Developmental Reading Knowledge Connections and Applications by Tristen Wade https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf en-us 2022-08-23 00:45:29 UTC 2025-11-15 09:10:35 UTC hello@padlet.com Oral Language tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291476418 2022-09-11 23:09:19 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291476418 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291477909 Definition: Oral language is verbal, or spoken, communication that we use to share our thoughts and feelings. Reading, writing, listening, and speaking contribute to oral language, so developing skills in those areas develops one's overall oral language.

Extended Definition: "Oral language is the system through which we use spoken words to express knowledge, ideas, and feelings. Developing [English learners’] oral language, then, means developing the skills and knowledge that go into listening and speaking—all of which have a strong relationship to reading comprehension and to writing. Oral language is made up of at least five key components (Moats 2010): phonological skills, pragmatics, syntax, morphological skills, and vocabulary (also referred to as semantics). All of these components of oral language are necessary to communicate and learn through conversation and spoken interaction, but there are important distinctions among them that have implications for literacy instruction."

Audet, L. (n.d.). What Is Oral Language? Retrieved September 23, 2022, from https://blog.heinemann.com/what-is-oral-language]]> 2022-09-11 23:12:45 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291477909 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291477987 These are some examples of oral language applications that could be used in social studies classrooms:
- Readers' Theatre - "[S]tudents practice reading and rereading a script, either one that was prepared for them or one they developed collaboratively, based on an informational text they have studied (e.g., Young & Rasinski, 2009). Students are expected to present that text to the rest of the class while others listen. To ensure that students are listening, teachers often ask them to take notes, write down questions, or retell the information presented to a partner."
- Presentations - "[S]tudents research a topic and then share their findings with their peers, either in a small group or a large group (Fisher, McDonald, & Frey, 2013). Often, students are asked to provide their peers with feedback about their presentation skills."
- Reciprocal Teaching - "[S]tudents read chunks of a given text and then take turns with various comprehension strategies such as predicting, questioning, clarifying, and summarizing (Palincsar & Brown, 1986). To ensure that students actually listen to one another, teachers create note-taking tools that require students to maintain a written record of the conversation."
Photo Narratives - "[S]tudents collect images and then record a narrative to accompany the images."

Fisher, D., & Frey, N. (n.d.). Speaking and Listening in Content Area Learning. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/article/speaking-and-listening-content-area-learning]]> 2022-09-11 23:12:57 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291477987 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291478652 Oral language is very important in social studies classrooms, since verbal communication is how content is delivered to the students and how students interact with teachers and each other. The Applications section of this Padlet demonstrates how essential oral language is, as they all require verbal communication to and between students. This is not to say that social studies education cannot be done without oral language, as that would be dismissive of the Deaf community and people with other disabilities that may impact oral language skills.]]> 2022-09-11 23:14:24 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291478652 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291479611 It is important to remember that oral language is not English exclusive. It can be useful to English as a Second Language (ESL) students to have audio-based resources in their native language. These resources should act as supplements, not alternatives, to make the learning process smoother for ESL students; after all, not all teachers will be able to speak all potential native languages present in their classrooms.

Another strategy that could be used is the S.M.A.R.T. strategy. Though this strategy, found on the linked page, is intended to be used with Developmental Language Disorder (DLD) students, I believe it could be useful to a wide range of students who may require additional assistance. The acronym is broken down in the image above.

Bardell, T., & Archibald, L. (2020, July 17). Oral Language Skills and Learning Disabilities: A Review for Educators. LD@school. Retrieved September 23, 2022, from https://www.ldatschool.ca/oral-language-skills/ ]]> 2022-09-11 23:16:04 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291479611 Equity, Inclusion, & Justice pt. 2 tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291628023 In addition to ESL and DLD students, it is important to make sure oral language in the classroom is inclusive of LGBTQIA+ students, students with disabilities, neurodivergent students, students of different ethnic backgrounds, etc. Respecting gender identities and pronouns is important for making LGBTQIA+ students feel comfortable and safe in the classroom. Using person-first and/or identity-first language is important for making students with disabilities and neurodivergent students feel comfortable and safe. Avoiding stereotypes and broad generalizations about groups of people as well as being mindful about the words we use is important for making students of different ethnic backgrounds feel seen and heard in the classroom. Asset-based language is important generally as it inspires hope in students, teachers, and other faculty members to accomplish virtually any goal.

American Psychological Association. (2022, March). Bias-Free Language. APA Style. Retrieved September 23, 2022, from https://apastyle.apa.org/style-grammar-guidelines/bias-free-language 
Simonsen, M., & Mruczek, C. (n.d.). Person-First vs. Identity-First Language. KU SOE. Retrieved September 23, 2022, from https://educationonline.ku.edu/community/person-first-vs-identity-first-language 
The University of Kansas. (n.d.). Guidelines: How To Write About People with Disabilities (9th edition). Research & Training Center on Independent Living. Retrieved September 23, 2022, from https://rtcil.org/guidelines 
The University of Memphis. (2019, August 7). Comparison Between Asset and Deficit Based Approaches. The University of Memphis. Retrieved September 23, 2022, from https://www.memphis.edu/ess/module4/page3.php
]]> 2022-09-12 02:53:04 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291628023 Phonological Awareness tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291683867 2022-09-12 04:04:35 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291683867 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291684653 Definition: Phonological awareness is awareness of spoken language and the ability to work with, or manipulate, sounds.

Extended Definition: "Phonological awareness is a critical early literacy skill that helps kids recognize and work with the sounds of spoken language. Phonological awareness is made up of a group of skills. Examples include being able to identify words that rhyme, counting the number of syllables in a name, recognizing alliteration, segmenting a sentence into words, and identifying the syllables in a word. The most sophisticated — and last to develop — is called phonemic awareness. Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words."

WETA. (n.d.). Phonological and Phonemic Awareness. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/teaching/reading-basics/phonemic ]]> 2022-09-12 04:05:40 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291684653 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291684776 These are some examples of phonological awareness applications that could be used in the classroom, especially for younger students:
- Learning motions for short vowel sounds
- Sound chaining: blending and manipulating sounds
Using colored tiles, students can 1) break words down into individual sounds and 2) swap sounds in different parts of the word to make new words.
- Reading whole words
The students would start by reading short words down columns, and then they would move on to reading full sentences composed of short words.

Reading Rockets. (2019, August 19). Mastering Short Vowels and Reading Whole Words with Calista, First Grader [Video]. YouTube. https://www.youtube.com/watch?v=kJMsWoVeBjk&t=5s]]> 2022-09-12 04:05:51 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291684776 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291685492 When talking about oral language and phonological awareness, it is rather easy to forget about dyslexia. "Children with dyslexia most often have the following problems with the phonological component of language:
  • Phonological awareness (explicit awareness of the sounds of language)
  • Phonological memory (memory for the speech sounds in pronunciations of labels (e.g., letter names), parts of words, or entire words)
  • Phonological retrieval (word and name retrieval)
  • Phonological production (pronunciation of multisyllabic and phonologically complex words, e.g., aluminum, specific)"
To assist students with dyslexia, and other students who may struggle with oral language and phonological awareness, teachers may use strategies I referenced in the Applications pt. 2 section of this Padlet and/or the resource provided to the right this section.

International Dyslexia Association. (2020). Oral Language Impairments and Dyslexia. International Dyslexia Association. Retrieved September 23, 2022, from https://dyslexiaida.org/oral-language-impairments-and-dyslexia-2/ 
]]> 2022-09-12 04:06:47 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2291685492 Applications pt. 2 tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292652136 Though the examples provided for younger students could be modified, these are some additional applications that could be used in the classroom for older students:
"- Ask students to recognize whether words have been pronounced correctly.
- Ask students to watch you as you pronounce new words or new names.
- Ask students to say vocabulary words aloud and to pronounce them correctly.
- Highlight, describe, segment, and pronounce individual speech sounds if similar sounding words are confused.
- Use a guide word or gesture to remind students of a sound's identity, especially short vowels.
- Segment syllables and/or speech sounds before spelling words or to correct misspellings.
- Orally rehearse the repetition of phrases and sentences that are being written, to reduce the load on working memory.
- Write and talk when explanations are given; reduce the load on working memory.
- Provide written, pictorial, or graphic support when spoken language must be processed."

Moats, L., & Tolman, C. (n.d.). Phonological Instruction for Older Students. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/article/phonological-instruction-older-students ]]> 2022-09-12 15:57:56 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292652136 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292700635 Phonological awareness is very important building up to social studies classes and within them. It is an essential foundation to lay early on so that students can become effective readers, writers, and communicators. Social studies students will consistently be learning new words and names, so it is important that they have the tools necessary to break down and properly pronounce them. Learning how to properly pronounce words and names in English will be useful in helping students understand and respect how words and names are pronounced in other languages.]]> 2022-09-12 16:24:29 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292700635 Additional Resource Related to Assisting Students with Dyslexia tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292788647 Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M.,
Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading
Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education
Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Retrieved from https://whatworks.ed.gov/.]]> 2022-09-12 17:11:34 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292788647 Equity, Inclusion, & Justice pt. 2 tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292834724 It is important to note that laying the foundation for phonological awareness may assist students who may wish to learn other languages, including American Sign Language (ASL). 

As previously mentioned in the Importance in Social Studies Classroom section, having phonological awareness in one language is likely to be useful in helping students understand, respect, and learn new languages. English is a melting pot of a language, and this can be seen in how we sometimes do not change the way words and names of other languages are pronounced. Tortilla is a good example as most English speakers who first encounter the word would likely want to pronounce the L's; however, we pronounce the two L's as a y sound, just like in Spanish.

In the Applications section, there is a list of strategies that teachers may use for young students to teach phonological awareness. The first example, learning motions for short vowel sounds, may be useful for students who may go on to learn ASL. Connecting motions with sounds and words is similar to how ASL is done, so it could be especially useful to teach young students ASL soon after they nail down this phonological awareness strategy.]]> 2022-09-12 17:35:35 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2292834724 Phonics, Decoding, and Print Awareness tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310962938 2022-09-23 18:49:53 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310962938 Fluency tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310963287 2022-09-23 18:50:14 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310963287 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310974646 Definitions:
- Phonics: An instruction method that teaches people the correlation between sounds and letters with being able to read being the goal.
- Decoding: Using phonics, decoding is the process of sounding out a new word.
- Print Awareness: The awareness that print means something and that books have words and letters inside them. It also includes an awareness of the purpose of books, how they work, and how they are formatted.

Extended Definitions:
- Phonics: "Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language."
- Decoding: "The act of sounding out words using phonics."
- Print Awareness: "The understanding that print carries meaning, that books contain letters and words. [It] also includes an understanding of what books are used for and how a book "works" — how to turn pages, how to find the top and bottom of a page, and how to identify the title and the front and back covers."

WETA. (n.d.). Phonics and Decoding. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/teaching/reading-basics/phonics 
WETA. (n.d.). Print Awareness. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/teaching/reading-basics/printawareness 
]]> 2022-09-23 19:00:37 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310974646 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310981808 Definition: The ability to read text swiftly, precisely, and expressively. It connects awareness and understanding of words.

Extended Definition: "Fluency is the ability to read a text accurately, quickly, and with expression. Reading fluency is important because it provides a bridge between word recognition and comprehension."

WETA. (n.d.). Fluency. Reading Rockets. Retrieved September 23, 2022, from https://www.readingrockets.org/teaching/reading-basics/fluency ]]> 2022-09-23 19:07:41 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2310981808 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311211632 It is important to remember that there are students who may either not have learned phonics when they were younger or are learning English as their second language. These English language learner's (ELLs), aka ESL students, require phonics instruction that is catered to their needs but does not make them feel embarrassed. While some of the early reader strategies could be used with middle and high school ELLs, the early reader activities are primarily geared towards young children, so it could be embarrassing and/or boring for middle and high school ELLs to engage with. Here are some age appropriate activities:
- Playing Scrabble: This is a more advanced form of the lettered tiles activity and turns forming words into a game. While the Scrabble tiles themselves can be used the same as the lettered tiles activity, it could be more engaging to play a full game of Scrabble.
- Singing songs: Music is useful to students of all ages. The teacher just has to make sure the music is more age-appropriate and in line with older students tastes. Examples of alphabet chants and other phonics-related songs can be found online.
- Listen and Write: The teacher says a short sentences, and the student writes down what they heard. This helps the student connect sounds with the letters and words.
- Make connections between languages: Helping students understand that sounding out words is something that can be done across languages. Some letters sound the same across multiple languages, so students with literacy skills in other languages can use that to bridge the gap to learning English.
- Poetry: Similar to singing, poetry can be used to help middle and high school ELLs learn phonics. The teacher can recite poems aloud and have students follow suit.
- High interest/low readability texts: These are texts written on lower reading levels but cover topics that would be of interest to middle and high school students.

It is also important to keep in mind that some ESL students may be coming from non-alphabetic languages, so teachers must help those students learn to read left to right and top to bottom. Said students may also need extra practice with matching letters and sounds.

Robertson, K. (n.d.). Phonics Instruction for Middle and High School ELLs. Colorín Colorado. Retrieved September 23, 2022, from https://www.colorincolorado.org/article/phonics-instruction-middle-and-high-school-ells#h-basic-strategies-build-a-foundation ]]> 2022-09-24 01:20:26 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311211632 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311225920 There are many ways to teach early/young readers phonics, and the following are some activities that can be done in the classroom to teach phonics:
- Singing phonics songs: pre-made or original songs can be used to get children to actively listen to the teacher and repeat what they've learned in a fun way.
- Coloring in beginning sounds: Coloring in words that start with the matching sound will help students connect letters and sounds.
- Playing digital games, such as Duolingo ABC: Duolingo ABC has its own phonics program. It is a free and fun way for students, who have access to electronic devices, to learn the basics of phonics.
- Building words with beginning sound charts: Beginning sounds charts have the beginning sounds in big bold letters with illustrations of words corresponding to those sounds next to them. For example, "bl" would have an illustration of blocks next to it.
- Fill-in the blanks: This can be done in multiple ways. One way to do this would be to give students words with vowels missing and have students fill in the vowels. Another way would be to do a scavenger hunt version where the students hunt around the room for the vowels and use them to fill in a big chart with fill-in the blank words.
- Using letter tiles: Students can play around with the sounds of words by using letter tiles to create words and swap out letters to create new words.
- Using segmented flip books: Flip books with the pages cut in threes can be used similarly to the letter tiles activity. This one could be more hand-on in that the students could make their own.
- Making phonics cubes: Students use cubes with letters and words missing the beginning letter. They have to roll the cubes until the letter cube matches the word cube.
- Using paint stirrers to make word pull-outs: This is an alternative to the flip book activity that uses paint stirrer sticks and paper towel tubes. A series of letters are printed on the paint stirrer stick and a word ending is placed on the paper towel tube. The students can slide out the series of letters from the tube to form new words.
- Using pocket charts: Wall-mounted pocket charts can be used similarly to the phonics cube activity. There are multiple word ending headings and students have to place illustrations of words under those headings. For example, an "-at" word heading can have the word illustrations rat, cat, mat, etc. placed underneath them.

Staake, J. (2022, August 16). 26 Fun Phonics Activities and Games for Early Readers. We Are Teachers. Retrieved September 23, 2022, from https://www.weareteachers.com/phonics-activities/ ]]> 2022-09-24 01:50:25 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311225920 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311277210 Phonics, decoding, and print awareness are all very important to social studies classes. Reading and writing are essential foundational skills since social studies classes are text and vocabulary dense classes. Being able to break down words, pronounce them properly, and write them properly is important for helping students absorb and understand the content and how the content is communicated. Learning these skills in English will also be helpful for learning other languages in the future.]]> 2022-09-24 03:49:14 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311277210 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311680884 Mastering fluency takes a lot of practice, and repetition is key to make it stick. Here are some activities that can help improve a student's fluency:
- Student-adult reading: This is a one-on-one activity between teacher and student. The teacher models fluency by reading the text aloud to the student. The student then reads the same text aloud to the teacher, and the teacher may provide assistance and encouragement where needed. The student will read the text aloud multiple times until they are fluent.
- Choral reading: This is a group variation on student-adult reading. The difference is the teacher will continue reading multiple times as students begin to recognize the words in the text and join the teacher in reading aloud. Eventually, all of the students should be able to read the text on their own.
- Tape-assisted reading: For this activity, the taped reader should be reading at a pace of 80-100 words per minute. First, the students will follow along, using their fingers to point at the words being read by the taped reader. Students will then try to read aloud with the tape recording, and this will continue until the student is able to read the text by themselves.
- Partner reading: Two students are paired up. This activity can be done with both students being equally fluent readers or one student being more fluent than the other. In the first scenario, the teacher reads the text aloud first, and the pair of students take turns rereading aloud until they can read the text independently. In the second scenario, the more fluent student reads the text aloud first, and the less fluent student rereads until they can read the text independently.
- Readers' theatre: Students practice and perform a play for their teacher and fellow students. The students would read scripts that are adapted from dialogue-rich books. Each student is given a role as a narrator or a character, and they will practice rereading their scripts until they are confident enough to perform them.

Texas Education Agency. (n.d.). Fluency: Instructional Guidelines and Student Activities. Reading Rockets. Retrieved September 24, 2022, from https://www.readingrockets.org/article/fluency-instructional-guidelines-and-student-activities ]]> 2022-09-24 16:53:46 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311680884 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311729441 Fluency is important to social studies classes because social studies texts are information dense. Being able to read accurately and quickly makes reading through dense text with lots of new vocabulary much easier. Being able to read with expression breathes life into the texts, making them less boring and detached from the students' lives. It also helps with understanding the author's perspective and potential biases, which is especially important for history classes.]]> 2022-09-24 18:05:11 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311729441 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311739087 For older ELLs and ESL students, the activities I mentioned in the Applications section can apply to them. It would be important to ensure the texts they are engaging with in those activities are appropriate and relevant to the interests of older students however. In the article "The Science of Reading: An Equity Issue, Part III," ESOL teacher Andrea Robinson uses complex texts to strengthen students' fluency. Here is some of what she talks about in her excerpt in the article:

"...I use explicit vocabulary instruction tied to complex texts to support academic language acquisition... To ensure students have the fluency necessary to support reading comprehension, I put routines in place for choral and partnered reading of text... This practice also helped foster a sense of community among my students. I further scaffold comprehension of complex text by grouping students heterogeneously in triads to promote oral discourse of text-dependent questions. These practices ensure that my students can access grade-level text."

Essentially, ELLs and ESL students need access to sufficiently challenging but readable texts. It is not enough to begin teaching fluency using books appropriate for young children because those books would not contain the content and vocabulary that older students would be engaging with in grade-level texts.

UnboundEd. (2021, July 23). The Science of Reading: An Equity Issue, Part III. UnboundEd Home. Retrieved September 24, 2022, from https://www.unbounded.org/blog/the-science-of-reading-an-equity-issue-part-3 ]]> 2022-09-24 18:20:39 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2311739087 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351359239 Definition: Reading comprehension is the ability to process text, understand it, and connect it with previously established knowledge.

Extended Definition: "Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own."

WETA. (n.d.). Reading Comprehension. Reading Rockets. Retrieved October 21, 2022, from https://www.readingrockets.org/teaching/reading-basics/comprehension ]]> 2022-10-22 01:21:59 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351359239 Comprehension tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351371474 2022-10-22 01:48:27 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351371474 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351374478 Reading comprehension is important to social studies classes because social studies is all about taking in new ideas, making sense of them, connecting them with previous knowledge, and forming individual thoughts, feelings, and beliefs. Critical thinking skills stem from baseline comprehension on a topic, so if we want students to analyze and think critically about the world around them, they need to be able to comprehend what they are reading first.]]> 2022-10-22 01:55:38 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351374478 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351427695 Comprehension, much like the other reading basics, requires practice for students to develop the skill. These are some comprehension-focused activities that can help students develop those skills in the classroom:
- Think Aloud Prompts: To get students to think about what they are thinking, the teacher can ask themselves questions out loud while they are reading to their students. This is modeling for students to show them that they should be thinking while they are reading, not just reading.
- Graphic Organizers: These give students a visual and spatial method of processing reading material. There are many types of graphic organizers, from Venn diagrams to charts to spider-web graphs, and all of them help students make connections to and internalize what they are reading.
- K-W-L Charts: These charts help to get students thinking about the reading before they even read the first word of the text. The K in the chart is for students to share what they already know about the subject. The W is for students to share what they want to know about the subject. Finally, the L is for students to share what they have learned from the reading. This chart shows the progression of knowledge and comprehension in the simplest of terms.
- 3-2-1 Strategy: This is a strategy students engage in after they read the material, though you could prompt them by explaining the strategy beforehand. For this strategy, students write down three things they learned from the reading, two things they found interesting, and one question they have about the reading.
- Peer Groups and Discussions: This can be done with or without a writing component, but a writing component is recommended since it will help with information retention. Putting students in pairs or groups and having them discuss characters, illustrations, and the plot of the reading can help students hear other perspectives. Hearing from others can help fill in gaps in comprehension, and sharing with others can help reinforce what students learned independently from the reading.

Kelley, S. (2021, September 30). 18 Elementary Comprehension Activities. Education to the Core. Retrieved October 22, 2022, from https://educationtothecore.com/2021/09/18-elementary-comprehension-activities/ ]]> 2022-10-22 04:22:59 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351427695 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351440392 For middle school students struggling with reading comprehension, ELLs, and ESL students, the activities I mentioned in the Applications section may be useful to them as well. In the article "These 13 Reading Comprehension Activities for Middle School Will Help Your Students Succeed," Simona Johnes lists some activities that could be helpful for middle school students, and she suggests some ideas to help support these students. Here is an excerpt of the ideas she suggests:

  • "Explicitly teach vocabulary using visual aids, graphic organizer, and mnemonics.
  • Help your students learning thinking strategies (such as activating their prior knowledge, visualizing, asking questions, predicting, making connections between texts, and re-reading).
  • Model and explicitly teach the comprehension strategies listed above (making predictions, questioning, monitoring, and summarizing) along with other skills like sequencing, making connections, plot and story structure, and figurative language.
  • Work to improve students’ comprehension with spoken language first (if you see this as a deficit) before expecting to improve reading comprehension."

To summarize, it is important to help older students struggling with reading comprehension as it will only get more difficult to nail down as they get older. Graphic organizers, thinking strategies, modeling, and focusing on spoken language comprehension skills can all contribute towards bolstering a student's reading comprehension skills.

Johnes, S. (n.d.). These 13 Reading Comprehension Activities for Middle School Will Help Your Students Succeed. Science and Literacy. Retrieved October 22, 2022, from https://scienceandliteracy.org/reading-comprehension-activities-for-middle-school/ 
]]> 2022-10-22 05:12:28 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2351440392 Vocabulary tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2371443332 2022-11-06 04:03:04 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2371443332 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372057509 Definition: Individually, vocabulary is the collective pool of words a person knows and uses to communicate. In terms of education, vocabulary refers to the words, general and disciplinary, that students need to understand to be academically successful.

Extended Definition: "Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening, speaking, reading, and writing."

"Vocabulary plays a fundamental role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction."

WETA. (n.d.). Vocabulary. Reading Rockets. Retrieved November 6, 2022, from https://www.readingrockets.org/teaching/reading-basics/vocabulary 
]]> 2022-11-06 22:39:24 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372057509 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372080491 While learning new vocabulary may seem simple on the surface, it takes some time and effort to get new terms to sink in and for students to fully comprehend how to effectively utilize them. Here are some examples of activities that could be used in the classroom to help students learn vocabulary:
- Word Maps/Webs: With the vocabulary at the center, students can create connecting bubbles to other words and concepts to form a word map, or word web. This can help students in their comprehension of new vocabulary as it ties the new terms with words and concepts they are already familiar with.
- Frayer Model: Somewhat similar to word maps/webs, the Frayer model expands the idea by having students define the new vocabulary in their own words. Half of the model has students provide examples and non-examples, and this could be an opportunity for students to bring in prior knowledge. The other half of the model has students define the vocabulary term in their own words and write some facts/characteristics of the vocabulary. This is organized with the new term in the center and four corners for the definition, facts/characteristics, example, and non-examples.
- Vocabulary Sketchbooks: Having students draw sketches that represent the meaning of new vocabulary can create a strong visual association. This is helpful for students because the students are writing the word and doing the sketch themselves, which adds a personalized layer to learning vocabulary.
- Fill in words from A to Z: This activity gamifies learning new vocabulary by having students think of as many words as they can that are related to the new word. Each letter has a different score value, and more difficult letters have more score value. The words that students could use range from synonyms to antonyms to examples. As long as the words are related to the new vocabulary, its fair game.
- Acrostics: Less gamified, but still fun and challenging, acrostics allow students to get creative with new vocabulary. The new vocabulary term is written vertically, and then each letter determines what the first word in the line will be. They can be done like poems or be simple with words and concepts related to the new vocabulary being on each line.

Staake, J. (2022, April 26). 20 Meaningful Vocabulary Activities for Every Grade. We Are Teachers. Retrieved November 6, 2022, from https://www.weareteachers.com/vocabulary-activities/ ]]> 2022-11-06 23:24:17 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372080491 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372123091 Vocabulary is important to social studies classes because social studies is such a broad umbrella that encompasses many classes, each with their own unique terms. It is critical that students understand vocabulary so that they can successfully navigate course material, tests, and classroom discussions. If students do not understand the vocabulary of the texts they engage with, they will likely not be able to fully comprehend the texts, engage in discussions about the texts, or write about the texts.]]> 2022-11-07 00:26:43 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372123091 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372141670 For 4-12 grade students, ELLs, and ESL students struggling with developing their vocabulary, the activities listed in the Applications section may be useful; however, there are additional strategies that could aid them. Here are some of those strategies:
- One is teaching vocabulary thematically, which involves organizing terms around a central theme and choosing texts, such as readings, that work to reinforce the new terms contextually.
- Focusing on common root words and affixes can also be useful since it involves breaking down words into smaller chunks.
- Cognates, or words that are the same or similar in English and another language, can be especially useful for ELLs and ESL students since it bridges their primary language to English.
- Previewing vocabulary is another viable strategy, and this involves pre-teaching important terms and content via a walkthrough of the content reading. Drawing connections to pictures in the text and using the vocabulary terms in context helps form associations before the students read the text for themselves.
- Teaching students how to actively engage with vocabulary as they are reading, aka annotating text, is another valuable strategy. Showing them they can underline, highlight, and write notes about new terms helps students build comprehension of the text's vocabulary on their own. They can use those annotations to decipher context clues, ask for help from classmates, ask for help from the teacher, or research the terms via dictionary, the internet, or other texts.

WETA. (n.d.). Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12. Colorín Colorado. Retrieved November 6, 2022, from https://www.colorincolorado.org/article/tips-educators-ells-teaching-vocabulary-grades-4-12#top ]]> 2022-11-07 00:44:05 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2372141670 Writing tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383532424 2022-11-14 19:39:18 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383532424 Definition tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383533427 Definition: The process of putting thoughts into words, typically by using pencil and paper, a typewriter, or a computer. The written, or typed, text is often organized in a clear and cohesive manner to easily convey meaning to the reader.

Extended Definition: "Writing is a complex process that requires a wide range of skills — a strong vocabulary; an understanding of genre, text structure, and voice; basic mechanical skills (grammar and punctuation); organizational skills; and higher order thinking."

WETA. (n.d.). Writing. Reading Rockets. Retrieved November 14, 2022, from https://www.readingrockets.org/teaching/reading-basics/writing ]]> 2022-11-14 19:39:55 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383533427 Applications tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383537150 Writing is the culmination of all of the reading basics discussed previously, so it is no surprise that is is one of the toughest skills for students to master. To help students hone their writing skills, teachers should engage them in the following writing activities:
- Poetry Scavenger Hunt: For this activity, have students collected words and phrases from the world around them, which is full of examples for the taking. Flyers, billboards, magazines, newspapers, social media posts, and so much more are up for grabs. After students collect their words and phrases, have them arrange them on a piece of paper to create poetry. Encourage them to hone in on a theme and build on it, and when they are done, they can share their poetry with the class.
- Creat Comic Strips: For the more visually-inclined learners, have them create a comic strip to accompany a short story. Give students a limited number of panels to work with to challenge their ability to come up with a quick, concise story and illustrate it. While you are having them do illustrations, the art is not the focus. Their writing and their ability to be concise and creative is what we are interested in.
- Letter to Future Self: Ask students where they see themselves in the future, near or far. Writing a letter to their future selves helps students think about their lives as stories and promotes a growth mentality. Encourage them to hold on to these letters too because it is always interesting to look back at your past self and see where you were when you were younger.
- Persuasive Essays: These are a great exercise for getting students to think carefully about their word choice and how they form clear, concise arguments. Start them off with a prompt and let the students do the rest as they work to state their opinions, back them up with facts, and utilize rhetorical strategies to win over their audience.
- Solve a Real-World Problem: This activity may be similar to persuasive essays; however, this one is testing students' problem-solving skills. It can be a quick, concise piece or an extended essay. As long as students are writing something they are passionate about, you will be able to see how well they can work their problem-solving muscles.

Kampen, M. (2022, March 14). 22 Writing Activities To Help Kids Hone Their Writing Skills. Prodigy Game. Retrieved November 14, 2022, from https://www.prodigygame.com/main-en/blog/writing-activities/ ]]> 2022-11-14 19:42:25 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383537150 Importance in Social Studies Classroom tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383539859 Writing is important to social studies classes because it is how students show their understanding of the class content. It also enables students to show off their skills in persuasion, problem-solving, synthesis of primary sources, and so much more. If students can not write, it will be difficult and limiting for them to share their knowledge and demonstrate understanding of course content, key ideas and concepts, etc.]]> 2022-11-14 19:44:20 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383539859 Equity, Inclusion, & Justice tristenwade98 https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383540691 Just like with the other reading basics, ELLs and ESL students can engage in the activities mentioned in the Application section. The following are additional strategies to consider using especially for ELLs and ESL students:
- Social Media Prompts: These are a fun way to engage students with writing about the texts they read in class. Ask them to summarize a text they have read in roughly five "tweets," or short sentences. You could also have students mimic Instagram posts by giving them photos related to the class material and have them write captions for them. There are many possibilities to mimic a wide variety of social media posts, which tend to be very relatable to students.
- Write an Advertisement (Ad): Ask students to bring in one of their favorite possessions, or at least a photo of it, and have them write an ad to sell the idea of their favorite possession to the class. This is another great persuasive writing activity, and it allows students to share things they are passionate about.
- Practice Proofreading: Proofreading and providing feedback to fellow students can sometimes be intimidating to students. This activity has students proofread and provide feedback on a writing sample that you, the teacher, produced. You can start by modeling how you would proofread and provide feedback and have your students take turns pointing out mistakes and making suggestions to improve your example.
- The "New" Student: This is a great activity for testing ELLs on their understanding of classroom rules and procedures. Tell the class you have a new, imaginary, student joining the class. Have your students work together to write a list, letter, or idea web of tips to help the new student get used to the class. Have the class come together and share what they have to put on one, big final list, and have them review it to see if there are any rules or procedures missing.

Continental. (2021, May 28). Vocabulary, Writing, Listening, and Speaking Activities for ELLs. Continental Press. Retrieved November 14, 2022, from https://www.continentalpress.com/blog/listening-speaking-activities-ells/ ]]> 2022-11-14 19:44:58 UTC https://padlet.com/tristenwade98/tjvgnkqqgtbvt5vf/wish/2383540691