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Spelling is the correct sequence of letters to form a word

Spelling is closely related to reading and writing

Being good at spelling makes for better readers

Spelling depends on recall - recognition task

Student must map out word using sound and symbol relationships

How to teach spelling

Use phonics, word study lessons, and high frequency practice

Frequent practice of spelling words

Introduce no more than 5 words a week (younger)

Go over syllables within the words as well as letter patterns and sounds

Write words in sentence and do hands on activities

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Who Are English Language Learners?
English learners are students who are learning English as an additional language. They often come from homes where a different language is spoken and may need extra help to improve their skills in speaking, listening, reading, and writing in English to succeed in school.

Strategies for Supporting EL Students:

Allow extra time for assignments and tests.

Take more time when planning and teaching lessons.

Include vocabulary from students’ native languages in the classroom.

Encourage involvement from parents and siblings in the learning process.

Keep in mind they may not be struggling with the content, just understanding and speaking a different language

Assessment and Teaching Tips for EL Students:

Adapt assessments when needed

Use pictures and real life objects

Use the child's peers to help. Could benefit both children

Provide additional time to complete tests and bigger projects

Read the assessment aloud if allowed.

Provide practice tests beforehand.

Clearly document any accommodations

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https://www.ksde.org/Portals/0/CSAS/CSAS%20Home/Kansas%20Dyslexia%20Handbook%20(2023-2024).pdf

https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

https://www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development

https://www.readingrockets.org/topics/spelling-and-word-study/articles/six-syllable-types

https://www.readingrockets.org/blogs/shanahan-on-literacy/what-should-morphology-instruction-look

https://www.readingrockets.org/blogs/shanahan-on-literacy/what-teachers-need-know-about-sentence-comprehension

https://www.readingrockets.org/classroom/classroom-strategies/semantic-gradients

https://www.readingrockets.org/topics/comprehension

https://keystoliteracy.com/wp-content/uploads/2020/02/The-Strands-That-Are-Woven-Into-Skilled-WritingV2.pdf

https://www.readingrockets.org/topics/writing/articles/writing-assessment

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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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Dyslexia is a specific learning disability that is neurobiological or in the brain

It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Student may struggle in phonological awareness, single word reading, reading fluency, and spelling

result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of

effective classroom instruction.

Student with dyslexia will benefit from strong evidence based literacy instruction

Other things Dyslexia can affect

Learning to speak

Retention of phonological and phonemic awareness tasks

Learning letters and their sounds

Reading words in isolation

Organizing written and spoken language

Decoding words

Memorizing number facts

Reading quickly enough to comprehend

Persisting with and comprehending longer reading assignments

Spelling

Learning a foreign language

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Insight that spoken words are made up of a sequence of somewhat separable sounds called phonemes

The sounds in spoken words or phoneme match directly to the letters in written words

Every word can be broken apart into phonemes (smallest parts of speech)

Every written word is made up of specific symbols from the alphabet

Every sound in a spoken word is represented by letters

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The language processing system is a 4 part system that involves several key components working together to decode and comprehend text.

Phonological Processing System

hears and recognizes words in sentences

Activates the meaning process system

Process spoken language

Meaning Processing System

reviews stored vocabulary

looks for possible meaning of word

Context Processing System

used background knowledge and language structure

Orthographic Processing System

Print and evaluating print

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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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Science of Reading

the study of how people learn to read and the best ways to teach reading based on research.

Reading is not a natural process, many steps and connections that must happen in the brain for a student to learn to read

Structured Literacy

The structured and systematic process of how to teach a child to read

Literacy is not just reading. It is also writing, listening, and speaking.

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Dr. Linnea developed 4 phases that students go through while learning how to read words

4 Phrases of word reading

1. Pre-alphabetic phase - little knowledge of letter sounds, use pictures to represent letters

2. Partial alphabetic phase - learning that letters represent sounds, and the shape of letters.

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

4. Consolidated Alphabetic phase - learn more about words, syllables,

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Phonological Awareness

Having an awareness of sound properties in words. Having the ability to hear and manipulate sounds in words

Word Awareness

Knowing how many words are in a sentence

Clap it out, push up counters for words

Alliteration

Producing and identifying words that start with the same sound

Name games or fun phrases

Syllable Awareness

counting parts in a word

clapping, counters

Rhyming

words that end with the same sound

Phonemic Awareness

Spoken language consists of series of small sound units or phonemes and the ability to manipulate these phoneme

Sound out words - sound of language, what we hear

Blend sounds

Sounds and spoken language

Phonics

Actual printed letters

Words

Writing sentences

Anything written

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Fluency

What is it?

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

-Fluency is important because our brain can only do one thing at a time and reading demands that we do 2...decode words and understand what we are doing.

Stages of reading development:

Stage 0-Emergent Literacy Stage

Stage 1-Formal Reading Instruction

Stage 2-Decoding-reading word by word, begin fluency skills

Stage 3-6-Build fluency skills

Guiding students to become fluent readers:

provide time to read

provide print-rich opportunities and wide range of books

encourage reading outside of school

Repeated Reading

1. Nonaccurate Stage-children have difficulty recognizing and reading words. Reading is “choppy”

2. Accuracy Stage- students are able to read and recognize words accurately but it takes them time and effort to do so. They tend to read slowly and without
expression. May not understand what they are reading.

3. Automatic Stage- Students read accurately and without much effort.

Other Ways to Practice Fluency

1. Audio Books

2. Partner Reading

3. Computer Assisted reading or reading games

Sight word games

Word wall games

Reading groups

Prosody - reading with proper expression, volume, phrasing,
intonation or stress.

Intonation - provides the melody of language that results from the
use of stress, pitch and juncture.

Juncture helps children decide if the sentence/words/phrase says:
- Light housekeeper or lighthouse keeper

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Simple View of Writing

Foundational Writing of Writing x Composition = Skilled Writing Expression

The foundational skill of encoding words into written symbols. This is called the nuts and bolts of writing

Composition - Knowledge of the topic. The ability to chppse words that fit the thought and order them logically.

Handwriting

https://www.readingrockets.org/topics/writing/articles/writing-assessment

https://media.zaner-bloser.com/handwriting/pdfs/ZB_HW_Manuscript_Practice_Package.pdf

https://www.youtube.com/watch?v=2pnQwVo8DUg&t=1s

https://www.studenthandouts.com/handwriting-worksheets/primary-writing-paper-horizontal.htm

Stage of Writing

1. Pre-phonetic - places letters on the page with no regard to words - Ex - scribbles

2. Semi-phonetic - Represents some phonemes with graphemes or single sounds (beginning sounds)

3. Phonetic Stage - Nearly every phoneme is represented by a grapheme

4. Transitional Stage - Students realize that words can not always be written or spelled how they sound

Syntax

Study and understanding of grammar - Grammar is the arrangement of the words phrases and clauses that make a sentence

Word order matters - Subject - Verb - Object pattern

Syntax is first understood by listening to language - read alouds, peer reading

Students need instruction on how to form correct sentences and the different parts of sentences

Semantics

The study of word and phrase meanings and relationships. The meaning and interpretation of words, signs, and sentence structure. Ex - the word Rank can be used many different ways.

Semantics help children express themselves more clearly. It can also make reading more visual or fun to read.

Ex - Synonyms, antonyms, homophones

Grammar

Set of rules that explain how words and different symbols are used to create correct sentences

8 main parts of speech - noun, pronoun, verb, adjective, adverbs, prepositions, conjunctions, interjections

4 main punctuations and their rules

1. Period - ends complete thoughts , used in abereviations

2. Comma - seperates items in a list, sets off clauses, used with coordination conjunctions

3. Question mark - ends question sentences

4. Exclamation point - shows strong emotion or emphasis

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You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.

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An introduction to 6 + 1 Trait® Writing, customized rubrics, student self-assessment, and peer editing.

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Vocabulary is a critical component of literacy development, and it plays a significant role in the science of reading.

Students vocabulary grows immensely thorough school age years

Can gain 3,000 to 4,000 new vocabulary words every year

Most vocabulary words aren't directly taught - learning is from exposure and reading

Levels of Word Knowledge

Unknown - Unfamiliar words

Aquatinted - Know the basic meaning

Established - Word and definition is known and recalled easily

Teaching Vocabulary Words

1. Expose student everyday to new and unfamiliar words - Variety of language experiences are needed

2. Talk about the unknown words

3. Read a variety of material

4. Give them knowledge about different topics

Kinds of Vocabulary Words

1. Tier 1 - Basic words, don't really need to be taught. Ex - Dog, Chair, Table

2. Tier 2 - Bigger words for more mature language. Ex - Magnitude, Generous

3. Tier 3 - Words related to other subjects in school. Ex - Science. Social Studies, Math

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2 components

Decoding (word recognition)

understanding letter to sound

Language comprehension

understand spoken language, vocab, syntax, and background knowledge

Formula

Decoding x Language Comprehension= Reading

A weakness in either decoding or language comprehension will make it very hard to be a successful reader

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All strands together make a skilled and fluent reader

Made up of 2 main sections

Language Comprehension

Word Recognition

Word Recognition

1. Phonological Awareness - The ability to recognize and manipulate the sound properties of words

2. Decoding - The ability to read words

3. Sight Recognition - automatically recognize words

Language Comprehension

1. Background Knowledge - Previous gained knowledge

2. Vocabulary - Knowledge and meaning of words

3. Language Structures - Rules for how language is formed

4. Verbal Reasoning - Form of problem solving based around words and language

5. Literacy knowledge - Understanding concepts pf print

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The ability to understand and make sense of what you read

Arguably the most important part of the reading process

It is the reason for reading

Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.

Active Readers

Students to make sense of what they read, they need to think about and actively engage with text.

By talking and writing about what they read, students deepen their understanding of the text and they are more likely to remember what they’ve learned.

Good readers automatically engage in critical thinking by asking themselves questions to make sense of what they read.

Teaching Comprehension

Begin by teaching students that there are multiple levels of thinking that range from low-level remembering to high-level synthesizing and evaluating.

Using Blooms levels to ask prompting questions

Remembering

where is

what did

who was

when did

Understanding

tell me in your own words

what does it mean

give an example of

Applying

what would happen of

find information about

Analyzing

what other ways could

what are things that are not real

what caused that

Evaluating

rank the events in importance

what character would you want to meet

Creating

what if

what would happen if

pretend you are

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Syllable

A syllable is a unit of pronunciation that is organized around a vowel. It may or may not have a consonant after the vowel

6 Types of Syllables

1. Closed - Has a vowel followed by a consonant. The vowl usually makes the short vowel sound. Ex - Cat, Bed, Pig, Dog, Sun

2. Open - ends with a single vowel. The vowel is "open and free". The vowel usually makes a long sound. Ex - He, Me, Go, No

3. Magic E - Uses a Vowel, Consonant, E pattern (VCE). The E is silent and usually makes the other vowel say its name Ex - Cake, These, Bike, Nose, Cube

4. Vowel Team - When letters work together or make a team to form one vowel sound. Ex - Rain, Read, Pie, Fruit

5. R Controlled - Has a vowel followed by and "R". The r controlls the vowel and changes the sound it makes. Ex - Car, Bird, Fur

6. Consonant -le - Consonant followed by -le. The final e is silent and creates the schwa sound (uh) which makes the -le sound like ul Ex - Bubble, Table, Wiggle, Pickle

Morphemes:

smallest unit of sounds

Words can have more than one morpheme

Free morphemes stand on their own

Bound morphemes rely on others (-es, prefixes, suffixes)

Inflectional- do not change the part of speech

Derivational- helps determine part of speech