Foundational skills: handwriting or organization

composition: topic knowledge, vocabulary, or grammar

Language Comprehension and Word Recognition

Language comprehension: background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge

Word Recognition: phonological awareness, decoding, and sight recognition

Remembering important information

linking new information to prior knowledge

Knowing when and where to use knowledge

use knowledge appropriately in and out of school

communicating effectively with others

Articles

Picture Books

Chapter Books

Novels

Digital Prints

A reader makes the connection between ideas and text.

Heavily depends on background knowledge and connections.

Meaningful tasks: whole class, centers, reading groups, writing groups, small groups, and individual groups

Variety of Groups: whole group, small group, individual

We do: everybody does it

you do: Teacher does it

I do: students do it by themselves

Print-Rich Environment is very important. Have word wall, poems, book shelves, etc

Have designated areas for different subjects.

Make sure students know where things are around the classroom

Provide choices for students(reading centers, math centers, art centers, etc)

Make students part owners of the classroom

Emergent readers tend to memorize

Some instructions begins at home, some at school

Students will come to school at many levels

Language is a key component Reading comprehension

Kids understand language before they can read

Meaning Processing system: reviews stored vocabulary for possible meaning of word

Context Processing System: involves background knowledge and language structure

Orthographic processing system:Print

Hearing a sound and putting the sound into words

2 parts:

1st part: Alphabetic understanding; knowing that words are made up of letters and sounds

2nd part: Phonological Recording; knowing how to translate letters into appropriate speech sounds

Organized by a words initial letter

Organized by alphabetic order

High Frequency words are usually placed on the wall

Helps students see patterns and relationships in words

Word Walls need to be interactive

Can be used in every subject

Have students find words with a certain amount of syllables

Play Word Wall Bingo

Find rhyming words

TIc-Tac-Toe

Word Wall Cheers

Incorporate words into center activities

Mind Reader Game (I am looking for a word with a short a sound and it has 3 letters)

Allows students to investigate sounds

Shows students how mouth is formed when making sounds

Shows students that letters can make different sounds

Stops- a letter that stops leaves a puff of air

Voiced: vocal sounds engaged

Unvoiced: letters included t, p, k

Fricatives: vibrations; letters included f, th, s, sh, v, z

Affricates: -letters included ch and j

Glides: letters included wh, w, and j

Liquids: letters included l and r

2 sounds: letters included x and qu

Nasals: letters included M and N

Stage 1: Formal Reading Instruction(decoding, alphabetic system)

Stage 2: Decoding-reading word by word, begin fluency skills (primary grades).

Stage 3-6: Build Fluency skills(comprehension, read more complex text).

To get good at readying, you have to read

Reading develops fluency skills

Provide a wide range of books, reading material that is interesting for students

Reading material needs to be at the Childs reading level

To help students become fluent, independent readers, they need to have some selection in what they need.

They need to read for pleasure, information, or whatever they need

Time must be set aside everyday for independent reading.

How much time depends on grade level, maturity level, and interests.

What matters is that time is set aside for pleasure reading

Have a well stocked classroom library library essential. They could include:

1. leveled books

2. books by the same author

3. all genres of books

4. multi cultural books

5. popular book series

6. Students need thier own book boxes

7. Posters

8. comfortable seating

9. pillows

Pizza-Hut Book it program

Provide parents with good online resources to help their child

Accelerated Reader Program

Tour a public library

Hold Literacy nights

Scholastic Book orders

Purchase books for children to have at home, or get sponsors for your class to purchase the book

Children must go through the 3 stages of fluency:

Non-accurate Stage: children have difficulty recognizing and reading words

Accurate stage: students are able to read and recognize words accurately. but it takes time and effort to do so. They tend to read slowly and without expression. May not understand what they are reading.

Automatic stage: students read accurately and without much effort. fluent readers

Students who read the same passage over and over became more confident and more fluency in their reading

1. done one-one-one with a teacher and a reader reading a passage together

2. Teacher takes the lead using a strong voice than student takes over the reading

3. Advantage is student gets repeated model of reading

4. disadvantage-time consuming

Neurological Impression; variation to simultaneous reading. Reader is paired with a stronger reader and does repeated reading

2. Partner reading-reading with a partner

3. Technology- computer assisted programs( sight word games, word wall games, computer games-ABCYA)

4. Reading Books

Prosody may help with reading comprehension

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

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

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

Readers Theatre- Similar to a play, but without memorization of lines, costumes, etc. Children is assigned a part to read in a book, poem, etc. They practice this part by reading it over and over and over. Then the students performs with other students. High motivated.

Roll to Read- Roll dice and read a sentences

Tic-Tac-Toe- Read passages differently like a chant, silly voice or a narrator.

Mc Grammar- Reads books with music

Fluency Triangle

Rate-how many words are read in a certain amount of time

Expression-if book is read with expression

comprehension- if child can tell details about text

This can be done by using a curriculum based assessment

By the age of 3, there is a 30 million word gap between children from the wealthiest to poorest families according to NAEYC(2014).

1. Provide children with frequent, extensive, and varied language approaches

2. Includes instruction in individual words

3. Provides students with instruction in learning words independently

A variety of language experiences is necessary for student growth

Designed for primary grades but effective in upper grades as well

Exposes children to words that they wouldn't normally be exposed to

Wide reading will foster automaticity provide knowledge about a variety of topics and leave habits of life long readers

Students can learn 3000-4000 words per year. Many of the words are not directly taught.

Reading texts needs to be easy enough that children can understand and enjoy it

Good readers encourager 1,500,00 a year

Struggling Readers encounter less than 10,000 a year

1. Learning basic Vocab- Building basic vocabulary words learn to read most frequently used words in English language (sight words)

2. Learning to read unknown words- learning to read words that are already in their oral vocabulary( sight words and high frequency words)

3. Learning new words that represent know concepts- these words are not in oral or reading voabualries, but they have an avalialbele concept of the word (ell learners)

4. Learning new words that represent new concepts- Most difficult Total unfamiliar words also different dialetc of words (soda vs pop, shopping cart vs buggy)

Tier three words - low frequency words. Usually found in specific domains of literature. Usually taught in content areas ( science, social studies, math)

Tier Two words: High frequency words for mature language uses. These are the words to focus on. (Ferocious, magnitude, etc).

Oral reading build oral vocabulary

Identify 5-10 words for instruction each work

use these in context

Keep a list of words taught (Word Wall)

Group administered, non-referenced tests

Tests a variety of levels(pre-readers to adults)

Multi choice tests

A proficient speller helps support reading

Spelling depends on recall of complete word images in the orthographic memory system

Writing and Reading should be taught simultaneously.

Students need to think about syllable structure, morphological structure, language origins and odd word problems

Writing, you need graphomotor coordination to hold writing utensil and form the letter correctly

Dysgraphia- breakdown in communication pathways between the minds image of the letter and the hands ability to make the letter.

Orthographic mapping, 4 part processing system.

High Frequency words

Frequent Practice of words (meaningful activities -tactile to searching for words).

Spelling patterns incorporated into a word list. Words with the same spelling patterns.

Find word structures, syllables, phoneme-grapheme, morphemes (map out words).

Introduce 5 words per week

Explain syllable types and syllabication

Write words in sentences.

Helps students with spelling words

Provides students strategies to figure out unknown words

Spoken syllables and written syllables are broken up differently

Starts early with phonological awareness

contains a short vowel letter that is closed off by one or more consonants.

The syllable doesn't have to begin with a consonant.

Two or more consonant letters often follow short vowels

EX: cvc

ccvc

ccvcc

Open Syllable: End with single vowel

The vowel usually makes a long sound

Examples: Oval, tidal, motor, equal

Some single syllables words are open syllables: me, she, he no

Magic E: Syllable contains a long vowel sound spelled with a single letter, followed by a single consonant and a silent e

Ex: mine, guide, mate, whale

There are exceptions to this syllable( Have, Love)

Vowel teams: Consisits of two, three, or four letters that represent one vowel phoneme

A vowel team can represent short, long, or diphthong vowel team

SOme consonants can be vowel teams ( ey, ay, oy, uy, , augh

Examples: Boat, caught

R Controlled

Consonant Vowel E

Vowel R syllables: Bossy R

A vowel followed by a R( ar, er, or, ur, ir)

Its difficult for children

Examples: torn, parlor, worth, circus, far, shirt, cart, farm

Consonant LE syllables: Found at the end of the word and are always unstressed

Spelling pattern is stable

It can combined with open and closed syllable

IF CLE is combined with an open syllable there ice no double consonant (cable, title)

If CLE is combined with a closed syllable there is double consonant (middle, topple ,lesson)

Pronouns

Verbs

Adjectives

Adverbs

prepositions

conjunctions

interjections

English follows subject, verb, and object.

Ex: John reads books.

Agreement rules

Subject-verb agreement

Pronoun Subject

Tense Consistency

ends complete thoughts

used in abbreviations

Comma:

seperates items in a list

knowing readability level

interest of student

Does it push students to think?

Vocabulary difficulty and syntactic complexity

Fry Method of Readability focuses on word difficulty by considering the average number of syllables in the words or a text

There is a database that lists level of books and has a database where you can calculate a book you have in your possession.

Level A-Z

These types of books were good for independent instructional reading

SOR suggest to use decodable text for beginning readers.

sentence structure

length

ellaboration

coherence

text structure

Familarity of content and background knowledge

audience appropriateness

quality of the writing

interest

Phonics Based Text (Science of Reading)

Basal Texts

Reading Series

Comprehension is the goal of all reading

Words can have one or more morphemes

Morphemes can be free or bound

Free morphemes stand on thier own as base words

Bound morphemes rely on other morephemes(prefixes ,suffixes)

Prefixes

Suffixes

Inflectional: does not change the part of speech

Derivational: helps determine part of speech

Past Tense: (ed, /t/, /d/, /ed/)

Morphemes provide clues to the meaning of new words while reading

The push for a language arts curriculum has made outcomes harder for english language learners

Exposure is KEY!

Language leaners face a language barrier and a cultural barrier

Make students feel comfortable

Graphic organizers

Designate language and content objectives for Each lesson

Provide students with background knowledge.

Use pictures or real-life objects

Provide hands-on opportunities for learning

Give additional practice and time for activities

If you can, give instruction in the child primary language

Some schools provide dual-language programs to help Non-english speakers

Give learners extra time to complete work, tests, etc

Give yourself extra time to teach these learners

Build vocabulary of different languages in your classroom

Involve parents and siblings of a child in thie learning

If a student has a family member that knows english, have them assist you with teaching and speaking

If possible give students the choice of how to respond to questions and do their work.

provide visuals

draw on both languages

validate Spanish speakers language

select texts that the students can practice phonic patterns

teach students in small groups

read fiction and non-fiction books

Give students more time to do the assessments

Place students where they feel comfortable

Give them the assessment during the day when the student is focused

Read the test to students

Have students take a practice test

Words have different meanings and different things

Semantics help children to express themselves more clearly.

Examples:

synonyms

antonnynms

homophones

pronouns

categorization

compartivies

supperlatives

For example: a fairy tale is a narrative text structure. Narrative text structures should be easy to remember because the structure follows a story with a a beginning, middle, and end

A good book or book of high interest is easier to comprehend then something of little or no interest to you

Some students comprehend better with digital print and other students enjou reading actual printed books.

Prior knowledge may be the best predictor of students' ability to comprehend especially in informational text

The construction-integration model states that comprehension occurs when an idea in the text is linked to prior knowledge

activate prior knowledge before you read

Pre-reading discussions are critical

ELL students need to be taught to use their cultural beliefs and knowledge to make connections to texts.

To make connections and activate knowledge a great resource is the internet

Sets a purpose for reading-(enjoyment, to gain information(will depend on the reader)

Asks and answers questions- the reader poses questions before and during reading. This makes reading an active process.

Making interferences

Determining whats important

summarizing

Dealing with Graphic Information

Locating information

Critically Evaluting Information

Has a scope and sequence of what should be taught.

Shared reading- reading a text together(whole classroom instruction)

Word recognition x language comprehension= reading comprehension

Reading comprehension should begin early

Units of instruction. One topic is carried throughout the curriculum.

Follows demands of text, not scope and sequence

Math: measure and weigh houses

Social: research how houses are made

Writing: Rewrite the 3 Little Pigs story

Reading: Compare/contrast different versions of 3 Little Pigs stories

Art: Make a big bad wolf mask

Technology: Make a presentation about 3 Little Pigs

1. Questions- encourages students to think about what they read and elaborate on what they need

2. Writing- students write down what they have read and add their opinions

3. Drama- act out story, art, music, dance

4. Reteaching

They engage an active read-out-loud and then connect tier knowledge to another text.

Students read the book silently. Then each student takes a specific role as they discuss the book.

Student-led discussion

1. Reading out loud

2. Watching and discussing a video

3. Brainstroming

4. K-W-L charts

1. Description

2. Sequencital or chronological order

3. cause/effect

4. compare/contrast

5. Problem/solution

K-W-L charts

Beginning, Middle, and End Activity

Story Maps

COmprensions questions

character studies

make a diorama information

Readers Theaters.

It's highly effective if you combine writing and reading instruction.

 EVERYONE is a writer in the classroom. This needs to be modeled by the teachers.

Students need to have many chances to write and without criticism.

 Let them feel comfortable writing before fixing errors in their writing.

 Provide Markers, different types of paper, stapled books, gel pens, staplers, stamps, and pencils.

Semi-Phonetic Stage: Represents some phonemes with graphemes( beginning sounds).

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

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

 The teacher can serve several roles such as facilitator, coach and guide.

 The students role is to support and help each other.

 Writing workshop usually begins with teacher instruction on a specific writing
skill.

 During this time, the students and teacher usually write together.

 The students are then asked to go write on writing projects.

 Teachers then conference with students or groups of students assisting them
when needed.

 1. Note taking- can be done on note cards, notebooks, or any paper. This allows students to utilize their notes to help them learn.

2. Brainstorming- allows students to quickly write down thoughts about a topic.

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

4. Writing Summaries
   
   

   
   
   

 1. Reading logs are used as a response to reading literature. Helps students reflect on the piece of literature or story they have read. (own feelings)
 2. Learning logs are used to record subject matters rather than personal thoughts.
 3. Double entry journals- (quotes from text on one side, response on one
side)
 4. Dialogue journals- conversations with others.

 1. Prewriting- brainstorming about writing
 2. Drafting- writing a rough draft
 3. Revising- changing around words, phrases, ideas then rewriting
 4. Editing- focusing on grammar, punctuation, spelling.
 5. Publishing-making into a book

 Not all writing will go through these stages. It depends on what the writing piece is used for, and who is writing it.

Students also may move through
stages in various orders.

Resources for Graphic Organizers:

https://raisethebarreading.com/2023/02/28/using-writing-graphic-
organizers-with-elementary-students/
 https://www.readingrockets.org/topics/writing/articles/graphic-
organizers-help-kids-writing
 https://www.teacherspayteachers.com/browse/independent-
work/graphic-organizers/english-language-
arts/writing/free?gad_source=1&gclid=EAIaIQobChMI7vzH2PvZiQMV7yjUA
R2HASsXEAMYAyAAEgLvZfD_BwE

 https://studentreasures.com/blog/teaching-strategies/writing-and-
editing-checklists-for-elementary-schoolers/

Rewrite or type final draft of writing.

 Narrative Writing- Story writing

 Expository Writing- gives facts and true information about a topic

 Descriptive Writing- gives detailed visualization of an event, character, situation or place.

 Compare/Contrast- compare how things are alike and different

 2. Find the good things in their writing and build on those and make suggestions.

3. NEVER criticize writing pieces.
4. Rubrics can be used to assess writing.

 5. Other tools to help with editing (CUPS)

 Foundational skills: encoding of words into written symbols

Examples:
-letter formation
-handwriting
-correct spelling
-punctuation/special organization

Composition- knowledge of the topic. Ability to choose words and order the logically.
 Examples:
-topic knowledge
-vocabulary/word choice
-sentence formulation (complete/incomplete sentence, verb tenses,)
-grammar and usage (commas, punctuation, quotation)
-organization of ideas
-audience awareness

The writing rope consists of the following strands:
 1. Critical Thinking
 2. Syntax
 3. Text Structure
 4. Writing Craft
 5. Transcription

Critical Thinking:
This part of the writing rope engages what the student already knows.

 It uses the student’s background knowledge about a subject/s to help them compose a writing piece.

 This strand also includes organizing, drafting, writing, and revising a writing piece.


Syntax:

Syntax is the study and understanding of grammar.

Syntax is first understood by listening to language (speaking, listening to
read-alouds, reading stories)


Students benefit from instruction on how to form correct sentences and parts of sentences.

Text Structure:

Students need instruction on specific text structures and how these structures are written (Narrative, Expository, Opinion, Persuasive.)

 Paragraph structure (Topic sentence, information, etc.)

 Organization of paragraph and written text

Writing Craft:

How a writer uses their own voice in their writing pieces.

This includes:
Word choice, Awareness of task, audience, purpose,
Literary elements (plot, characters, setting, problem,)

Literary techniques (imagery, alliteration, figurative language)

Transciption:

This involves how the student produces their writing thoughts.

 Spelling
 Handwriting
 Typing

 Students need exposure and practice with all these skills to be a good writer.