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77% of ELL learners speak Spanish

ELLs have much lower test scores than English-speaking students

Expose ELL learners to English ASAP as it takes about 5 years to develop

ELL learners need specific instruction and integration of phonics and vocab development

validate the speaker's language

read fiction and nonfiction books

Strategies

lots of support and comfortability

provide background knowledge and relevant experiences

hands-on or real-life activities are the most effective

give additional practice and time for activities and assessments

instruct in their primary language if possible

involve the family in their learning

give students a choice of how to complete their work, if possible

assessment

modify when able

give them more time

read the test if able

have them take a practice test

document exactly what you modified

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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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There are many steps and connections that need to happen in the brain for a student to learn to read. They all work together.

Reading is NOT a natural process

Structured Literacy: a structured and systematic process of teaching reading is necessary

Literacy: includes reading, writing, listening, and speaking

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Get the basics on the science of reading (SOR), how to understand research studies, and what it means for classroom instruction.

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morpheme: the smallest unit of sound

can be free or bound morpheme

prefixes and suffixes are also morphemes

inflectional: doesn't change part of speech

derivational: changes the part of speech

Syllable types

1. closed: most common; one short vowel that's closed with 1+ consonant

2. open: end with a single vowel, usually long

3. vowel consonant-e (silent e)

4. vowel teams: 2-4 letters representing one vowel phoneme

5. consonant -le: at the end of multisyllabic words and unstressed

6. vowel r: "bossy r"

Syllable division

Spelling

is a production task, while reading is a recognition task

teaching spelling

phonics or word study lessons

orthographic mapping, 4 part processing system

high-frequency words

introduce 5 words a week with similar spelling patterns

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Dr. Kinnea Ehri: developed 4 phases that students go through when learning to read

1. Pre-alphabetic phase: little knowledge of letter sounds, use pictures ti represent letters (M for McDonalds)

2. Partial alphabetic phase: learn that letters represent sounds and the shape of the letters

3. Full alphabetic phase: decoding harder words, unfamiliar word patterns

4. Consolidated alphabetic phase: learn more about words and syllables, prefixes, and suffixes. Combine letter patterns

Processes Involved in Reading Words

1. Sight word reading: recalling words by sight (sight word lists)

2. Decoding: identifying letter-sound correspondence and larger units and blending them together to make a word (c-a-t)

3. Analogizing: comparing an unknown word to a similar spelled unknown word (phone-stone; past-fast)

4. Contextual guessing: using context to figure out words

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Word Recognition x Language Comprehension = Reading Comprehension

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

Simple View of Writing

Foundational Writing Skills x Composition = Skilled Written Expression

Foundational skills: encoding of words into written symbols

examples: handwriting, letter formation, correct spelling, punctuation

Composition: the knowledge of the topic and ability to choose words and order logically

examples: topic knowledge, vocabulary, sentence formations, grammar, audience awareness,

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Phonological Awareness

ability to recognize and manipulate sounds within words, including syllables

Phonemic Awareness

the ability to manipulate individual phonemes

sound out words and blend words

a part of phonological awareness

strategies

rhyming

alliteration

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Is neurobiological in origin

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running records is a great way to record fthe luency and comprehension of a student

fluency markers

orthographic

phoneme errors

weren't pulling through the word

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Created by Dr. Hollis Scarborough

2 strands: Language Comprehension and Word Recognition

If a student masters both strands, reading comp will take place, so students can be fluent and skilled readers

Word Rec: PA, decoding, sight recognition (increasingly automatic)

PA: the ability to recognize and manipulate sounds of spoken words (syllables, initial sounds, rhyming, phonemes) 1ST thing to master (come up with sentences or different words with the same letter, rhyming books)

Decoding: ability to read words based on letter-sound knowledge rules

Sight Recognition: the ability to apply segmentation, letter-sound correspondence, and spelling patterns to recognize a word automatically

Language Comp: background knowledge, vocab, language structures, verbal reasoning, literacy knowledge (increasingly strategic)

Background knowledge: a collection of knowledge that a person forms through academics and life experiences

Vocab: the knowledge and the meaning of words (talk about what you're doing, comment on what the child is doing, define new words, read books)

Language structures: rules for how language is formed (morphology, phonology, and syntax)

Verbal reasoning: a form of problem-solving based on words and knowledge (thinking about text, word problems, following written instructions, finding letter sequences) (can play 20 questions)

Literacy knowledge: understanding of print concepts (direction of reading, genre of a book, etc.)

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-It's more than just knowing the alphabet

-Definition: letters represent individual phonemes in a spoken word

-Critical for learning how to read and spell

-Needs to be established early; the 1st step in learning to read and write

-Broken into 2 parts

1. Alphabetic understanding: knowing that words are made up of letters and sounds

2. Phonological recording: knowing how to translate letters into appropriate speech sounds

-Activities

1. Alphabetic match (lowercase and uppercase)

2. Alphabetic go fish

3. Sound/letter games

4. Build a flower (letter in the middle, petals have pictures that start with that letter)

5. Letter sorting

6. Playdough letters, bingo dot letters

7. Rhyming books

8. Puzzles

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strongly connected to reading

should encourage students when beginning writing and be positive, DO NOT criticize

writing needs to be modeled

Simple View of Writing

foundational writing skills X composition = skilled writing expression

foundational skills: encoding of words into written symbols "nuts and bolts"

composition: knowledge of the topic, choose and order words correctly

Stages of Writing

pre-phonetic: letter on the page with no regard to words (scribbles)

semi-phonetic: represents some phonemes with graphemes (late pre-k to k)

phonetic: nearly every phoneme is represented (K to 2nd grade)

transitional: the realization that words aren't always written as they sound (3rd+)

Syntax

subject-verb-object order

agreement rules

subject-verb agreement

pronoun agreement

tense consistency

common punctuation

sentence types

simple: 1 IC

compound: 2+ IC

complex: 1 IC and 1+ DC

compound-complex: multiple IC and 1+ DC

Grammar

noun: person, place, thing, idea

pronouns

verbs: action words

adjectives: describe nouns

adverbs: modify verbs, adjectives, and other adverbs

prepositions: show relationships

conjunctions: connect words/phrases

interjections: express emotions

Writing Workshop

several times a week or every day

students support each other while the teacher coaches or guides

teacher instructs a specific skill, and shared writing occurs. Then students go write, and teacher consults with each student about their writing

Process of Writing

1. Prewriting: brainstorming ideas, graphic organizer

2. Drafting: writing a rough draft

3. Revising: ARMS (add, remove, move, substitute ideas)

4. Editing: CAPS (capitalize, usage, punctuation, spelling)

5. Publishing: make into a final copy

Types of Writing

persuasive

narrative

expository

descriptive

compare/contrast

Genres in Writing

fiction

biographies and autobiographies

reports

letters

poems

Sedita's Writing Rope

critical thinking

syntax: Understanding grammar

text structure

writing craft

transcription

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phonological processing system

knowing the differences between letters and sounds

memory, production, speech-sound systems

context processing system

provide support for the meaning

involves background knowledge and language structure

meaning "semantic" processing system

interprets the meaning of words in and out of context

orthographic processing system

recall and recognition of written language

receive information from printed words

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building sight word vocab

lots of exposure in books, poems, shared writing, and word walls

word banks are useful

teaching letters of the week and words that start with that letter

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language is the key component to comprehension

is the overall goal for reading and word studies

is a form of formative assessment

is an evolving process

occurs when an idea in the text is linked to another idea and the reader uses prior knowledge

guided comprehension can be used for beginning readers

if a student is interested in the book or is good, comprehension is easier for them

4 components

knowledge

strategies

metacognition

motivation

strategies

set a purpose for reading

asking and answering questions

making inferences

summarizing

graphic organizers!!

locating key story components

critically evaluating information

assessment

KWL charts

beginning, middle, end activity

story maps

questions

character studies

readers theatre