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1. Watch the Video posted: Linking Literacy to Culturally & Linguistically Diverse Students

2. Find an article: Structured literacy vs. Balanced literacy approaches to reading read and reflect including the impact each has on meeting the needs of ALL students in your classroom.

Post your article and response to our padlet (week 2).

Read your classmates responses and pose either a comment of depth or question to their work.

**PLEASE write your name on each post.  Thanks!

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Standard Lesson Plan Lesson Plan Alignment Special Ed ODE Lesson Plan 5E Lesson Plan

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Linking Literacy to Culturally & Linguistically Diverse Students

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Linking Literacy to Culturally & Linguistically Diverse Students

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Linking Literacy to Culturally & Linguistically Diverse Students | Denisha Campbell

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Good information to know on standards.

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ODE: Introduction to Ohio’s Learning Standards for English Language Arts: STRUCTURE AND SHIFTS

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Read the Key Principles article and answer: How can we foster the notion of reading flexibility in our classrooms and how does this support the meeting the needs of all students? (Post in this column by clicking on the + sign, include your name)

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Read the Key Principles article and answer: How can we foster the notion of reading flexibility in our classrooms and how does this support the meeting the needs of all students? (Post in this column by clicking on the + sign, include your name)

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Each student learns in different ways, having said that, the article is a 10-step guide with which we can have as a reference to promote that notion of flexibility in the classroom. We can go from a simpler level to a higher one, considering the needs of each student. We can start with reading aloud so that students are listening to the rhythm of the language then, we can divide into small groups and guide them through the reading process so that they can achieve our goal.

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Each student learns in different ways, having said that, the article is a 10-step guide with which we can have as a reference to promote that notion of flexibility in the classroom. We can go from a simpler level to a higher one, considering the needs of each student. We can start with reading aloud so that students are listening to the rhythm of the language then, we can divide into small groups and guide them through the reading process so that they can achieve our goal.

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Reading Skills and Strategies...What's the difference?

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Reading Skills and Strategies...What's the difference?

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There is no doubt that reading teachers everywhere have their work cut out for them. With readers coming into the classroom all at different levels and reading teachers having a file full of skills and strategies to teach, it's hard to get it all in. So how do we figure out what to teach and focus on? Should we be teaching more reading skills or strategies? Does one make an impact over the other? I've got 6 specific reasons why all teachers should be teaching strategies.

First off, I want to make sure we're all on the same page. I know there are multiple definitions of what 'reading strategies' are. In more recent publications, such as Jennifer Serravallo's books, reading strategies are discussed as the action steps that readers take to comprehend. Reading strategies are how the reader approaches understanding of specific areas of the text. She speaks of how there are many strategies for any skill imaginable. Although I do agree that the 'approach a student takes to understanding a text' can be considered a strategy, the TRUE strategies are unique and crucial to a students' reading success.

There is an ACTUAL and fundamental difference between reading skills and strategies. Understanding the difference between them is step one. If you're unsure of the difference, make sure to head over and read all about how reading skills and strategies are different! Once teachers understand the difference, they will begin to see how important these strategies are to students' success. But just in case we need a bit more persuading, I've got a few other reasons I'd like to share!

Strategies Show the Reading Process

Reading is a very 'closed' process. When we read, it's typically in our minds and without dialogue to comprehend. The dialogue takes place inside our minds. We read, decode, think, question, analyze, all without others hearing or listening. Why is this important to understand? When we are teaching early readers (or even established readers), it's important for all of them to SEE and HEAR from us exactly what's happening in our minds. They need to SEE and HEAR the reading process for themselves. This is why it's so important to model out loud when reading. So where do strategies come into play here?

Strategies help readers to see the process of reading. Strategies such as visualization, making connections, asking questions, and metacognition help to SHOW the reader that's it's not all about reading the words, but about THINKING about the text itself. So when teachers merge modeling out loud with the strategies, their students are actually getting a glimpse into the true reading process.

Strategies Help Make Connections to Other Skills

Reading strategies are fantastic. They teach the reader how to think! But what's even better is once students understand how to use these strategies, they can use them to connect other reading skills! For example, students can see the connection between visualizing and identifying the setting. They can see how determining importance and main idea go hand in hand. Students can begin to USE the strategies to help increase their understanding and application of reading skills. Instead of teaching each skill and strategy in isolation, we can use their understanding of the strategies to support their understanding of the other skills. It's a win-win!
In my Building Comprehension online course for teachers, we focus heavily on both reading skills and reading strategies. All participants receive my Reading Strategy Guidebook as one of their amazing BONUS freebies in the course. It's over 90 pages and includes lessons, materials, and everything you need to be successful in teaching reading strategies. You can join the waitlist for the course by entering your information below!
Strategies Show Active Reading

One of the biggest complaints teachers have when it comes to comprehension is that their students read but don't recall information. This is due to the students' lack of thinking while reading, don't you agree? We need to get our students to become ACTIVE readers. What does an active reader do? They THINK. They analyze. They ask questions, visualize, determine importance, monitor their understand (metacognition). They use STRATEGIES. So when we have students who are struggling with reading comprehension, my go-to recommendation is always reading strategies. We need to teach them to become ACTIVE readers.

Strategies Include the Reader

One of the most important things a reader brings to a text is himself/herself. A reader's experience of a text changes from reader to reader based on the reader's life experience. What I take away from a story might be completely different from what you take away. So how are strategies connected to this? Strategies allow (and even force) the reader to use THEMSELVES when reading. Strategies force students to rely upon their lives, their schema, their life experiences, and background knowledge in order to understand the story. Strategies show the reader that their own experience, opinions, and thoughts MATTER when it comes to comprehending the text. When readers feel validated and can see that they have information in their minds already that can help them comprehend, it increases their confidence and overall ability to comprehend. Strategies are powerful!

Provides the Give and Take

Reading isn't a one-sided conversation. It's not just about what the author wrote. It's about what the reader takes away from it. Reading is a give and take relationship between the author and the reader. So how can we teach this to students? Teach them to use strategies! Strategies SHOW the 'give' part of the give and take. I'm taking what the author has given me in the text and I'm giving back based on what I visualize, determine to be important, connections I make, etc. By teaching strategies, we're showing our students that both voices are important, theirs, and the authors.

Strategies are During, Reading Skills are After

We want our students to be thinking WHILE reading, yes? While reading, they aren't thinking about 'main idea and details' or 'cause and effect'. Reading skills are aftermath thinking. They happen after a text has been read. Strategies happen WHILE reading. As I read, I'm visualizing, making connections, etc. When we teach students that these strategies happen during and not after, we are teaching them the importance of thinking while reading.
So what do you think? Is there a place in our reading instruction for strategies? Do they have merit to our students' success in reading? Will you be making more time for them in your reading instruction? I'd love to know! Save this post for later by pinning the image below!

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Reading Strategies and Why You Should Teach Them!

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There is no doubt that reading teachers everywhere have their work cut out for them. With readers coming into the classroom all at different levels and reading teachers having a file full of skills and strategies to teach, it's hard to get it all in.

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https://docs.google.com/presentation/d/1SlmEGBMhsYIuSOZ2jFe3zyRN7ZDTHjJkp2o6VMqkKik/edit#slide=id.p

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I believe we can foster the notion of reading flexibility by getting an understanding of the students and getting to know their interest. I find that students will pursue reading if the topic of interest appeals to them and they can relate to subjects, actions, and the story. Many times students read text that does not relate to their ethnic or social economic backgrounds therefore, the students may not be interested in the text placed before them. Finding suitable literature for students from all backgrounds can be critical in developing interest in reading and understanding of the diversity of students within a certain classroom setting can support the needs of all students. 

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I believe we can foster the notion of reading flexibility by getting an understanding of the students and getting to know their interest. I find that students will pursue reading if the topic of interest appeals to them and they can relate to subjects, actions, and the story. Many times students read text that does not relate to their ethnic or social economic backgrounds therefore, the students may not be interested in the text placed before them. Finding suitable literature for students from all backgrounds can be critical in developing interest in reading and understanding of the diversity of students within a certain classroom setting can support the needs of all students. 

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Fostering Reading Flexibility, Meeting Needs of All! 

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Fostering Reading Flexibility, Meeting Needs of All! 

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We can cultivate the continuous development of reading flexibility via differentiating/transforming/converting vocabulary, as well as, reading passages into varying levels, thereby meeting the needs of all.

For instance, the word differentiate can mean to change, as well as metamorphose.  Also, many reading passages, such as Newsela and others, offer the same readings for grades 1-6, which may be assigned per individualized reading level(s).

Stephanie Lowery

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To foster the notion of reading flexibility within our classrooms we as educators need to use and provide a wide variety of books in the classroom. We need to ensure that relatable books are being used during our instruction. As educators we need to carefully pick books that interest our students and model reading with read alouds. It is also important that we provide time where students are able to read independently or with a buddy. This supports the needs of all of our students because it encourages the build up of their reading process. The children will be able to follow our model and begin to use their own expression when reading. They will have access to high quality books that will expand their language and thinking skills. Giving the opportunity to independently read or buddy read,provides a different purpose for reading, encourages students to pick a book of their own based off of their preference and allows students to build their fluency skills.This gives educators the time to check in with students and work through any challenges.

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We can foster the notation of reading inside our classroom by supporting students at an engaging level that allows them to be responsive to the material. As educators, it is important to be able to support student's needs by giving them choices on what they want to read as much as possible. Students retain the most information when they are in social settings that encourages teamwork among their peers. It is essential as educators to give students different strategies that allow them to become more independent when reading, but also to teach collaboration. This can be done through read-aloud, where students can listen and focus on their thoughts. In addition to using read-aloud, it is important to give students time to read in small groups and independently. Working in small groups allows students to improve their skills with their peers and keeps communication lines open. While working independently gives students increased reading comprehension because it gives them time to practice and work on decoding. Inside the classroom, it is important to use these different strategies as a way to continually improve the development of readers in the classroom.

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One picture to describe me! My family and I are all very close!

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Yahairi Colon Suarez: Key principles assignment 

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Yahairi Colon Suarez: Key principles assignment 

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Reading is one of the most important part of education. As we all should know every person learns in a different way and speed. Relating the Key Principles article with my experience as Instructional Aide I will say that one of the best ways to foster the notation of reading flexibility in our classrooms is by differentiation. When we differentiate we identify the type of students we have and their needs. We learn to best know our students and with this develop the best strategies to fulfill their needs. In our schools we have tons of different students, English language learners, immigrants, with disabilities, among other profiles. I believe is our job to be flexible with our lessons, be able to adjust them in order to achieve the goal in each one of our students. With this said, we can help and support the reading needs of our students assigning reading time and comprehension during class, by having different books with different levels of reading. Also making them be part of the reading instruction, have the students read to the class, explain what they understand about the reading, etc. Let them analyze and debate about their reading and reward them for their effort. Make the reading a joyful and enrichment moment.

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Teaching Close Reading to Elementary Students

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A third-grade teacher shares a simple step-by-step guide for close reading instruction.

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There are many ways to foster the notion of reading flexibility but first, I believe we have to understand the student background because this helps when it comes to assigning readings. each student has a different method of learning and as educator, to better foster this notion we have to make sure we are assigning students to topics that they can relate to and will understand. its also important to encourage student to take books home as well as joining book clubs at school because these tend to be helpful in the improvement of reading for many English language leaners. Based on experience with the English language leaners, I have found it helpful because student gets in a habit of asking and wanting to know words that they read or heard and didn't know what it meant.

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Me and my gorgeous wife this summer visiting Death Vally National Park. 

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We will not meet via Zoom this week.  Attendance and participation will come from work posted in Padlet for Week

Turn in 1 lesson plan to Blackboard (ELA). DUE 9/14

**PLEASE write your name on each Padlet post.  Thanks!

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1) Lesson Plan 1 (post to Blackboard)

2)Does your lesson foster cognitive flexibility?  How? Respond on Padlet

3)Find one VIDEO about reading instruction that interests you, post to the Padlet (Week 2) with a short reflection.  Watch at least one other video posted by a classmate and respond to theirs (what did you learn, what do you have questions about, etc?)

4)Please add your name to your current posts and any from other weeks, so you get credit. Thanks so much!

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This was just shared with me this week. The layout is very nice and includes many necessary components of a well written lesson plan. Feel free to use it!

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Yahairi Colon Suarez: Structure Literacy vs. Balance literacy

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Yahairi Colon Suarez: Structure Literacy vs. Balance literacy

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First I want to make a note about the video. It shows the reality in ours schools today.  Every year multilingual diversity grows and with it our teaching styles and accommodations should change and develop. It is very difficult for diverse students to adapt and learn when you as a teacher are not aware of cultural backgrounds and do not  adjust the lesson to an inclusive instructions.

Regarding structural literacy vs. balanced literacy definitely a good reflection on it should be that structural literacy should be implemented and used in all learning environments. With structural literacy you focus in foundations and this works almost as a one on one intervention for all students in your classroom. It is more complete, detailed and definitely students gain skills that they wont forget when the next level or skill comes. It is definitely something that I will be studying and learning more about so I can be able to implement this strategy to all my classes. I am sure that this will be so rewarding and I will be able to get the best out of each of my students.

Attached find the articles that I found and helped me to understand better this subject. Definitely they are great and explanatory articles with examples and scenarios that helps you understand clearly the difference between the terms. I also included a freebie with clear and short explanation and differentiation between structure literacy and balance literacy. hope this can be useful and helpful for all of you as well.

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Structure literacy vs. balance literacy article(me 2)

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Structure literacy vs. balance literacy article(me)

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This one helped me in the understanding of the differences between teaching reading skills and reading strategies. Amazing information. Hope this helps you as well.

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Reading skills vs reading strategies freebie

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Lorraine Laviera: Structured Literacy vs Balanced Literacy

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Lorraine Laviera: Structured Literacy vs Balanced Literacy

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In this article, "An explanation of Structured Literacy, and a Comparison to Balanced Literacy," the author explains how teachers want their students to master skills either using Structured Literacy or Balance Literacy. Still, at the same time, they have a minor disagreement on the goal, which I think is in favor of all scholars; we as teachers need to implement every skill to achieve that goal. With Structured Literacy, we can help students with learning disabilities in the reading area by teaching syllable structure and pronunciation. In contrast, with Balanced Literacy, we can use various approaches like shared reading, guided reading, and independent reading. One of the disagreements or arguments is if we use sounds or letters first, and which one is the best? We know that classes are built around scope and sequence, which dictate the order of how we teach; we as teachers need to follow, mainly because we do not know what students can do. Still, one crucial thing is that we as teachers don't know what is 'right" or wrong," that is why we need to expose students to acquire language and writing skills.

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https://www.themeasuredmom.com/what-is-the-difference-between-balanced-and-structured-literacy/

This is another article about Structured and Balance Literacy I found very interesting.

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This post contains affiliate links. As an Amazon Associate I earn from qualifying purchases.
Balanced and structured literacy are two different approaches to teaching reading.

They have things in common, but when they're referenced in the same breath they're usually pitted against each other.

I considered myself a "balanced literacy" teacher for many years. It's the approach I learned in graduate school, the approach I used as a classroom teacher, and the approach I (used to) teach on my website and in my online course.

However, after a great deal of research into the science of reading, I now see things differently.
I now advocate a structured literacy approach to reading instruction.
This isn't to say that I did every single thing wrong as a balanced literacy teacher, or that balanced literacy teachers today aren't getting anything right.

Nor do I think that we have to throw away everything with the balanced literacy label.

But it's time to take a good look at what we're doing when we teach children to read.

What's the difference between balanced and structured literacy?

Let's start with a definition of balanced literacy.

Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and child control. Fountas & Pinnell - Guided Reading: Good First Teaching for All Ages

The fact is, if you ask twenty different balanced literacy teachers to define balanced literacy, you will likely get twenty different definitions.

It's just not well-defined.

But most balanced literacy teachers will say (as I did) that they teach reading in a way that meets everyone's individual needs while also promoting a love of reading.

Balanced literacy came about in late 90's as an answer to the whole language and phonics debate.

The hope was that it would provide a much-needed compromise by using the best of both approaches.

To many people, though, balanced literacy is a dirty word.

What went wrong?

Why is structured literacy now coming into favor? Many will tell you that it's just another pendulum swing. I think it's much deeper than that.

Let's start with a definition.

"The term 'Structured Literacy' is not designed to replace Orton Gillingham, Multi-Sensory or other terms in common use. It is an umbrella term designed to describe all of the programs that teach reading in essentially the same way."Hal Malchow - International Dyslexia Association

I used to be a STRONG balanced literacy advocate

Believe me, I never thought I'd be writing an article comparing balanced and structured literacy.

I believed in balanced literacy with all of my heart.

I became irritated very angry when I read articles that slammed balanced literacy.

The articles said I wasn't teaching phonics (I was).

The articles said I was teaching guessing (I felt that I was teaching my students to be strategic).

The articles said I should be doing more explicit instruction (I felt that my mini-lessons served that purpose just as well as a 30-minute whole class lesson that would likely bore half my class).

The articles criticized my lack of a structured curriculum (I felt that I knew my students much better than a scripted curriculum any day).

The articles said balanced literacy didn't work. I had plenty of anecdotal evidence that it did.

Here's the thing. And this is something we all need to take note of.
Balanced literacy works for some children. Many children DO learn to read without a lot of explicit instruction. But it doesn't work for others.
Explicit instruction is good for all children. It's absolutely essential for many of them.

In other words?

If we use a balanced literacy approach, we will not reach all of our students.

Here's the key difference between balanced and structured literacy

Balanced literacy is centered around activities that surround children with quality literature and promote a love of reading, whereas structured literacy teaches the structure of language through explicit, systematic, sequential instruction.

Balanced literacy teachers typically teach the essential components of reading (phonological awareness, phonics, fluency, comprehension, and vocabulary) through the following structures:

Read aloud

Shared reading

Guided reading

Independent reading

Teachers tend to be more focused on the activities themselves than on the skills.

On the other hand, structured literacy teachers may include read aloud, shared reading, small group instruction, and independent reading in their days, but they are focused less on activities and more on the structure of language:

A summary of the differences between balanced and structured literacy

I know that not everyone will agree with my characterizations in the following chart, but this is how I see it:

Let's tackle the differences one by one

Difference #1

In balanced literacy, we typically see a haphazard approach to phonemic awareness instruction.

Structured literacy includes systematic, sequential instruction in phonemic awareness.

Through the work of David Kilpatrick, we've learned that phonemic awareness may very well be the missing key for struggling readers. It's essential that we give daily lessons in phonemic awareness.

Our students need lessons in phoneme isolation, blending, segmenting, and manipulation.

(If you're a member of The Measured Mom Plus, check out my video series about phonological and phonemic awareness).

If you're a balanced literacy teacher, an important change you can make is to do ten minutes of phonemic awareness instruction every day.

Try Heggerty's easy-to-use curriculum (my top pick!) or the free lessons you can print at Reading Done Right.

I also recommend the hands-on games that you'll find in my phonemic awareness bundle.

Check out our hands-on phonemic awareness activities!

Difference #2

In balanced literacy, phonics lessons are typically quite short and may not follow a scope and sequence.

In structured literacy, phonics is taught through an explicit, systematic and sequential approach (usually through a purchased curriculum).

As a new first grade teacher, I had to use a scripted phonics program that I HATED.

It moved too quickly for my low readers, and it was immensely boring for my strong ones.

And it took way too much time out of our school day.

I received permission to ditch that program in my second year of teaching first grade, and from then on I had a very "I'll teach it when you need it" approach to phonics.

I'm fully aware that many balanced teachers DO have a structured approach to teaching phonics, and I say hurray for them!

But it's not the norm.

A strong phonics lesson is 20-30 minutes long and has most, if not all, of the following components:

A phonemic awareness warm-up that connects to the phonics skill

Explicit introduction of the new sound-spelling relationship

Blending practice

Word building

Practice reading decodable text

Guided writing practice

(And while there are still pretty boring phonics programs out there, there are many hands-on programs that allow you to meet multiple levels in one classroom.)

Difference #3

Balanced literacy teaches rote memorization of high frequency words.

In structured literacy, high frequency words are taught according to their phonics patterns, and even irregular words are taught explicitly.

For years I thought it made perfect sense to teach kids to memorize long lists of high frequency words. That's why I created a whole series of sight word books that taught high frequency words through repeated exposure.

I've since removed those books from the website because I've learned that this isn't the best approach for teaching high frequency words.

Read: How to teach sight words

After all, kids don't store thousands of whole words in their brains. That's not how the brain learns to read.

A better approach is to teach a small number of "sight words" to get kids started (such as the and is), and to teach the rest when you teach their related phonics patterns.

As for irregular words, you can still be explicit about teaching them.

Check out the video below to learn about my new sight word lessons and accompanying decodable books.

Difference #4

In a balanced literacy classroom, beginning readers read leveled texts using the three-cueing system.

In a structured literacy classroom, early readers read decodable texts that include already-learned phonics patterns.

This difference right here is the one that made me realize I could no longer support a balanced literacy approach.

If you consider yourself a balanced literacy teacher and do not teach your students to solve words using the picture, context clues, first letter (and anything else other than sounding out the word), please comment below ... because as far as I know this type of teacher does not exist.

I never EVER thought I'd denounce three-cueing, but after studying the science of reading I can no longer support it.

If this makes you bristle (believe me, I know how you feel), I encourage you to listen to my podcast episode, What's wrong with 3-cueing?

For years I resisted decodable books because I was sure they would kill a love of reading before it could start.

After all, wasn't every decodable book boring, stilted, and nonsensical?

Turns out ... I was wrong! There are actually many quality decodable books just waiting for you to discover them.

Difference #5

In a balanced literacy classroom, there is typically a greater focus on the meaning of the text rather than on the accuracy of what is read.

Structured literacy teachers correct misread words; they encourage their students to sound them out.

This sounds crazy, but for years I believed that "sound it out" should only be said as a last resort.

I thought that it was much better to ask my students to consider what made sense ... because isn't reading all about comprehension?

(Well, yes it is, but reading comprehension is a product of decoding and language comprehension. See this podcast: What the science of reading is based on)

I think that the traditional use of running records leads many balanced literacy teachers to believe that getting the general meaning right is more important than sounding out every single word.

For that reason, I recommend rethinking running records.

Difference #6

Balanced literacy teachers believe that students get better at reading by reading.

Structured literacy teachers will tell you that students get better at reading by learning and practicing the code.

This one is a little tricky. Kids need to practice reading, whether or not they're in a balanced literacy classroom.

But first they need to learn to decode the words, which they learn through explicit instruction.

As a balanced literacy teacher, I had my students fill their bags with "just right books" (i.e. leveled books that required them to use three-cueing to solve the words) because I thought that they more they "read," the more they'd pick it up.

Now I know that after kids have developed the habit of connecting the phonemes to the graphemes (sounding out words), reading practice will help them orthographically map the words (i.e. store them in their brains for future, instant retrieval).

Difference #7

Balanced literacy teachers believe that the point of reading instruction is to get children to love reading.

Structured literacy teachers believe that the point of reading instruction is to teach children to read.

This is NOT to say that balanced literacy teachers aren't concerned with teaching children to read.

Of course they are.

This is NOT to say that structured literacy teachers don't want children to love reading.

Of course they do.

But structured literacy teachers understand something I didn't "get" for a long time.

Success breeds motivation.*

When you teach children to read, and they see that they can do it ... that they are actually pulling those words off the page by connecting the sounds to the letters, THAT is what gets them excited about reading.

*Heard in this podcast episode from The Reading League

Final thoughts

This may be my longest blog post ever, so it's time to wrap it up. Before I do, though, I want to address a few criticisms of each approach.
Critics of balanced literacy say that it's haphazard, teaches bad habits, and puts the cart before the horse.
These criticisms were immensely insulting to me not so many months ago.

But now I get it.

By not teaching skills in an explicit, systematic way, I was missing many of them.

By teaching my students to use the picture or context to solve words, I was teaching them habits that would not serve them when they got into third grade (and the harder texts that came with it).

By thinking that we needed to focus FIRST on comprehension, I was putting the cart before the horse. (I was expecting them to comprehend what they couldn't even read!) I had to teach them decoding first. Once their decoding became more automatic, they could develop fluency. Then comprehension came into play.
Critics of structured literacy say it's boring and drill-and-kill. They claim that it stifles fluency, ignores comprehension, and kills the love of reading.
I'm not making this up. These were my criticisms of structured literacy.

Now I know that explicit, systematic teaching does not have to be boring. When a knowledgeable, engaging teacher combines the art of teaching with the science of reading, joyful learning can result.

Now I know that while it's a little painful to hear kids sounding out every word (instead of flying through predictable texts), it's a necessary part of the process. I learned that we can focus on comprehension when a child can sound out words quickly enough to remember what was read. Until that time, we focus on comprehension through interactive read alouds.

And through conversations with a principal, school psychologist, and many former balanced literacy teachers, I finally get it.

We've got to teach kids to read before they can love it.

P.S. Looking for another article on this topic? Check out Structured Literacy and Typical Literacy Practices, by Louise Spear-Swerling. Simply go to this link and click "See report."

Don't miss the rest of the series!

DOWNLOAD A PRINTABLE VERSION OF THIS BLOG POST HERE

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What is the difference between balanced and structured literacy?

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Balanced literacy is being challenged by structured literacy. What's the difference? And which approach is best for beginning readers?

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Reflection on the video:
In the video, which I love because it is our reality in schools right now, I like and know how important it is to have cultural awareness and how she explained what we could do to achieve that. As a bilingual aide, I understand the struggles students have and how frustrating it is for them.

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Found this as a good example of strategies vs skills and helped me understand better.

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Inside the classroom, balanced literacy and structured literacy approaches have been used to help teach reading. While these two reading approaches have the same end goal, both go about it differently. To start balanced literacy has a lot of key components that include guided reading, independent reading, shared reading, and reading aloud. All in which encourages students to want and find a love of reading. But, this approach only focuses on if they understand the meaning of the text. Ultimately balanced literacy teaches students to memorize and the ones who do not know how to decode or remember words struggle to keep up. Balanced literacy does not allow ALL students to succeed due to the short/limited phonics lessons, fast pace, and narrowed focus on only finding the meaning of the text. While structured literacy goes beyond the reading tricks, and focuses on the structure of language. This approach teaches in-depth detail on phonemic awareness, decoding, sounding words out, practicing, word building and much more. Overall, structured literacy meets the needs of ALL students because it allows learners of all levels to understand how to read though sequential instruction that builds on one another.

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The whole language approach to literacy assumes that students will expand their understanding of text and reading concepts through repeated exposure to rich children's literature. Although phonics , decoding , and spelling are addressed in word study, they are not explicitly or systematically taught.

Rather, students are encouraged to activate the " three cueing system ", which promotes guessing based on semantics (context clues, pictures, background knowledge), syntax (use of language patterns), or graphophonic cues (sounding out words).

Although no one would argue that the use of context clues is a beneficial strategy in reading, Dr. David Kilpatrick reminds us that context helps identify the meaning of words but should not be promoted as an effective strategy for word identification (2015).

As the whole language approach took root in elementary classrooms across the country, the use of phonics instruction faded away. Over time, students did not become more reliable. They either became more reliant on compensatory strategies or relied more on compensatory strategies.

Decades of reading research has shown that reading is not an innate ability. Unlike learning to speak, children must receive instruction and exposure to learn how to read. As the necessity for phonics instruction made its way to the forefront once again, followers of the whole language approach adopted phonics lessons as an addition to the cueing system and referred to the enhancement as "Balanced Literacy".

Children cannot encode and decode naturally. Balanced Literacy exposes young readers to unfamiliar text causing compensatory strategies, such as relying on picture cues, while valuable instructional time passes.

With a heightened awareness of the rising number of students reading below grade level combined with an increase in advocacy for dyslexia intervention, "Structured Literacy" stepped into the spotlight.

Structured Literacy is an umbrella term that was adopted by the International Dyslexia Association to refer to the many programs (like Orton Gillingham) that teach reading by following the evidence and research behind the Science of Reading. Programs that exemplify the components and methods that are outlined in the term, Structured Literacy have been found to be beneficial for all students and essential for students who struggle with reading.

Be sure to check out the rest of our blog series on Structured Literacy vs. Balanced Literacy:

About The Author

Dr. Kirstina Ordetx is a Level 4 Master Instructor with The Institute for Multi-Sensory Education (IMSE). She holds a doctorate in Counseling Psychology with a concentration in pediatric neurology. Dr. Ordetx is an educational specialist with over 25 years of clinical experience, research, and consultation. She is a certified Structured Literacy Dyslexia Interventionist through the Center for Effective Reading Instruction, a Certified Nutrition and Wellness Consultant, Executive Functions Coach, and a registered Licensed Mental Health Intern. Dr. Ordetx has published two books that compile her research and practice in Theory of Mind. She has served on accreditation committees for the Florida Council of Independent Schools, is a university adjunct professor in developmental and child psychology, and presents at various national and international conferences. Dr. Ordetx is head of school for a private academy in Lakewood Ranch, Florida specializing in the multi-sensory education of students who have language and learning-based differences. She is the Executive Director of the Pinnacle Pediatric Therapy Group, a multi-disciplinary, pediatric therapy clinic.

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What Is Balanced Literacy? Part 2 of Structured Literacy vs. Balanced Literacy

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In the 1980s and 1990s, there existed a debate revolving around the question: What's better: structured literacy or balanced literacy?

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Lorraine, I agree balanced literacy is very good for teaching the importance of independent reading, shared reading, guided reading and reading aloud. But, overall structured literacy has the best results for all students inside the classroom. I believe that combining the two approaches will help students find a love for reading while implementing teaching structured literacy. By giving students variety and many different options they will have the power to grow into strong readers and acquire strong language and writing skills. Best! Brittany

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Hey Brittany, thank you for your feedback! I read your article, and I found it very informative and specific. I agree with you that combining the two approaches will help students be better readers and have more writing skills.

Lorraine

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Video Reflection

This video has powerful and important message that I believe every educator should embrace to make our student feel connected to them and more especially our immigrant and refugee students. Diversity in content plays a significant role in how students react to the material and their understanding. As an educator, I like the fact she mentioned inclusiveness in readings and understanding their culture such embracing their holidays like Ramadan for our muslin students. I liked the pipeline connection that she made about school and prison because its what I have observed for many years about kids that don't give in their best but we ignore that fact that students in such situation might be dealing with traumatizing situation in their lives. we as educator can change the course of our scholars and prepare them for a positive path ahead.

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Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

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The 8 Standards for Mathematical Practice

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Video Reflection- 3-2-1 Graphic Organizer

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Video Reflection- 3-2-1 Graphic Organizer

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Record three things you have learned

Record two interesting facts you discovered.

Record one new word for your vocabulary.

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Number talks, developed by Ruth Parker, are an activity you can do with your kids on a walk or in a moment you are sitting together. They are a wonderful way to develop number flexibility with your students. Many kids learn an algorithm for addition, subtraction, multiplication, and division, but it is also valuable for students to develop an understanding of how numbers work.

The video below shows an example of Kristina doing a number talk at home with her kids. They wrote down their solutions, but you can just chat about them over the dinner table. We are also including here a few links to a variety of number talk resources that are usually for the classroom, but you might enjoy. In the video from the online course, you can see some great visual connections!

Number talks, developed by Ruth Parker, are an activity you can do with your kids on a walk or in a moment you are sitting together. They are a wonderful way to develop number flexibility with your students. Many kids learn an algorithm for addition, subtraction, multiplication, and division, but it is also valuable for students to develop an understanding of how numbers work.

The video below shows an example of Kristina doing a number talk at home with her kids. They wrote down their solutions, but you can just chat about them over the dinner table. We are also including here a few links to a variety of number talk resources that are usually for the classroom, but you might enjoy. In the video from the online course, you can see some great visual connections!

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Number Talks (all ages) [video] - YouCubed

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Number talks, developed by Ruth Parker, are an activity you can do with your kids on a walk or in a moment you are sitting together. They are a wonderful way to develop number flexibility with your students. Many kids learn an algorithm for addition, subtraction, multiplication, and division, but it is also valuable for [...]

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My lesson fosters cogitative flexibility because it supports students at an engaging level and creates a communal learning environment. Through my lesson, students develop knowledge and skills that allow them to understand why something happens. Through read-alouds, students are offered choices that goes beyond only independent work. In the beginning of the lesson, students are requested to pay attention to the story and interact when asked a question. If students are unable to answer the questions my lesson allows the subject to be broken down to help students understand what is being asked. This promotes students to think and use their reasoning and commonalties from the story to back up the answers. Throughout my lesson, students are able to learn through auditory and visual processing that makes them think and connect to what is being said on the page.

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Enjoyed this video about reading instruction because it clearly explains and breaks down the “Big 5” (Phonemic Awareness, Phonics, Fluency, Comprehension, and Vocabulary). Throughout this video, the creator expresses why each of these instructions are important. She expresses how important it is for teachers to educate ourselves in order to teach and understand these concepts. Overall, this video is very thorough and gives a brief overview on why each are equally important.

I enjoyed how personal this video was. Almost like I was having a one on one conversation with the creator.

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My lesson Plan fosters Cognitive Flexibility because it allows the students to create their own opinions. The lesson explore stereotypes in society which is a real problem these days. Especially in a significant percentage of our kids' households nowadays. In one of the assessment activities, students are expected to create quotes depending on the crayon issue on the reading. With that example of my lesson plan, students can expand their ability to adapt their behavior and think in response to the environment, which is one of the main things Cognitive Flexibility is known.

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Lorraine Laviera: Video on Reading Instruction. 

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Lorraine Laviera: Video on Reading Instruction. 

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Reading Instruction in Kindergarten: Little to gain, much to lose.

This video tells us that kids do not need to learn how to read in Kindergarten. There is not any research that supports that they need to learn how to read. Students learn more with hands-on manipulatives, art, etc. But they mostly learn with experiences and the relationship with the teacher and other students. I always think that is true; kids need first to love and have fun at school and not stress themselves with too much information they can't handle..

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Reading Instruction in Kindergarten: Little to Gain, Much to Lose

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Yahairi Colon Suarez: Reading video week 3

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Yahairi Colon Suarez: Reading video week 3

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I found this video and it caught my attention because it is related to close reading strategies. We where talking about this topic in class and after reading couple articles it is something helpful and a plus when you are preparing your class. Close reading strategies are definitely something every teacher should master in, it will definitely help and smooth instruction and will increase success. I hope you have the time to watch it and take advantage of this technique.

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Close Reading: An Instructional Strategy for Conquering Complex Text

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Does your lesson foster cognitive flexibility?  How?

Cognitive flexibility is significantly important when you are creating a lesson plan. My lesson plan foster cognitive flexibility because it gives the students the option and flexibility to analyze, recognize and be able to express their opinions about a topic. Through the lesson the students will be able to recognize basic question word that will help them have a clear and easier understanding about a reading. This will allow them to focus in certain key words that will help them develop their answers. The lesson also designates differentiation and peer assessments in which students will have time to share their thoughts with each other and learn from them.

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Yahairi Colon Suarez: video reflection 3-2-1

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Yahairi Colon Suarez: video reflection 3-2-1

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3-2-1
Three things you have learned
* Start math with a question. Ordinary math class always starts with and answer.
* We need time to struggle for thinking to happen.
* Math is not about rules. Playing, exploring, looking for clues, etc. Is what makes students comfortable with math.

Two interesting facts you discovered.
* Not knowing does not mean failure.
* When we are not comfortable with math we don't even try it.

One new word for your vocabulary.
* Mathematical literacy: defined as an individuals capacity to formulate, employ and interpret mathematics in a variety of contexts. This includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict.

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Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

3 Things Learned:
First (Five Principles)
1.   Start with a question
2.  Students actually need "struggle time"
3.  You/I am NOT the answer key
4.  Say "yes" to students' ideas
(which is NOT the same as "that's
correct")
5. PLAY!

Second
What is a "Thinking Thing"?
Doubts, understands, conceives, affirms, denies, wills, refuses, imagines and perceives

Third
We need this kind of thinking in
daily mathematics!

2 Interesting Facts
1.  Not knowing is not failure, but the first
step to understanding.
2.  "Play is the highest form of research"
Albert Einstein

1 New Word/Phrase: Mathematical Play

Mathematical Play
Dan Finkel said Mathematical Play is a "gift" of ownership and that Mathematical Thinking "flourishes in Mathematical Play".

According to Google, "Mathematical play reinforces the current knowledge and it assists future problem solving/mathematical activities. During the mathematical play activities, children come across different types of daily problems and they construct several solution ways for them spontaneously."

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My lesson does foster cognitive flexibility because its promote problem solving situation and real life problems. Although this its a social study lesson, it shows how numerical problems can be in word problems. this promote vocabulary and other works and there definition which support the meaning.

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Three things I learned:

1. 5 principles
2. We need to invite thinking into Math and start with a question.
3. When we are not comfortable with math, we don't question the authority of numbers.

Two interesting facts I discovered:

1. Play is the highest form of research.
2. We need to say yes to their ideas and questions.

One new word for my vocabulary:
1. Mathematical thinking

According to google:
Mathematical thinking is the explanation and collaboration of mathematics through problem-solving, reasoning and proof, communication, connections, and representation. Is a whole way of looking at things, of stripping them down to their numerical, structural, or logical essentials, and of analyzing the underlying patterns.

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An Explanation of Structured Literacy, and a Comparison to Balanced Literacy | Iowa Reading Research

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One of the main items in the video that caught my attention was the reference to meeting students where they are and not where you would like them to be. This makes a world of difference in a classroom where many students not only have difficulty learning, but learn in different styles and methodology. It seems extremely important to select reading materials that relate to the students, their interest, environment and social economic status. These relationships tend to produce an overall interest in reading,  learning to read and learning the vocabulary of new words.
With the structured literacy approach to literacy having a great impact on teacher recognition and willingness to adapt to phonology and diverse backgrounds of students.
The balanced literacy approach being focused on shared and guided reading the impacts of both approaches are positive in helping students understand context of reading materials at their levels.

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The video I selected is What to Include in Your Small Group Reading Lesson Plans K-2.
The video focused on basic fundamentals of reading and what to include in small group activities. I believe small groups is an effective strategy for early learning. The video covers activities and timing according to student's needs. Phonics, phonological awareness, text choice and comprehension and language are covered in basic instruction for all categories of readers from Pre-Readers, to Emergent Readers to Fluent Readers.

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What to Include in Your Small Group Reading Lesson Plans K-2

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Be ready to discuss Mathematical Mindsets (should be finished) and Number Talk.  Have ideas for your math lesson plan due next week.

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Be ready to discuss Mathematical Mindsets (should be finished) and Number Talk.  Have ideas for your math lesson plan due next week.

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Record three things you have learned:

1.     Memorizing the steps: this helps student remember whenever they are given the similar questions or concepts.

2.     Educators are not the answer keys: Being an educator or adult doesn’t mean we know everything, and we shouldn’t be ashamed to say, I don’t know, and I want to learn as well as we go.

3.     Not knowing is not failure: Student tend to feel bad when they don’t know a concept or formula and this makes them feel bad but, this is good because it helps with the devolvement of their brain to think.

Record two interesting facts you discovered.

1.     Struggling doesn’t determine failure but helps with thinking

2.     Struggling helps students to develop abilities to take risks

Record one new word for your vocabulary.

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We LOVE THE LORD GOD, YESHUA/JESUS, HOLY SPIRIT & spending time with HIM. We enjoyed a week at a water resort park in Florida, prior to visiting Azusa Street & Bonnie Brae House near Los Angelas, as well as California's Six Flags this past July.

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Stephanie Lowery's Lesson Fosters Cognitive Flexibility

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Stephanie Lowery's Lesson Fosters Cognitive Flexibility

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My lesson fosters cognitive flexibility because it engages students in learning, discovery, and problem solving with innovative creativity (encouraging creating something new, via introducing them to learning new vocabulary words, their meanings and viewing new pictures in picture dictionaries). Students need to inquire about and discover new vocabulary, independently and collaboratively.  They need to take time to evaluate information discovered, draw conclusions, compare discoveries with their predictions and with the discoveries of their peers.  Such skills require developing, sharpening, and are very useful throughout all subjects for lifelong learning .

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Stephanie Lowery's Reflection on the video Linking Literacy to Culturally & Linguistically Diverse Students

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Stephanie Lowery's Reflection on the video Linking Literacy to Culturally & Linguistically Diverse Students

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Ms. Campbell's analogy between the spectacularly fascinating Cancún, Mexico and  heightened frustration level when one may be rendered communication challenged, was intriguing.

I , wholeheartedly, disagree with her referencing or grouping a race of people and the way "SOME" of them/us may verbalize as "African American Dialect".  All Black People or African Americans do not utilize vernacular such as "dat" "dis" "dos"...

It is my "duty" as an Educator to "disallow" such language in my classroom.  As a parent, I did not permit the children I birthed to speak that way either.  My daughter does not allow such verbal communication amongst my grandchildren.  Furthermore, my parents, their parents, grand and great-grandparents did not speak in such a manner.

Ms. Campbell's nephew is only as "culturally & linguistically challenged" as his family will allow!

Ms. Campbell referenced "teacher bias"  as teachers placing low expectations on students and not pushing them to be their best.  Did she do that with her handsome nephew and the beautiful little girls?

The article, Structured Literacy vs. Balanced Literacy: Where Orton-Gillingham Fits,
https://journal.imse.com/structured-literacy-vs-balanced-literacy-where-orton-gillingham-fits/, points out that Structured Literacy is most advantageous for all students, even for struggling readers.

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The whole language approach to literacy assumes that students will expand their understanding of text and reading concepts through repeated exposure to rich children's literature. Although phonics , decoding , and spelling are addressed in word study, they are not explicitly or systematically taught.

Rather, students are encouraged to activate the " three cueing system ", which promotes guessing based on semantics (context clues, pictures, background knowledge), syntax (use of language patterns), or graphophonic cues (sounding out words).

Although no one would argue that the use of context clues is a beneficial strategy in reading, Dr. David Kilpatrick reminds us that context helps identify the meaning of words but should not be promoted as an effective strategy for word identification (2015).

As the whole language approach took root in elementary classrooms across the country, the use of phonics instruction faded away. Over time, students did not become more reliable. They either became more reliant on compensatory strategies or relied more on compensatory strategies.

Decades of reading research has shown that reading is not an innate ability. Unlike learning to speak, children must receive instruction and exposure to learn how to read. As the necessity for phonics instruction made its way to the forefront once again, followers of the whole language approach adopted phonics lessons as an addition to the cueing system and referred to the enhancement as "Balanced Literacy".

Children cannot encode and decode naturally. Balanced Literacy exposes young readers to unfamiliar text causing compensatory strategies, such as relying on picture cues, while valuable instructional time passes.

With a heightened awareness of the rising number of students reading below grade level combined with an increase in advocacy for dyslexia intervention, "Structured Literacy" stepped into the spotlight.

Structured Literacy is an umbrella term that was adopted by the International Dyslexia Association to refer to the many programs (like Orton Gillingham) that teach reading by following the evidence and research behind the Science of Reading. Programs that exemplify the components and methods that are outlined in the term, Structured Literacy have been found to be beneficial for all students and essential for students who struggle with reading.

Be sure to check out the rest of our blog series on Structured Literacy vs. Balanced Literacy:

About The Author

Dr. Kirstina Ordetx is a Level 4 Master Instructor with The Institute for Multi-Sensory Education (IMSE). She holds a doctorate in Counseling Psychology with a concentration in pediatric neurology. Dr. Ordetx is an educational specialist with over 25 years of clinical experience, research, and consultation. She is a certified Structured Literacy Dyslexia Interventionist through the Center for Effective Reading Instruction, a Certified Nutrition and Wellness Consultant, Executive Functions Coach, and a registered Licensed Mental Health Intern. Dr. Ordetx has published two books that compile her research and practice in Theory of Mind. She has served on accreditation committees for the Florida Council of Independent Schools, is a university adjunct professor in developmental and child psychology, and presents at various national and international conferences. Dr. Ordetx is head of school for a private academy in Lakewood Ranch, Florida specializing in the multi-sensory education of students who have language and learning-based differences. She is the Executive Director of the Pinnacle Pediatric Therapy Group, a multi-disciplinary, pediatric therapy clinic.

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What Is Balanced Literacy? Part 2 of Structured Literacy vs. Balanced Literacy

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In the 1980s and 1990s, there existed a debate revolving around the question: What's better: structured literacy or balanced literacy?

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Stephanie Lowery's agreement with peers who feel there must be a "balance" between Structured & Balanced Literacy. Though Structured Literacy, alone,  has the most advantages for all readers, strugglers and non-strugglers.

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Stephanie Lowery's agreement with peers who feel there must be a "balance" between Structured & Balanced Literacy. Though Structured Literacy, alone,  has the most advantages for all readers, strugglers and non-strugglers.

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What I Have Learned.

1.     Thinking only happens when we have time to struggle.

2.     We need to teach students to preserve by giving them time to work through real problems and ask questions.

3.     You are not the answer key, as a teacher it’s okay to say you don’t know because you don’t have to know everything.

Two Interesting Facts:

1.     “When we're not comfortable with math, we don't question the authority of numbers." I completely agree and believe it to be a fact inside of the classroom.

2.     Math encourages courage, curiosity, and creativity.

One New Vocabulary Word:

Throughout this video, I knew all of the words, but I typically have looked at them differently. My “new” vocabulary word that I took from this video is failure. Inside the classroom, specifically teaching math, it is important to let students know it’s okay if you don’t get this right. But remind them that they are not a failure. Many adults have negative emotions to math due to their early years in schools. This can stem from not performing well because we USED to be taught that math is about how many questions you get right. As educators, today we have the ability to teach students that the word failure does not mean bad, stupid, or dumb. Instead replace it and teach students that they will get it and even if they don’t the first few times that okay too. It’s how we approach the situation that will reflect upon our students.

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3 things that I learned
-Start with a question instead of the answer; allow time for students to grapple.
- Teachers are not the answer key; allow students to think out loud and debate their reasonings with peer.
-Math is about playing/exploring; gives students the gift of ownership

2 interesting facts
- "students that are inquisitive are a wonderful thing to have in your class room." Their inquiry can lead to an adventure of discovery.
-"what books are to reading, play is to mathematics"

1 vocabulary word
- Mathematical alienation

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Stephanie Lowery's highly suggested, interactive, video rap!!!

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Stephanie Lowery's highly suggested, interactive, video rap!!!

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1. *Finish Mathematical Mindset

2. *Catch up on Padlet (finish all weeks)

3. *Write a lesson plan for Math *Incorporate strategies from book (Be sure to to use the CSU lesson plan and refer to the rubric).

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We will discuss our math lesson plans.  Be ready to share.

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We will discuss our math lesson plans.  Be ready to share.

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*Be sure the lesson is posted in Blackboard

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Social Studies as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, but not replacing, their existing local curricula, instructional plans and materials. In addition to the standards that now are available, the work of updating the Model Curriculum is currently ongoing and will provide additional resources to help educators learn about, and begin using, the revised standards.

To give districts time to align instruction and resources, Ohio allows them until the 2020-2021 school year to fully implement the revised 2018 Ohio's Learning Standards for Social Studies. State tests aligned to the standards will commence in the 2020-2021 school year.

Ohio's Learning Standards for Social Studies (adopted 2010)

The State Board of Education adopted Ohio's Learning Standards for Social Studies as a part of Ohio's learning system. The Ohio Department of Education's state assessments are based on these standards until the 2020-2021 school year.

Ohio's Learning Standards for Social Studies (revised 2018)

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Ohio's Learning Standards for Social Studies

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Social Studies as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, but not replacing, their existing local curricula, instructional plans and materials.

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Read and take notes in your binder.

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Social studies. We all have to take it, and teachers have to teach it. But why? What aspects of social studies make it so important that it is always included? Social studies is a discipline that includes humanities such as geography, history, and political science. Why is social studies important? Let's explore why.

"The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world."

- National Council for Social Studies

What Is Social Studies?

Social studies can also be referred to as social sciences. It's a field which deals with human behavior, relationships, resources, and institutions.

Specific topics within social studies that are studied in school coursework include geography, anthropology, economics, history, sociology, political science, and civics.

Aim And Purpose Of Social Studies

The main goal of teaching social studies is to teach students to become good citizens. We are living in a diverse society - one that requires knowledge of social studies to succeed. With a social studies background, children become adults that can participate civilly in our democratic society.

Social Studies In The 21st Century

Social studies connect students with the real world. In today's interconnected world, students must be prepared to interact with people of all cultures and communities, and social studies prepares them for this.

The Importance Of Social Studies In The School Curriculum

All children who go through the school curriculum become something when they graduate. And no matter what that something is, they will need to interact with others from different cultural and socioeconomic backgrounds. Students must study how society works, and how people work in a society in order for it all to work once they enter society after graduation.

8 Reasons: Why Is Social Studies Important For Students?

Students learn skills through social studies that help them succeed in further education as well as life. Here are all the amazing ways learning social studies benefits kids and society together:

1. Better Reading And Learning

Social studies is one area in education where content integration is key. Students are given reading material that corresponds with the current learning topics. Giving reading materials in context helps students become better readers. They also become better learners because they are asked to use analysis, critical thinking, and writing to show understanding.

2. Citizen Responsibilities And Values

How can we expect young people to contribute positively to society, engage in discourse, and thrive in a democratic society if they are not exposed to the topics and aspects of history and life that made society the way it is? Students need an understanding of history, political science, culture, and all humanities to be able to understand why it is important to be a good citizen.

3. Cultural Understanding

Students should be exposed to cultures far beyond what they experience personally every day. Not every student has the opportunity to interact with other cultures on a daily basis. We need students to learn about, understand, and appreciate cultural differences if we expect them to have meaningful interactions with people of all backgrounds in the future.

4. Economic Education

Economics is a crucial part of social studies, whether studied on its own, or as a part of history, anthropology, or political science. By learning economics, young people understand how their financial decisions have an impact on their future, as well as the future of society.

5. Critical Thinking

Critical thinking is a part of social studies - students are taught to evaluate others' decisions and make connections between influences and circumstances. Young people get the opportunity to learn from others' mistakes through social sciences.

6. Real-World Understanding

Studying social sciences gives students an understanding of the real world around them. Students learn about places, cultures, and events around the world, what conspired to make them the way they are, and can make inferences about how the rest of the world works.

7. Political Skills

From social studies classes, students learn about government, political ideas, country economy and resources, and more. Students gain political skills by analyzing and evaluating existing systems and imaging the future of the place in which they live.

8. Respect History

History is what made the world the way it is, and it is essential that people study it in order to have an appreciation for and understanding of the way the world works. Learning about history is what makes it possible to learn from the past and plan for the future.

Making Sense of the World: Social Studies for Young Students

One of the reasons for teaching young people social studies is for them to be able to participate civilly in a democratic society. Children start as early as kindergarten to understand the world around them, and schools should follow suit and start teaching social studies concepts such as communication, critical thinking, and culture as early as possible.

Qualities Of Purposeful Social Studies

1. Meaningful

Social studies should be meaningful to students. Teachers should embrace the natural interests of students and plan topics around those interests.

2. Integrative

Integrating all aspects of life is key to a successful social studies curriculum. Not only should current events and other classes be integrated, but also aspects of daily life as well. Every moment is a teachable moment.

3. Value-Based

Key values of democracy are opportunity, equality, justice, and freedom of speech. These values should be echoed throughout all parts of social studies.

4. Challenging

Teachers can challenge children in social studies classes in ways they aren't or can't be challenged in other classes. In-depth critical analysis should be implemented - getting students to think and reflect will help them engage and challenge them to care about what's going on around them.

5. Active

Get students active and engaged with debates, discussions, role playing, projects, and simulations. This is one area of school where kids should really get into it!

Teaching Teachers At University Of The People

Teaching social studies is a fun challenge, and is a way to really have an impact on the future of a generation. At University of the People, we teach teachers how to be the most effective and passionate teachers they can be. Even better, our degrees are complete online and tuition-free - meaning you can study wherever and whenever, without any worries.

So if you were wondering, "why is social studies important?" Now you have countless answers! Social studies helps students and societies be the best they can be.

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Why Is Social Studies Important? 8 Reasons To Study

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Most people think of social studies as just a required class. But why is social studies important? We give you ten reasons here.

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What does it mean to make thinking visible in the classroom?

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What does it mean to make thinking visible in the classroom?

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Review all 4 thinking routines posted below.

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Review all 4 thinking routines posted below.

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How could you use these in your social studies lessons? Do you have a favorite?  One you liked the least?  Why did they stand how to you this way?

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*A video on the attached link will allow you to see the routine in action.

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Submit a review and post below.

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Consider the following scenario:

A fifth-grade teacher was preparing her class to learn about the American Revolution. She enlisted the students' help in acting out the events that led to the Revolution with elaborate props and exercises. When the class ended, the students were told they would read more about the Revolution the following day. As they left the room, an ESL student stopped and asked urgently, "But who won?"

This situation highlights some of the challenges that teachers face when helping English language learners, or ELLs, master social studies content:

Background knowledge
ELLs may not have the same background knowledge that their peers have or that textbook authors take for granted, as explained in this video clip with ELL teacher Amber Prentice.

Different perspectives
ELLs bring their own valuable and important experiences to the classroom. Often those experiences can be connected to the content in meaningful ways; however, if different points of view or ideas aren't expressed or identified, students may miss key concepts and ideas in the lesson.

Academic language and vocabulary
ELLs must learn the academic language and vocabulary needed to comprehend and produce new content - all while learning the new content and concepts at the same time!

For content-area teachers with limited experience working with ELLs, planning a lesson that engages them and helps them learn new material may seem daunting. The good news is that there are a number of ways to engage ELLs with social studies content and draw on their own unique background knowledge and perspectives. This article will describe some strategies for planning social studies lessons with ELLs in mind.

In addition, I recommend taking a look at the following resources:

Note: Lesson Planning to Ensure Optimal Engagement of ELLs (Chapter 2 of Teaching English Language Learners Across the Content Areas), is available online and provides a number of helpful resources, including a checklist for modifying lesson plans for ELLs. In addition, Appendix Two of the book (not available online) provides a lesson modification worksheet.

Lesson Planning Strategies

Identify key concepts necessary for understanding the lesson

When choosing your key concepts, keep in mind the following:

Background knowledge
ELLs with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references or concepts that may need to be explicitly explained.

Language proficiency
Students may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students' experiences and new content.

Perspective
Students may have a different perspective on the content than their peers. These differences provide an important opportunity for class discussion and learning as long as they are handled in a sensitive and respectful ways.

In addition, plan to find out what students know about the topic you are teaching before getting started. This will help you fill in gaps and build on prior knowledge. A great tool for this activity is a Circle Map, in which you place the main topic in a small circle and add student ideas in a bigger circle around the topic. You may wish to allow ELLs to use their native language with peers for a quick brainstorm before presenting their ideas to the whole class.

Identify content and language objectives

These objectives are a great way to focus on the most important information and language structures you want your students to master. Content objectives focus on the material while language objectives focus on vocabulary or language structures that students should be able to use throughout the lesson (Haynes and Zacarian, 28).

Think about how you are going to:

introduce these concepts using simple language,

break the concepts down into the most basic elements,

keep the objectives visible to students during the unit (i.e., post them on the board or provide a simple outline to keep in binders).

Identify key vocabulary and academic vocabulary

Identify key terms, words, idioms and phrases - TWIPS, according to Dr. Zacarian (19). Choose the vocabulary that your students need to know in order to support their reading development and content-area learning, in addition to key content vocabulary. Remember to prepare student-friendly definitions for TWIPS ahead of time. It may be helpful to look at other social studies vocabulary lists as well.

In addition:

Look for problem areas
Clarify potential areas of confusion, such as homonyms or words with more than one meaning.

Include signal and directional words
Remember that students may also need explicit instruction in signal or directional words ("because" and "explain"), especially those words that are likely to appear frequently in the content materials or activities.

Don't overlook the basic words
There may be many words used through a lesson that native English-speaking students will understand but that ELLs don't know. Keep an eye out for these words, no matter how basic, and make a list of words that your students have questions about so that you can refer back to it when teaching the lesson in the future.

Use visuals and manipulatives when possible
Having a visual reference for new words is particularly helpful for ELLs.

Keep words visible and accessible to students
Post words on a word wall, or try using a "portable word wall" chart that students can put in their binder. The chart might include categories such as new words, old words, people, everyday words, words to review, etc. (Haynes and Zacarian, 59-60).

Remember to include lots of student practice
For students to really know a word, they must use it - or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible, both in writing and speaking activities. You may find this six-step process for teaching academic vocabulary from Dr. Robert Marzano helpful.

Prepare to preview the text

One strategy is a "chapter walk", where students predict what the chapter will be about based on pictures and highlighted features of the textbook.

An activity like this may take some time at first because it's time-consuming to teach. If you use it with regularity, however, it will become easier and quicker, and students will be able to do this on their own at the beginning of a new chapter.

You can also use the "BIG FOX" strategy, published by McGraw-Hill. This graphic organizer helps students pick out important terms and pieces of information before reading. I recommend practicing this strategy with some simple readings about familiar topics before jumping in with the textbook. The students will understand the strategy better if they start out with concepts that they understand.

Prepare multimedia, visuals, and related readings

These resources can be used to build background knowledge and provide context for ELLs, especially when students are learning new concepts and words. Ideas include:

Using photos from books, magazines, or the Internet to supplement textbooks.

Showing brief, focused video clips of history or social studies programs.

Listening to a short podcast or radio clip of an interview or speech.

Discussing additional readings such as related articles, poems, letters, and graphic novels.

Enlist native language support when possible

These strategies can help students identify content they already know, or master new concepts before transferring those ideas and learning how to express them in English:

Collaborate with a bilingual paraprofessional and identify areas where bilingual language support will be most helpful.

Look for related content materials in the students' native language from publishers like Scholastic or National Geographic/Cengage.

Plan group work in which students can use their native language with peers to discuss main ideas or vocabulary words.

Plan to include group work throughout the unit

Peer learning activities such as Reciprocal Teaching and Think-Pair-Share can be powerful tools for engaging ELLs with content learning.

Use modeling and clear instructions to ensure students understand:

how the activity works

their role in group work

the objective of the activity

any key vocabulary or phrases they should be using.

Here are some other tips on group work for ELLs from Haynes and Zacarian:

Assign students group roles that match their language ability (37).

Promote students to new roles as their language skills improve (42).

Make sure that mainstream students understand that they will be working in diverse groups, and that everyone's contributions are important (41).

Keep an eye on the balance of student participation; if some students are speaking more than others, ask them to think of some ways to even participation out (42).

Ask students to reflect on their group work after they have finished an activity. Haynes and Zacarian include a chart in their book with some guiding statements for student reflection (48).

Plan plenty of opportunities for students to interact with the content

Give students lots of opportunities to engage with and review the material in different ways:

Graphic organizers
Use graphic organizers to review key concepts and vocabulary words.

Flash cards
Have students make their own flash cards with pictures, definitions, key facts, etc.

Working with the text
Teach students to underline, highlight, and make notes. You may also find that sticky notes, Wikki Stix, and highlighting tape are a big hit with students (68). According to Haynes, some school districts order extra textbooks for their ELL classes so that teachers can keep a highlighted copy on hand as a student reference.

Use acting
Have the students write skits about the material they are learning, or create an activity in which students provide a physical representation of a particular event or vocabulary word.

Be creative and flexible with writing assignments

Writing can be an important way for students to show what they've learned:

Be creative and flexible
When choosing writing activities for students, be creative and open to different ways for students to express their new knowledge. I have seen students successfully convey what they learned by writing letters, poems, news articles and mosaics with vocabulary key points. Writing an essay may be more difficult for ELLs, and although they need to learn how to write a good essay eventually, they should be allowed to demonstrate their learning through a variety of writing activities.

Look for writing exercises that relate to the topic at hand
This may include a biography or autobiography, a letter from the point of view of a historical figure, or a short news article about a famous event.

Provide models
Give ELLs explicit structures and sentence frames to follow. Frames may vary in complexity and specificity, but they will help students to model correct structures and usage from the beginning.

Plan to adapt homework and assessment as needed

While it's important to have high expectations of ELLs, it is also important to have realistic expectations of the amount of work they can do. Haynes and Zacarian note, "The teacher's goal should be to making learning accessible and meaningful for every student without lowering expectations or sacrificing rigor" (104-105).

They continue in Chapter 7 of their book to provide a number of helpful rubrics and step-by-step procedures for evaluating your homework and assessment activities with ELLs in mind. In Twenty-Five Quick Tips for Classroom Teachers, Haynes suggests that teachers "adjust homework assignment to your ELLs' English language proficiency (and) modify assessment so that your ELLs have an opportunity to show what they have learned."

As you look for ways to help your students learn this new content, remember that you aren't just teaching them required social studies standards - you are helping your students adjust to a new life and country. That preparation has a potentially significant ripple effect because your students may be helping their own parents navigate this new country as well, and they may need to prepare for a U.S. Citizenship exam one day in the future.

Through social studies lessons, you also can prepare your students to be engaged and well-informed participants in our society and democracy, an opportunity they might not have had in their own country due to their religion, gender, or ethnicity. When you think about it that way, teaching ELLs to master new social studies content is so much more than adapting a lesson plan - it's a chance to prepare a new generation of young people to lead us into the future.

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Preparing an Engaging Social Studies Lesson for English Language Learners

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Consider the following scenario: A fifth-grade teacher was preparing her class to learn about the American Revolution. She enlisted the students' help in acting out the events that led to the Revolution with elaborate props and exercises. When the class ended, the students were told they would read more about the Revolution the following day.

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What does it mean?  Do you see it in within our standards?  Where, how?  What role does the teacher have?  What about the students?  Post your response below.

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Does your lesson plan foster cognitive flexibility?

I think that my lesson fosters cognitive flexibility because students are being challenged to think about multiple concepts when reading to interpret the main idea. When reading for understanding there are many different things to account for like word recognition, familiarity of vocabulary terms, and reoccurring themes. My lesson is organized for students to easily keep track of the different concepts. They are instructed to analyze the text given to help account for steps it takes to identify the main idea.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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https://www.facinghistory.org/resource-library/teaching-strategies/see-think-wonder

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Stephanie Lowery's review of Thinking Routines

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Stephanie Lowery's review of Thinking Routines

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Each of the "four thinking routines" would have a solid purpose in social studies lessons.  The Claim Support Question routines are designed to distinguish between facts and beliefs, which is viable in teaching Social Studies.  The Think Puzzle Explore routine is similar to a KWL Chart, which can be viable in accessing prior knowledge and somewhat support growth. Chalk Talk encourages collaborative peer reading, thought processes, questioning, commenting and responding.
See, Think, Wonder is by far, my favorite of all four!  In this routine, students record the visuals.  Students are encouraged to thoroughly analyze, dig deep!  Answering Who?  What?  What do you wonder?

What are the useful purposes? Where? When? How? How often?

How much? How will this work? Why? Causes? Effects?

I am stepping out here and asking you to visualize this across the curriculum.
See, Think, Wonder routines implemented in Mathematics, English Language Arts,
Social Studies, Science, Social Emotional Learning, etc....could revolutionize the thinking & learning processes of our Scholars in magnificent ways.

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Ohio’s Learning Standards and Model Curriculum for Science | Ohio Department of Education

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio’s Learning Standards for Science and Model Curriculum as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio’s classrooms. The clarification…

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This thinking routines are amazing. Using these routines for social studies will give me information about current and previous knowledge my students might have about a topic. it will also give me clues of where they are, how they feel and where to start with the class topic. I also found it great because using this the students have the opportunity to activate their brains, share information and make connections with their own and others experiences.
I do have a favorite. definitely love the "Thinking Puzzle Explore" because it crates a beautiful student-student and student-teacher interaction. This thinking routine fully activates the student curiosity and how they make connections between what they know or think and what we are about to learn.
I don't have a least favorite. All this four and more routines are great techniques to start a lesson. Each one is very useful and diverse. I just think that it will depend of what you want to receive or what information you want to get from the students. But definitely they are a must use for any class.

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Feel free to log in if you have any questions. If not, have a lovely Thanksgiving and I will see you in class on 11/30.

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These can be two separate (follow ups for previous lessons), or you may write one lesson (will count for two) but it must have two subject integrated within. *Please indicate the standards clearly on your plans.

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These can be two separate (follow ups for previous lessons), or you may write one lesson (will count for two) but it must have two subject integrated within. *Please indicate the standards clearly on your plans.

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Listen and reflect. Take notes in binder. Write about a few major take aways and post here.

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In Don't @ Me (2:05) Tom takes aim at those who (wrongly) use the terms like "EduSpeak" or "Buzzword" to refer to important, research-validated processes. Then, Tom is joined by Trevor MacKenzie (10:02) to discuss inquiry-based learning and how to bring more student agency to the classroom. Finally, in Assessment Corner (1:10:03), Tom explores the 4 directions and the 2 dimensions of student self-reflection.

Follow Trevor MacKenzie on Twitter: @trev_mackenzie

Follow Trevor MacKenzie on Instagram: @tntmackenzie

Trevor MacKenzie's website: www.trevormackenzie.com

Grading from the Inside Out (March 16 & 23, 2021)

Achieve Virtual Institute (August 16-18, 2021)

Email the Podcast: tomschimmerpod@gmail.com

Follow the Podcast on Twitter: @TomSchimmerPod

Follow Tom on Twitter: @TomSchimmer

Instagram: tomschimmerpodcast

Facebook: Schimmer Education

Website: www.tomschimmer.com

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defending eduspeak | trevor mackenzie | self-reflection

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‎The Tom Schimmer Podcast: Defending EduSpeak | Trevor MacKenzie | Self-Reflection on Apple Podcasts

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‎In Don't @ Me (2:05) Tom takes aim at those who (wrongly) use the terms like "EduSpeak" or "Buzzword" to refer to important, research-validated processes. Then, Tom is joined by Trevor MacKenzie (10:02) to discuss inquiry-based learning and how to bring more student agency to the classroom. Finally,...