evidence-based instructional and assessment strategies:

1. Phonemic Awareness and Phonics:

Instructional Strategies: Provide explicit and systematic instruction in phonemic awareness, which involves recognizing and manipulating individual sounds (phonemes) in spoken words. Teach phonics by connecting letters (graphemes) to their corresponding sounds (phonemes) using evidence-based programs and materials.

Assessment Strategies: Use assessments to evaluate students' phonemic awareness and phonics skills. Regularly assess their ability to decode words accurately and apply phonics knowledge.

2. Vocabulary Development:

Instructional Strategies: Implement vocabulary instruction that includes direct instruction of word meanings, context-based learning, and word relationships. Encourage students to encounter and use new vocabulary in context.

Assessment Strategies: Assess students' vocabulary knowledge using vocabulary quizzes, word analysis tasks, and context-based assessments.

3. Comprehension:

Instructional Strategies: Teach comprehension strategies such as making inferences, summarizing, questioning, and visualizing. Use evidence-based strategies to enhance comprehension.

Assessment Strategies: Employ comprehension assessments that measure students' ability to understand and analyze text. Assess comprehension through reading comprehension quizzes, written responses, and discussions.

4. Fluency:

Instructional Strategies: Promote fluency by encouraging regular reading practice, using techniques like repeated readings, and providing guidance on expression and accuracy.

Assessment Strategies: Use oral reading fluency assessments to evaluate students' reading rate, accuracy, and expression.

Resources:

1. Reading Rockets
2.The Reading League
3. International Dyslexia Association (IDA)