Multiliguals and the Science of Reading by MARTA RENDON

Vocabulary Strategies

mrendon9 — 2024-03-17 21:15:18 UTC

A Framework for Foundational

mrendon9 — 2024-07-23 22:06:22 UTC

Literacy Skills Instruction

for English Learners

Who Are Language Learners?

mrendon9 — 2024-07-23 22:24:23 UTC

English language learners are a diverse group of students, with different language, academic, and social-emotional needs.

mrendon9 — 2024-07-23 22:28:05 UTC

The percentage of public school students in the United States² who were ELs increased overall between fall 2011 (9.4 percent, or 4.6 million students) and fall 2021 (10.6 percent, or 5.3 million students). However, this upward trend was disrupted between fall 2019 and fall 2020—during the first school year of the coronavirus pandemic—when EL enrollment fell from 5.1 million to 5.0 million students (although the percentage of public school students who were ELs rounded to 10.1 percent in both years).³

Languages spoken (at home) other than English in the United States by number of speakers in 2022

mrendon9 — 2024-07-23 22:32:22 UTC

In 2022, around 42.03 million people in the United States spoke Spanish at home. In comparison, approximately 974,829 people were speaking Russian at home during the same year.

The Stages of Language Acquisition for ELLs

mrendon9 — 2024-07-24 12:17:58 UTC

Language acquisition is a key educational goal of any English language learner (ELL). In order to ensure ELLs are on track, it’s crucial that teachers understand the stages of language acquisition for ELLs and how they differ from the stages of first language acquisition.Depending on their native language proficiency, ELLs may have already built a foundation for language learning, whereas first-language learners have not. This means ELLs will likely pick up speech, reading, and writing faster if they are already competent at these skills in their native language. Research has shown that strong first language skills have a positive impact on second language acquisition.

mrendon9 — 2024-07-24 14:44:30 UTC

Many schools across the country use a Multi-tiered System of Support (MTSS) framework to target instruction and interventions based on students' needs. The MTSS model can be particularly powerful in determining what kinds of supports are most appropriate for English language learners.

mrendon9 — 2024-07-24 15:01:03 UTC

Linguists have identified five basic components (phonology, morphology, syntax, semantics, and pragmatics) found across languages.

mrendon9 — 2024-07-25 12:08:14 UTC

Children learn to understand spoken language before learning to read and write. Children who don't develop oral language skills often struggle to learn reading and writing later in life. Here are some language milestones.

Literacy Briefs

mrendon9 — 2024-07-29 20:46:52 UTC

The Science of Reading refers to a body of y 50+ years of interdisciplinary research that documents and describes how children develop reading and writing skills.

mrendon9 — 2024-08-13 00:17:33 UTC

mrendon9 — 2024-08-13 00:29:30 UTC

mrendon9 — 2024-08-13 00:30:34 UTC

mrendon9 — 2024-08-13 18:57:53 UTC

mrendon9 — 2024-08-14 17:46:46 UTC

Syllable types

mrendon9 — 2024-08-15 14:59:28 UTC

Six written syllable-spelling conventions are used in English spelling. These were regularized by Noah Webster to justify his 1806 dictionary’s division of syllables. The conventions are useful to teach because they help students remember when to double letters in spelling and how to pronounce the vowels in new words. The conventions also help teachers organize decoding and spelling instruction.

Phonics Instruction for Multilinguals

mrendon9 — 2024-08-15 15:05:06 UTC

English learners benefit from the same explicit instruction of literacy skills, including phonics, as native English speakers, keeping in mind the special considerations of English learners regarding oral language proficiency, vocabulary and background knowledge, and attention to addressing new sounds (phonemes) of English. A structured literacy approach to teach phonics should be used: explicit, systematic, cumulative, and diagnostic.

Secondary Literacy Intervention: Successful Strategies for Closing the Literacy Gap

mrendon9 — 2024-08-15 17:10:16 UTC

Adolescent learners who are not reading on grade level face significant challenges in their academic and personal lives. They are more likely to earn lower grades, feel frustration, and experience disengagement from school. Effective interventions can help these students catch up and improve their literacy and life outcomes. While there are many strategies and approaches, a few practices are especially critical for this population of learners.

Fluency

mrendon9 — 2024-08-16 23:11:26 UTC

Fluency is the ability to read a text with accuracy, automaticity, and prosody (expression) sufficient to enable comprehension. Fluency is a key skill to becoming a strong reader because it provides a bridge between word recognition and comprehension.

mrendon9 — 2024-08-17 00:19:53 UTC

Stages of Language Acquisition

mrendon9 — 2024-08-20 14:32:32 UTC

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

Heart Words

mrendon9 — 2024-09-06 14:44:15 UTC

An irregular word is one that cannot be readily decoded because either o it includes grapheme-phoneme correspondences that are unique to that word or a few words (permanently irregular words), or o the student has not yet learned all the grapheme-phoneme correspondences in the word (temporarily irregular words).

mrendon9 — 2024-09-06 14:48:11 UTC

Vocabulary and ELLs

mrendon9 — 2024-09-06 16:05:38 UTC

Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student’s ability to learn new words.

mrendon9 — 2024-09-06 16:07:13 UTC

In Chapter 7 of Elsa Cardenas-Hagan’s book Literacy Foundations for English Learners, Sharolyn Pollard-Durodola explains that overall, teachers should intentionally structure the classroom learning environment for frequent explicit and varied vocabulary building throughout the school day so that learning new words in a second language is not left to chance.

mrendon9 — 2024-09-06 16:09:06 UTC

Chapter 7

mrendon9 — 2024-09-06 16:12:15 UTC

Vocabulary and ELLs

mrendon9 — 2024-09-06 16:13:07 UTC

Reading-Language Connection

mrendon9 — 2024-09-06 16:14:27 UTC

Oral language encompasses both speaking and listening. Oral language skills include learning how spoken words sound, what words and sentences mean, and how to communicate ideas. Nurturing oral language skills provides a strong foundation for learning to read.

mrendon9 — 2024-09-06 16:14:43 UTC

Fluency and Reading Comprehension

– Reading requires use of cognitive

resources

– Laborious reading leaves few

cognitive resources for meaning

– Effortless reading more cognitive

resources available for meaning

– Fluent reading does not guarantee

comprehension

Fluency and Reading Comprehension

–Research on monolingual English

speakers demonstrates a strong

positive relationship between fluency

and reading comprehension

3PV,3RQ

mrendon9 — 2024-09-06 16:14:59 UTC

Spelling Development

mrendon9 — 2024-09-06 16:16:35 UTC

Spelling Rules

mrendon9 — 2024-09-06 16:17:01 UTC

Spelling instruction should be FUN!

Instruction should be clear, but it doesn’t have to be dull! Students can become word-pattern detectives, hunting for samples of words and looking for clues to help form their understanding of spelling rules. They can develop knowledge through word sorts and spelling games. The mastering of spelling rules and patterns through fun activities can make learning enjoyable for all!

TOWL-4

mrendon9 — 2024-09-06 16:17:27 UTC

Test of Written Language

Reading Instruction for ELLs

mrendon9 — 2024-09-09 17:48:38 UTC

Scaffolding Instruction

mrendon9 — 2024-09-09 17:54:03 UTC

Use of Home Language

mrendon9 — 2024-09-09 17:55:53 UTC

theDictado

mrendon9 — 2024-12-27 18:37:56 UTC

Morphology Activities

mrendon9 — 2025-03-04 14:21:54 UTC

Individuals who can consciously recognize, comprehend, and manipulate these small units of meaning are engaging in morphological awareness (Kirby & Bowers, 2012). In other words, morphological awareness is an understanding that prefixes and suffixes can be added or taken away to change the meaning of a word (Ebbers, 2017).

Digital Games

mrendon9 — 2025-03-04 14:47:53 UTC

A team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

mrendon9 — 2025-03-04 14:51:38 UTC

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Cognate Alphabet

mrendon9 — 2025-03-05 19:31:08 UTC

Explicit Instruction Anita Archer

mrendon9 — 2025-03-17 19:05:26 UTC

Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

Fluency Activities

mrendon9 — 2025-03-17 19:44:25 UTC

The more practice kids have with fluency, the better they become at reading fluently and the better they are at comprehending what they read. There are many ways to help kids develop reading fluency, both in and out of the classroom.

Mad Libs

mrendon9 — 2025-03-17 19:47:33 UTC

Say What is a crazy way to help children learn how the English language is structured. These kinds of Mad Libs games have been popular for decades, and now with this online style, children can create their own stories. They'll have to blindly chose from nouns, verbs, adjectives, adverbs, and much more. Learning about parts of speech in context is what makes online Mad Libs games so effective.

Encoding Activities

mrendon9 — 2025-03-19 18:55:32 UTC

Academic and Linguistic Demands

mrendon9 — 2025-05-06 17:02:40 UTC

After identifying the linguistic demands of a learning standard, teachers will be empowered to design instructional scaffolds to address individual students’ needs by language modality and proficiency level. In addition to helping teachers to scaffold instruction for English Language Learners, the ALDs also present pragmatic tools that are useful for all Multilingual Learners, including those with disabilities, and all students working toward achieving grade-level learning targets. The ALDs can also serve as a framework for schools to develop their own English as a New Language and Home Language Arts curricula aligned to the ELA standards.

Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

mrendon9 — 2025-05-06 18:59:39 UTC

mrendon9 — 2025-08-05 13:04:51 UTC

Guiding Principles

mrendon9 — 2025-08-05 13:11:31 UTC

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual.

mrendon9 — 2025-08-05 14:17:41 UTC

Lalilo is an online tool for K, 1st and 2nd grade teachers and students. The Lalilo website is accessible on tablets, iPads and computers. Lalilo works in school environments or at home.

mrendon9 — 2025-08-05 23:47:26 UTC

Our brains are naturally set up to learn to speak, but learning to read does not happen on its own. Scientists have found that we must develop certain parts of our brains and build connections between brain areas that were not connected before.

SIFE Students

mrendon9 — 2025-08-06 18:36:28 UTC

SIFE is defined as: "English Language Learners (ELLs) who have attended schools in the United States (the 50 States and the District of Columbia) for less than twelve month and who, upon initial enrollment in such schools, are two or more years below grade level in literacy in their home language and/or two or more years below grade level in Math due to inconsistent or interrupted schooling prior to arrival in the United States.”

Explicit Instruction

mrendon9 — 2025-08-06 18:41:49 UTC

Structured Literacy

mrendon9 — 2025-08-06 18:44:57 UTC

Structured literacy is a systematic and explicit approach to teaching oral and written language rooted in the Science of Reading.

Scarborough's Reading Rope

mrendon9 — 2025-08-06 18:47:40 UTC

Students must successfully thread together eight discrete skills to grow into fluent, skilled readers. Should they experience weaknesses in one or more of them, they might have difficulty developing the decoding skills, vocabulary, and background to fully grasp what they’re reading.

Teachers can use the concept of Scarborough’s Reading Rope to pinpoint where students are struggling and target intervention accordingly.

Simple View of Reading

mrendon9 — 2025-08-06 19:11:43 UTC

Phonics instruction b d reversal

mrendon9 — 2025-08-06 19:12:39 UTC

mrendon9 — 2025-08-06 19:37:57 UTC

Systematic Scope and Sequence

mrendon9 — 2025-08-06 19:44:46 UTC

UFLI Scope and Sequence K-2

mrendon9 — 2025-08-06 20:10:14 UTC

Reading Accuracy

mrendon9 — 2025-08-07 01:30:56 UTC

Reapeted Reading

mrendon9 — 2025-08-07 01:37:22 UTC

Choral Reading

mrendon9 — 2025-08-07 01:41:38 UTC

Structured Literacy Lesson

mrendon9 — 2025-08-07 01:44:26 UTC

Quick Phonics Screener

mrendon9 — 2025-08-07 01:48:13 UTC

Phonics Snapshot Assessment

mrendon9 — 2025-08-07 01:51:44 UTC

Meeting the Needs of El with and without Disabilities

mrendon9 — 2025-08-07 01:58:09 UTC

Structured Literacy Lesson Template

mrendon9 — 2025-08-07 02:01:12 UTC

Partner Reading

mrendon9 — 2025-08-07 02:20:06 UTC

Ask then Tell

mrendon9 — 2025-08-07 02:20:31 UTC

Echo Reading

mrendon9 — 2025-08-07 02:24:58 UTC

Explicit Vocabulary Instruction

mrendon9 — 2025-08-07 02:28:02 UTC

Free Decodables

mrendon9 — 2025-08-07 14:30:12 UTC

Open and Closed Vowels

mrendon9 — 2025-08-20 17:42:34 UTC

Reading Comprehension

mrendon9 — 2025-08-20 17:44:56 UTC

Analyzing Writing

mrendon9 — 2025-09-11 21:48:58 UTC

TOWL-4

UFLI Diagnostic

mrendon9 — 2025-09-17 12:07:40 UTC

NYCPS Keys to Advance Language

mrendon9 — 2025-09-30 14:23:08 UTC

mrendon9 — 2025-09-30 14:27:54 UTC

Newcomer Resource Guide

mrendon9 — 2026-01-28 15:58:54 UTC

mrendon9 — 2026-03-03 22:00:41 UTC