Clear Fork Valley Dyslexia Modules by

What Is Structured Literacy?

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Louisa Moats (skip to 25:36 to 31:00) Best explanation of what is structured literacy-our language is made of these structures

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Section 1: Our Standard English Writing System (A History-LETRS manual 1 may have some extra for this section)

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No Learning Connection

Section 2: Orthographic Mapping Process

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Learning Connection

Section 3: Structured Literacy Instruction

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Learning Connection

Section 4: The 3-Cueing System Contradiction

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Learning Connection

Lets Continue the Learning

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Let's Continue the Learning #1

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Let's Continue the Learning: #1

Let's Continue the Learning #2

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Let's Continue the Learning #3

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Classroom Connection

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Section 1: Reading Profiles Identified by a Simple View of Reading (Links to Several interventions-in a video series by Linda F.)

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Learning Connection:
https://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Third-Grade-Reading-Guarantee
Use RIMP videos for this as well

Section 2: Dyslexia Defined (assign articles-share out)

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Learning Connection
Pages 11-14

Section 3b: Neurobiological Profile of Dyslexia (2 min) Dr. Brett Miller

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Learning Connection
2:27 Video

Section 4: Behavioral Presentation of Dyslexia (share prior to section 4-friendlier version of the 2 videos)

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Learning Connection
8:45 Video

Let's Continue the Learning

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Let's Continue the Learning #1

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2:38 Video

Let's Continue the Learning #2

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3:19 Video

Classroom Connection: Handout 4

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Jaylan Case Study

Reflect and Plan for Next Steps: Handout 5

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Handout 5: Screening to Identify Students at Risk of Dyslexia

Handout 5 Resource: Ohio's Dyslexia Guidebook

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Page 24: Skills Measured by Universal Screening Chart

All Kids Can Read (Elia and Turner)

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Padlet: All kids can read "Learner Profiles"

Characteristics of Dyslexia

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MTSU Center for Dyslexia

Section 1: What is Tier 1?

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Learning Connection

Section 2: The WHAT of Tier One (1 of 2)

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Learning Connection #1

Section 2: The WHAT of Tier One (2 of 2)

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Encourage participants to annotate the vertical alignment document as directed in the presentation slide.

Section 3: The HOW of Tier One (1 of 4)

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Learning Connection #1
5:46 Video

Section 3: The HOW of Tier One (2 of 4)

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Learning Connection #2

Section 3: The HOW of Tier One (3 of 4)

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Learning Connection #3

Section 3: The HOW of Tier One (4 of 4)

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Learning Connection #4

Section 4: Using Data to Inform Tier 1 Instruction

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No Learning Connection

Let's Continue the Learning #1

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This Iris Center module provides a classroom example of effective Tier 1 instruction.

Let's Continue the Learning #2

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The Reading League Curriculum Evaluation Tool can provide participants with a tool for evaluating their current curriculum and identifying areas in which to strengthen their program to better align with the science of reading.

Classroom Connection: Choose 1 Prompt

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Section 1: MTSS (1 of 2)

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Learning Connection #1
- Read Sections Labeled "Dive Deeper" Project on screen and use drop down to present to group. Participants can keep notes on notice and wonder.

Section 1: MTSS (2 of 2)

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Learning Connection #2
3:13 Video

Section 2: Intensifying Instruction (1 of 2)

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Learning Connection #1

Section 2: Intensifying Instruction (2 of 2)

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Learning Connection #2

Section 3: Students with Characteristics of Dyslexia

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Learning Connection
Read Pages 16 & 17

Section 4: Using Data to Make Decisions (1 of 3)

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Learning Connection #1
Read Pages 18 & 19

Section 4: Using Data to Make Decisions (2 of 3)

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Learning Connection #2

Section 4: Using Data to Make Decisions (3 of 3)

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Learning Connection #3

Let's Continue the Learning #1

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Let's Continue the Learning #2

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This article provides ways that students with significant cognitive disabilities can be included and supported within MTSS.

Let's Continue the Learning #3

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For more information on ways that MTSS benefits all students, including those with disabilities, watch the video in Chapter 9, “Targeted Interventions: Tiers 2 and 3.” The topics of this video include an overview of MTSS, designing and providing targeted intervention in Tier 2 and Tier 3, and developing high-quality goals and objectives. This resource is provided by the Ohio Center for Autism and Low Incidence (OCALI).

Classroom Connection

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Think about the students in their class who are having difficulty meeting grade-level expectations in reading.

Write down what you currently do to intensify instruction for students who do not seem to be responding to core instruction. Then, write down actions that you or your team could take to intensify instruction for a specific student or group of students.

Brain Science

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2:00 Video

Simple View of Reading

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2:00 Video

Reading Rope

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2:00 Video

MTSS

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Michelle Elia
10:15 Video

Michelle Elia ~ How reading is processed in the brain

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5:00 video

Module 1, Section 1 Learning Connection: Defining Guide live link

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PDF

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Module 1, Section 2

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KEY TAKEAWAYS • Spoken and written language are composed of receptive (listening and reading) and expressive (speaking and writing) components. • Spoken language, written language and their associated components (receptive and expressive) are each a synergistic system comprised of individual language domains. • Children are naturally able to develop a capacity for spoken language but must be taught written language (reading and writing).

Module 1, Section 3 (Use the Set up Before the ies summary article)

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Set up the activity with this thinking:
How do they teach reading in their schools, and is that meeting the needs of all the diverse learners they are striving to teach? A powerful aspect of the science of reading is that it provides methods to evaluate what works systematically. This section discusses the power of consensus documents and how they are developed. Two consensus documents are used as examples to help participants gain a deeper appreciation for how the science of reading provides a clear roadmap for teaching all students. LEARNING CO

Module 1, Section 3: ies Guide Summary (10 pages-Practice Guide is over 100 pages)

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KEY TAKEAWAYS • A research-informed consensus on how to teach reading has been reached based on decades of research from multiple independent research teams. • Ongoing research will refine how best to teach reading, but we have solid consensus on what to teach and how to teach it right now. • We must directly teach all children foundational literacy skills and support their continued development of vocabulary, background knowledge and inference-making abilities in support of reading comprehension.

Module 1, Section 4: Ohio's Plan to Raise Literacy

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KEY TAKEAWAYS • Conceptual frameworks of reading development are based on decades of research into how reading develops. These have been highlighted in this course and the Ohio’s Plan to Raise Literacy Achievement. • Instructional recommendations included in this course and the Ohio’s Plan to Raise Literacy Achievement are based on the science of reading – decades of research from numerous independent research teams. There is considerable consistency and agreement on what to teach and how to teach it based on decades of research that constitutes the science of reading

During Module 1 Discussion:

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What are the capacities and skills needed to read? • When do these skills and capacities develop? • How does this development shift across early to middle childhood?

Continue the Learning

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Amplify Podcast

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After Module 1 Discussion:

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Post-Module Reflection Question After participants complete the module, pose the following post-module question to facilitate discussion and confirm aspects of their learning. •
1. How does the science of reading inform how we should teach all children to read and write? 2. Individual groups can share out for the benefit of the whole group conversation. 3. Listen to the participants’ responses and when appropriate prompt for use of some of the key terms defined above. While doing so, compare the participant’s responses to their pre-module responses. 4. Validate and correct earlier responses as appropriate.

Foundational Guide (full 123 pages)

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Explicit Phonics Example 1

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Explicit Vocabulary Example

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4 Part Processor

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Great Resource for activities for all components of Structured Literacy

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Module 6 Note Taking

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Section 1: Step 1 Problem Identification (1 of 3)

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Learning Connection 1 of 3

Section 1: Problem Identification (2 of 3)

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Learning Connection 2 of 3

Section 1: Problem Identification (3 of 3)

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Learning Connection 3 of 3

Section 2: Step 2 Problem Analysis ( 1 of 3 )

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Learning Connection 1 of 3: Look at pages 25 & 26 to learn more about tier 2 Dyslexia screening (Intervention Based Diagnostic Assessments)

Section 2: Problem Analysis (2 of 3)

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Learning Connection 2 of 3: Watch this video to learn how to accurately measure at risk students through diagnostic assessments.

Section 2: Problem Analysis (3 of 3)

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Learning Connection 3 of 3: Read pages 10 & 11 to learn more about the differences between summative, formative, and diagnostic assessments

Section 3: Step 3- Plan Development & Implementation

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Learning Connection #1: Watch the video to learn how one school implements universal screening and uses data to make instructional plans.

Section 4: Plan Evaluation (1 of 4)

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Learning Connection #1: Read page 27-28 of Ohio’s Dyslexia Guidebook to learn more about progress monitoring.

Section 4: Plan Evaluation (2 of 4)

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Learning Connection #2: Watch this video to learn more about the importance of progress monitoring

Section 4: Plan Evaluation (3 of 4)

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Learning Connection #3: Read the section on progress monitoring found on pages 19-21 in the document to deepen your knowledge about progress monitoring and progress monitoring instruments.

Section 4: Plan Evaluation (4 of 4)

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Learnign Connection #4: Read this progress monitoring implementation guide by Dr. Stephanie Stollar. This guide helps to answer many frequently asked questions about the purpose of progress monitoring and how it should be implemented.

Let's Continue Learning (1 of 4)

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Lets Continue Learning (2 of 4)

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Let's Continue Learning (3 of 4)

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Let's Continue Learning (4 of 4)

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Module 7 Note Taking

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Section 1A: Phonological Awareness Overview

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Learning Connection #1: Speaking in phonemes is not an intuitive part of our language. We need to be sure we practice precise pronunciation so we can accurately model for instruction and so we can assess our students’ development. Practice as you follow along with this modeled demonstration.

Section 1B: Development and Instructional Sequence of PA (1 of 2)

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Learning Connection #1: Watch as a teacher gives explicit instruction in segmenting and blending syllables to a small group of students.

Section 1B: Developmental and Instructional Sequence for PA (2 of 2)

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Learning Connection #2: This article provides guidance and instructional video examples for using Elkonin boxes for PA instruction. Check out the embedded link for using this strategy with Spanish speaking students.

Section 1C: Intensifying Instruction in PA (1 of 2)

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Learning Connection #1: Some students’ home language use differs from the language used at school. Read this article to gain more insight about language variety and learn instructional strategies that support African American English speakers in particular.

Section 1C: Intensifying Instruction in PA (2 of 2)

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Learning Connection #2: Watch as a teacher intensifies phonemic awareness instruction for a small group of students by focusing on the articulatory features of consonant sounds.

Section 2A: Concepts of Print and Letter Knowledge

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Learning Connection: Watch as students practice letter naming with an activity that also starts developing the concept of stress/accent.

Section 2B: Letter Knowledge Instruction

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Learning Connection: This resource provides a variety of activities to build your students’ alphabet knowledge. Watch the embedded video as a teacher engages his students with an alphabet knowledge activity

Section 3A: Basic Phonics

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Learning Connection: This video shows one method for introducing a new sound-symbol relationship. Notice how the teacher guides her students to the precise pronunciation for p /p/. Notice how her instructional routines (such as hand gestures and unison response) support student practice and feedback. Also watch to see how the individual letter-sounds are immediately connected to word spelling and reading.

Section 3B: Basic Word Reading Instruction (Phonics) (1 of 2)

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Learning Connection #1: Watch as this teacher uses explicit instruction and delivery methods following a synthetic approach to text reading: she reviews letter sounds in isolation, provides practice with word reading, and then integrates the targeted word concept into decodable text reading.

Section 3B: Basic Word Reading Instruction (Phonics) (2 of 2)

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Learning Connection #2: Wondering how to integrate your high-frequency word reading lists into your decoding sequence of instruction? This article gives one example, and the words are already grouped by pattern for you!

Section 3C: Basic Spelling Instruction

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Learning Connection: Watch as this teacher integrates phonemic awareness into spelling using explicit instruction and a phoneme-grapheme mapping strategy.

Section 3D: Intensifying Instruction

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Learning Connection: Everyone can learn to read! Dr. Jill Allor explains why teachers need expert knowledge of literacy to teach students with disabilities. Knowledge plus persistence is the key: students will make progress with intensive amounts of repetition and practice via explicit instruction

Section 4A: Advanced Phonics (Syllables)

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Learning Connection: Watch as Dr. Elsa Cardenas-Hagan details the instructional elements that will benefit students who are English language learners. Notice as she describes what works for their development is also what works for all students: structured literacy instruction.

Section 4B: Advanced Phonics (Morphemes) 1 of 2

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Learning Connection #1: William Van Cleave provides examples of how basic morphology instruction supports children’s reading and writing.

Section 4B: Advanced Phonics (Morphemes) 2 of 2

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Learning Connection #2: n this conference presentation, Dr. Marcia Henry shares how word origins and morphology impact decoding, spelling, and vocabulary (and then cascades to benefit reading comprehension and written expression). Watch the part from 30:45-40:25 as she shares a list of common prefixes and suffixes as well as instructional strategies you can embed in your elementary literacy instruction.

Section 4C: Advanced Phonics (Etymology) 1 of 2

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Learning Connection #1: Curious about how our bounty of diverse words and spellings evolved into our standard English language? Watch this brief history that describes the impact of cultural shifts and spoken language on vocabulary and spelling.

Cognitive Model for Reading

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Repurposing Your Classroon Library

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Reading Rope

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Simple View of Reading

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Expanded Simple View of Reading

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via Tim Odegard @ MTSU

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Our brains are wired to see faces and images. The bike is still a bike despite the direction. Until the letter is orthographically mapped, our brain cannot differentiate the direction. For students who are struggling, focus on one letter. Have a "b hand" and only focus on the letter b.

Decision-Making Process

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ORF Norms

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Word Level Error Analysis Tool

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UFLI Instructional Activities

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Florida Center for Reading Research

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Great resource for intervention activities

Ehri's Phases

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Section 1: Language by Hand

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Learning Connection: Watch as literacy expert William Van Cleave answers the question, With the Increase in technology use, does handwriting instruction really matter?

Section 2: Handwriting Components and Dysgraphia

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Learning Connection: Read this fact sheet about dysgraphia to explore how integrating direct, explicit handwriting instruction for all students will help prevent difficulties from growing for those at risk of dysgraphia.

Section 3: Handwriting Assessment and Explicit Instruction

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Learning Connection: Watch this short video to guide your students in using a tripod pencil grip.

Section 4: Direct Instruction-Print to Cursive

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Learning Connection: Watch this video to see a demonstration using explicit visual and verbal prompts for both print and cursive letters.

Let's Continue Learning (1 of 2)

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Let's Continue Learning (2 of 2)

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Module 9 Note Taking

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Section 1: Language Development (1 of 3)

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Learning Connection 1: Read this blog post from Reading Rockets that summarizes the National Early Literacy Panel report on developing Early Literacy.

Section 1: Language Development (2 of 3)

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Learning Connection 2: Read this article about the importance of oral language for literacy development.

Section 1: Language Development (3 of 3)

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Learning Connection 3: Read this article from the American Educator by Hart and Risley. In this article the authors discuss some of their research that investigated children’s vocabulary development, external factors that influence a child’s vocabulary development, and potential long-term impacts of differences in early childhood on later accomplishments.

Section 2: English Language Structures and the Shift to Academic Language (1 of 4)

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Learning Connection 1: Read this article from Reading Rockets about word study in the K-2 classroom. This article describes what word study is and gives some tips for implementing it in the classroom.

Section 2: English Language Structures and the Shift to Academic Language (2 of 4)

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Learning Connection 2: This video from the International Dyslexia Association (IDA) is a webinar about morphology. In this webinar, Sue Hegland discusses how morphology supports vocabulary development. You can choose to watch the entire video but are encouraged to pay particular attention to minutes 3:10 to 27:02.

Section 2: English Language Structures and the Shift to Academic Language (3 of 4)

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Learning Connection 3: This article from Perspectives on Language and Literacy discusses the importance of morphological awareness and etymology in the development of reading skills. The author provides several suggestions for assessment and instruction in general and special education classrooms

Section 2: English Language Structures and the Shift to Academic Language (4 of 4)

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Learning Connection 4: This blog post on Shanahan on Literacy discusses the importance of reading comprehension instruction.

Section 3: Oral Language and Complex Texts (1 of 3)

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Learning Connection 1: This article on Reading Rockets discusses the vocabulary development of young children through texts that are read aloud. It provides some activities to help pre-kindergarten through elementary school kids learn new vocabulary.

Section 3: Oral Language and Complex Texts (2 of 3)

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Learning Connection 2: Read this Reading Rockets article discussing the development of speaking and listening skills.

Section 3: Oral Language and Complex Texts (3 of 3)

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Learning Connection 3: This article discusses the reciprocal relationship of early reading acquisition and reading volume on later reading comprehension and other cognitive abilities.

Section 4: Building Language Comprehension in the Classroom (1 of 4)

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Learning Connection 1: This article on Reading Rockets discusses what makes a skilled reader. It focuses on reading comprehension and the importance of ‘strategic’ reading.

Section 4: Building Language Comprehension in the Classroom (2 of 4)

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Learning Connection 2: This blog post from reading rockets discusses shared reading experiences

Section 4: Building Language Comprehension in the Classroom (3 of 4)

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Learning Connection 3: This blog post from reading rockets is about interactive read alouds.

Section 4: Building Language Comprehension in the Classroom (4 of 4)

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Learning Connection 4 : This article from Reading Rockets highlights the benefits of reading aloud. Further, a ‘think aloud’ model is presented to help children use comprehension strategies independently

Let's Continue Learning:

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Read the following article to learn more about how oral language is important for reading.

Module 10 Note Taking

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Section 1: Fluency Overview

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Learning Connection 1: Watch from 14:30-22:30 on the recorded webinar as literacy expert Dr. Jan Hasbrouck discusses reading fluency, and specifically reading rate. Listen for her explanation regarding reading rate and comprehension. Can reading too fast be detrimental to comprehension?

Section 2: Fluency Instruction (1 of 4)

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Learning Connection 1:

Notice how student practice is maximized by choral reading during this small group instruction. Think about how choral reading is being used to improve the students’ reading rate and expression. Notice how the teacher also responds to individual errors with corrective feedback.

Section 2: Fluency Instruction (2 of 4)

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Learning Connection 2:

What aspects of reading fluency are the focus of this brief video? Observe how Ms. Flavin uses echo reading to model and encourage reading with expression.

Section 2: Fluency Instruction (3 of 4)

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Learning Connection 3:

Watch and note how alternated reading differs from traditional round robin reading. As individual students read, Ms. Flavin provides immediate corrective feedback and guides students through using decoding techniques to target and improve reading accuracy and fluency.

Section 2: Fluency Instruction (4 of 4)

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Learning Connection 4: Regional Educational Laboratory Program. (n.d.). Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Institute of Educational Sciences.

Section 3: Fluency (Intensifying Instruction)

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Learning Connection: Watch as reading expert Linda Farrell works with a second-grade student on all three components of reading fluency, helping the student progress from 38 words correct per minute to 80 during this lesson.

Notice the order in which she focuses first on accuracy, then rate, and then expression. Pay close attention to her comments at the following time stamps:

8:14 – Reading rate is not solely about speed but speed and accuracy.
9:00 and 14:05 – Set reasonable goals and move them incrementally.

Let's Continue Learning

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Section 1: Rigorous Texts and Reading Development

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Learning Connection: Listen to a portion of this podcast episode to learn more. Focus on minutes 9:10 – 17:25, in particular.

Section 2: Text Readability and Text Selection

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Learning Connection: Read a short article about the opportunity myth from The New Teacher Project. These sections discuss how the amount of time spent working on grade-level standards directly impacts student achievement, as well as how teachers can utilize their class time most efficiently while upholding high expectations to influence student performance.

Section 3: Scaffolding for Rigorous Text

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Learning Connection: Review pages 14 – 22, Toward a Curriculum for Teacher Preparation and In-Service Professional Development, of this document written by Louisa Moats. You should also review the chart on pages 18 – 19.

Let's Continue Learning

henigewendy1 — 2024-02-20 14:51:48 UTC

To further reinforce approaches to teaching rigorous texts to all learners within the classroom, watch this short, illustrated video. The video discusses five access points for readers in the classroom when it comes to tackling rigorous texts. The video discusses the importance of establishing purpose and teacher modeling, of guiding close and scaffolded reading of texts, of facilitating collaborative conversations, of encouraging and supporting wide independent reading, and including quality and targeted formative assessments.

Printable Alphabet Arc

henigewendy1 — 2024-02-20 14:51:48 UTC

Interactive Alphabet Arc

henigewendy1 — 2024-02-20 14:51:48 UTC

Decision Making Flow Charts

henigewendy1 — 2024-02-20 14:51:48 UTC

The purpose of this guide, including its accompanying decision-making flowcharts, is to help educators understand how to analyze and use student data to drive instrutional and intervention decisions.

henigewendy1 — 2024-02-20 14:51:48 UTC

Word Work Mat - Beginner

henigewendy1 — 2024-02-20 14:51:48 UTC

Word Work Mat - Intermediate

henigewendy1 — 2024-02-20 14:51:48 UTC

IES Practice Guides

henigewendy1 — 2024-03-14 14:36:35 UTC

Free Decodables

henigewendy1 — 2024-03-14 17:54:07 UTC

https://www.beyonddecodables.com/

henigewendy1 — 2024-03-14 17:58:13 UTC

henigewendy1 — 2024-03-14 17:59:05 UTC

UFLI Decodable Text Guide

henigewendy1 — 2024-03-14 18:09:20 UTC