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Evidence-based practices improve comprehension in English Language Learners by using targeted strategies like vocabulary scaffolding, visual aids, and structured language support. These approaches are especially effective for students with reading and writing differences, helping them access content and build literacy skills more confidently. (group 1)

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To gain information, learn new concepts, and/or enjoy a story

To develop critical thinking

-Victoria Lincoln

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We check out the title, skim headings, and think about what we already know. Like, if we’re reading about “plants,” maybe we remember what we learned in science class

Jun He

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The process of reading involves several key skills that are simultaneously used, including decoding, word recognition, vocabulary, comprehension, and thinking beyond the text.

The purpose of reading is to gain information, understand new ideas, and improve communication and connection with others.

-Joey

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Word recognition decoding words for symbols to develop comprehension

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Word recognition decoding words for symbols to develop comprehension

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To improve literacy skills, build vocabulary, and learn about the world around them.

-Patrice (also in group 1)

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Morphology can help students decode unfamiliar words and understand word families and their relationships relationships. It can also help develop new vocabulary.

-Victoria Lincoln

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Reading is the process of decoding and writing symbols to extract meaning involving attention, memory, and language comprehension. Its purpose ranges from gaining knowledge and entertainment to fostering empathy and personal growth. (group 1)

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Process of reading is word recognition, comprehension, fluency.

Joi Johnson

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The role of morphology contextual analysis gives the reader cluses to the meaning of unfamiliar words. They are critical for vocabulary development.

Karen

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Before reading-During reading-After reading

Jun He

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we can incorporate multisensory activities by using manipulatives for sound segmentation, picture cards for visual support, sound chips for tactile engagement, and physical movement such as clapping or tapping to reinforce phonemic skills

Tameka Dew

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Morphology -developed new vocabulary with different strategies to learn the meaning of words  

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Morphology -developed new vocabulary with different strategies to learn the meaning of words  

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Contextual analysis can help with comprehension when vocabulary terms do not have definitions readily available in the text.

-Victoria Lincoln

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This is all about word parts—roots, prefixes, and suffixes. For example, if a student knows “-phobia” means “fear,” they can guess “arachnophobia” is “fear of spiders.” Teaching common parts like “un-” (not) or “bio-” (life) helps them decode tons of new words

Jun He

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The process of reading involves word recognition, fluency and comprehension working together as a reader decodes symbols to understand meaning. The purpose of reading makes us better thinkers by improving our critical thinking and problem solving skills. Karen

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Using explicit instruction with blending and segmentation including multi-sensory activities.

Katelyn Born

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It can be used in order to make connections between english and the learners native language. It can help build deeper understanding. (group 1)

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Contextual analysis: ELs learn to look for clues in sentences. Is there a synonym? (“The day was scorching—super hot!”) An antonym? (“She was brave, unlike her timid brother.”) Or punctuation? (“He loved his pet—a small, fluffy dog.”)

Jun He

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Evidence-Based Practices visuals aids to help with students success, pictures cards and manipulatives

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Evidence-Based Practices visuals aids to help with students success, pictures cards and manipulatives

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Vis

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Evidence based practices for teaching phonemic awareness to English readers the following should be considered:

Use of visual aids, assessing students regularly to monitor progress and adjust instruction, engage students in interactive activities, and provides opportunities for practice through repetition and varied context. Karen

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Use of visual aids and gestures to help with student success.

Modeling and repetition with clear articulation

-Victoria Lincoln

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Their home language can be used to make connections to learning English making a deeper connection. It can also help when they do not understand something in English to try and use their home language for a clearer understanding of the content or directions.

Katelyn Born

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ELL's Home - Songs could be used to connect with learning, and use their home language

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ELL's Home - Songs could be used to connect with learning, and use their home language

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Scaffold with visuals: Use charts, pictures, or even drawings to map out ideas. For dyslexia, pairing text with audio (like listening to a story while following along) helps

Jun He

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To comprehend reading, students need vocabulary knowledge (in context); in addition, they need to develop their ability to make predictions and inferences (higher-order thinking). Finally, they should develop metacognitive skills, such as recognizing when what they're reading is confusing, rereading when needed, and asking questions as they read.

-Joey

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An ELL's home language can be used to make phonemic connections to English words in many cases, helping to bridge the language gap and promote understanding of a topic and build vocabulary.

Kimberly

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Explicit vocabulary instructions, where you teach tiered vocabulary with context

-Victoria Lincoln

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Necessary Components for Effective Comprehension

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Necessary Components for Effective Comprehension

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Higher-order thinking, where students can make inferences, predictions, and summarizations.

-Victoria Lincoln

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Home Language be utilized to support foundational phonics

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Home Language be utilized to support foundational phonics

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cognate awareness where you are teaching words that look/sound familar in both languages.

-Victoria Lincoln

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Reading comprehension relies on components like vocabulary knowledge, background understanding, fluency, and inference skills. These elements work together to help readers make sense of text, connect ideas, and retain information.
Group1

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The process of reading involves decoding and understanding written text, and the purpose of reading is to gain information, enjoy stories, and communicate ideas.

Tameka D