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English learners must learn how to speak English.
• It is equally important that they not abandon their native language.

English learners have substantially lower test scores than English-speaking students.

Exposure is key!
Research indicates that it takes English learners at least five years to reach the same oral
skill level as their English-speaking peers.

Some language learners face not only a language barrier but also a cultural barrier

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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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The Science of Reading focuses on Simple View of Reading.
• Word Recognition X Language comprehension = Reading Comprehension
• Reading comprehension should begin early ( comprehension modeling, text structures)

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Created by Dr. Hollis Scarborough

Contains 2 strands:

Language comprehension (upper strand)

Background Knowledge: a collection of knowledge a person has formed through academic and life experiences.

Vocabulary: the knowledge of words and the meaning of words.

Language structures: the rules for how language is formed.

Verbal reasoning: a form of problem-solving based on words and language.

Literacy Knowledge: the understanding of concepts of print.

Word recognition (lower strand)

Phonological awareness: the ability to recognize and manipulate the sound properties of spoken words.

Decoding: the ability to read words based on the knowledge of letter-sound correspondence rules.

Split recognition: can apply phonemic segmentation.

*When all of these strands come together it represents a strong and fluent reader.

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reading eggs

IXL

reading rockets

blooket

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Pre-alphabetic: students read words by memorizing their visual features; general concepts of print.

Early alphabetic: students recognize letter names and some letter sounds; early phonemic awareness: syllable, onset-rime, initial phoneme matching.

Later/Full Alphabetic: start of automatic sight word recognition; full connection of phoneme/grapheme in words; blend 3-4 phonemes in words

Consolidated Alphabetic: larger sight word vocabulary, syllable patterns, advanced phonemic awareness, deletion, substitution, etc.

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Simple View of Writing

Foundational skills x composition = skilled writing expression

Handwriting

Stage of Writing

pre-phonetic phase: scribbles

Semi-phonetic phase: Beginning sounds

Phonetic Phase: Nearly every phoneme is represented by a grapheme.

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

Syntax

Syntax Essentials:

Parts of Speech
Word Order Matters
 English follows the Subject-Verb-Object (SVO) order
 Example:
 Correct: "John reads books."
 Incorrect: "Books John reads."
 Agreement Rules
 Subject-verb agreement
 Pronoun agreement
 Tense consistency

Semantics

Semantic Mapping/Venn diagrams- an “organized” way of brainstorming about topics

Grammar

Basic Grammar Rules:

Parts of Speech
 Nouns (person, place, thing, idea)
 Pronouns (I, you, he, she, it)
 Verbs (action words)
 Adjectives (describe nouns)
 Adverbs (modify verbs, adjectives, other adverbs)
 Prepositions (show relationships)
 Conjunctions (connect words/phrases)
 Interjections (express emotion)

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Dyslexia is a type of reading disability that affects reading.

Dyslexia is one of the most common reading disabilities.

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Phonemes-speech sounds in words (vowels and consonants)

Phonograms- rimes that have the same spelling

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The Science of Reading focuses on the Simple View of Reading.

Word Recognition x Language comprehension=Reading
comprehension

Research studies show that a student’s reading
comprehension scores can be predicted if decoding skills
and language comprehension abilities are known.

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*The Alphabetic Principle is the concept that letters represent
individual phonemes in a spoken word.

*This principle is critical for learning how to read and spell.
 This needs to be established early as it is the first step in learning how to read and write.
 The Alphabetic Principle can be broken up into two parts:
 1. Alphabetic Understanding-knowing that words are made up of letters and sounds.
 2. Phonological Recording- knowing how to translate letters into the appropriate speech sounds.

Activities:

1. Alphabet match (lowercase and uppercase)
 2. Alphabet Go Fish
 3. Sound/letter games (gameboards)
 4. Build a Flower (letter in the middle, petals have pictures that start with that letter)
 5. Feed the Monster (letter and sounds)
 6. Letter sorting
 7. Playdough letters, salt trays, Bingo dot letters, wiki sticks
 8. Rhyming books
 9. Mystery words (pictures with items that turn into words)
 c a n= can
 10. Puzzles

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Word families- words that share the same phonograms- (fat, rat, cat, mat, splat)

Morphemes-smallest unit of sounds
 Words can have one or more morphemes
 Morphemes can be free or bound.
 Free morphemes stand on their own as base words.
 Bound morphemes rely on other morphemes (-s,-es, prefixes, suffixes_
 Morpheme structures come from different language origins.

Prefixes
 Suffixes
Inflectional: do not change the part of speech
Derivational: helps determine part of speech
 Past tense –ed (/t/, /d/, /ed/
Picked, begged, sorted
 According to Tolman and Moats, the most productive approach to word analysis is morphological because morphemes provide clues to the meaning of new words while reading.

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COMPREHENSION IS AN EVOLVING PROCESS. IT BEGINS BEFORE A BOOK IS OPENED,
CHANGES AS THE BOOK IS READ, AND CONTINUES TO CHANGE AFTER THE BOOK IS READ.

4 COMPONENTS OF COMPREHENSION:

1. KNOWLEDGE
2. STRATEGIES
3. METACOGNITION
4. MOTIVATION
The construction-integration model states that comprehension occurs when an idea in the text is linked to another or when the reader uses prior knowledge.

Comprehension strategies help readers with text. Readers use them to better understand, learn from, and remember what they read

Strategies Are:
-Conscious efforts that you ask your students to deliberately use. (making
inferences)
-Flexible-(used various places in reading, should be adaptable)
-Lead to Higher Level Thinking-(take students into deeper interpretation of the
text)
-Help to Reflect and Monitor- (metacognition) Readers understand themselves as
readers. They know what to do before, during, and after reading.

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Phonological Processing System- hears and recognizes words in sentences
(processes spoken language) activates the meaning processing system.
 Meaning Processing System- reviews stored vocabulary for possible meaning of word (example: glass)
 Context Processing System- involves background knowledge and language structure
 Orthographic Processing system- Print

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Children’s vocabulary knowledge grows tremendously throughout school years.
• According to NAEYC (2014), by the age of 3 there is a 30 MILLION word gap between
children from the wealthiest to poorest families.

Levels of Word Knowledge:

Unknown- unfamiliar words
Acquainted- basic meaning only after the student gives it some attention (typical vocabulary words)

Established- words are known easily and automatically

Vocabulary Programs Should:
1. Provide children with frequent, extensive, and varied language approaches.
2. Includes instruction in individual words.
3. Provide students with instruction in learning words independently.
4. Foster's word consciousness-builds student's interest in words
* Tier One Words- Basic Words. Don’t necessarily need to be taught. (dog, cat, house)
• Tier Three Words- low frequency words. Usually found in specific domains of literature. Usually
taught in content areas (science, social studies, math)
• Tier Two Words- High frequency words for mature language uses. These are the words to focus
on. (ferocious, magnitude, etc.)

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Fluency is the ability to read rapidly, smoothly, without many
errors, and with appropriate expression

When done silently, a fluent reader reads rapidly, without
stumbling over words and WITH COMPREHENSION

Fluency is important because our brain can only do one thing at a time. Reading demands that we attend to two operations –
decode individual words, and engage in a cognitive processes to understand what we are reading.

To get better at something, you have to have time to practice it.