Structured Literacy Series - Elementary

Elementary

All educators are LITERACY TEACHERS

Structured Literacy

1. 1/24/24 - Why and some What?

2. 2/14/24 Master Chef

3. 2/28/24 Focus: Syllables & Word Parts

4. 3/13/24 Keys to Literacy

5.3/27/24 Mind powers

6. 4/10/24 a-sync

7. 4/17/24 Where do I start?

Created by: Christina Tyson

1. Science of Reading...

• reading is not natural
• reading is rocket science - Louisa Moats
• working in harmony is a MUST

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So much to do, so little time...

• Which strand do you spend the most time on?
• Which stand would you like to spend more time on?

Fluency is the key to comprehension

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Math for Simple View of Reading 1 x 1 = 1 1 x 0 = 0 1 x .5 = .5

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So much to do, so little time...

• Memory is made of 3 parts
• sensory memory
• short-term memory
• long-term memory

• Short-term memory only has so much room to hold new information or 'stores'
• 4 stores total
• if 1 overloaded = hard to focus on anything

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What's happening in classrooms..

• “Our new survey showed that 75 percent of teachers working with early readers teach three-cueing, an approach that tells students to take a guess when they come to a word they don’t know by using context, picture, and other clues, with only some attention to the letters.
• Similarly, more than a quarter of teachers said they tell emerging readers that the first thing they should do when they come to a word they don’t know while reading is look at the pictures—even before they try to sound it out.
• And yet, as the research primer in this report details, those techniques aren’t backed by science. They’re methods employed by struggling readers; proficient readers attend to the letters.”
• Teachers are willing to spend time on phonics but are using practices that counteract ‘good phonics instruction’. Teachers are learning these practices on the job from professional development/coaches (33%), personal experience (17%) or passed from classroom teacher to classroom teacher.
• While 86% of professors say their teachings include phonics, 1 in 5 confuse phonemic awareness with letter/sound correspondence. 1 in 10 professors could not identify that the word ‘shape’ has 3 phonemes.
• 81% of professors disagreed with the statement “most students will learn to read on their own if given the proper books and time to read them” BUT more the half agreed with the statement ‘it is possible for students to understand written texts with unfamiliar words even if they don’t have a good grasp of phonics’

Education WeekLiana Loewus 12/3/19

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Explicit Teaching

Explicit Teaching

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Questions, Sharing, Discussion

Structured Literacy in Content

Name your favorite pasta dish!

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Structured Literacy in Content

Structured Literacy in content areas is like a strainer. You, as the teacher, run the words, syllables, vocabulary, and background knowledge through the holes to be able to get the best understanding of the content to your learners. Your job as the teacher is to know how to drill down to the word level to support understanding, just as the water washes through the holes, you filter that away so learners can be left with the delicious pasta and new knowledge of the content.

How are we literacy teachers?

24m15s

Master Chef of Words

Structured Literacy can only be successful if all teachers begin using the strainer as you lesson plan

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Background knowledge

gain background knowledge to support comprehensioin while reading

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Decoding starts with Phonemic Awareness

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Decoding - Phonics

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Decoding - Syllables

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Word Parts

Vocabulary words will look brand new

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Why bother?

Using the structured literacy strainer reaches all on the quadrant.

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Why bother?

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38m04s

Content Examples

If you strain the words the structured literacy will come!

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PATTAN

Focus: Syllable Patterns and Word Parts

Resources

Differentiation

• review of 20 yrs of literacy research
• choose 18 studies
• differentiate literacy instruction is an effective evidence based practice
• when teachers are supported to differentiate instruction then significantly higher literacy achievements scores (especially for letter-word writing outcomes) happens
• most successful programs used varying methods(choice, individualization & alternate curriculum
• lack of information about the 'decision-making' process used to guide differentiation

full study

Differentiation

• Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999).
• to focus content (deconstruct the Standard)
• use the action verb & nouns in the standard to narrow down exactly what the student needs to know

Reading rockets

DIff INs VS UDL

Differentiation

• match student characteristics to instruction & assessment
• provides entry points, learning tasks, and outcomes
• can differentiate content processes and/or products
• scaffolds a must for gradual release
• same model for explicit instruction

Joan Sedita

Differentiation & Structured Literacy

• 5 minutes open link
• Review.....
• Structure of an Explicit Lesson
• Delivering Instruction
• Independent Practice
• Active Participation
• be ready to share 2 things you learned or found interesting and 1 question you may still have

Structured Literacy Mindset

Not a curriculum How you approach the content...vocabulary comprehesion writing

Padlet

4/10/24

Where do I start?

Example from 3rd Unit 2 - Social Studies Connection

You and the U.S. Government By: Jennifer Prior, Jennifer Overend Prior 5 – 7 Age 3.9 Level 30 Pages Readers will learn about taxes, the three branches of government, voting, and more through bright images and supportive text.

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How I would plan for a lesson in any subject....

Where do I start?

I review the unit with specific purposes in mind...

• Review 1: Focus on the words in the book/passage and vocabulary
• Review 2: Focus on what background information/prior knowledge will be helpful to highlight
• Review 3: Focus on the pacing of lessons and prioritizing content for your specific learners

Review 1

How can I make sure all the words are readable?How can I make sure word parts are practiced for mastery?

• Focus on the words in the book/passage and vocabulary

• look for patterns of the types of words to be read
• prefixes
• suffixes
• tricky phonics sounds
• Bold words (pronunciation given) with definition in glossary
• Identify other words that can improve overall reading skills
• Anticipate words that will be hard to read
• use syllable patterns to decode
• Anticipate words that will be hard to understand (abstract vs concrete)
• Fiction vs Non-fiction
• Non-fiction: text features, sentence structures
• descriptive, sequence, cause/effect, compare/contrast

problem/solution

• Fiction: characters, setting, problem, solution, sequence

Review 1 cont.

How can I make sure all the words are readable?How can I make sure word parts are practiced for mastery?

• What patterns do I see in words?
• -tion/-sion
• -ive
• Plurals
• -ment
• Soft sounds – j and c

Review 1 cont.

Where in story can I focus on sentence structure to enhance overall comprehension skills?

• Find places at least 1 a day to focus on

Descriptive

Sequence

Cause/Effect

Review 2: Background Knowledge

How can I make a connection for each chapter/section?

Know about the government? Who helps in your community? Know about laws? Rules in your house? Know about voting?

Play a video (Brainpop, Flocabulary, etc.) Play a song (School House Rock) If asking questions, be sure to have visuals- pictures of government buildings, police officers, voting booths, etc.

Focusing 5-7 minutes on background knowledge increase comprehension

+natalie wexler

Review 3: Read for Content

• Review Scope & Sequence for Standards
• I have X days to complete this story.

• Prioritize:
• Essential refers to the “Big Ideas” or concepts that you want your students to understand at a greater depth.
• Important refers to the key knowledge and skills that lead to student understanding of the essential knowledge.
• Compact refers to the less important stuff that students can usually get by without or will be acquired as a result of other instruction.

• Create 'I can' statements
• I know my learners' weaknesses - can I fit remediation skills anywhere? written/verbally
• Review the progression of Edio lessons, being conscious of where those standards fall.
• Which days are Essential/Important/Compact?
• Which Compact days would be better focused on Essential/Important?
• Where do components in Edio need to be adjusted?
• Review the assessment for standards you have prioritized & remediation.
• adjust assessment for priorities
• adjust assessment for weakness

make the standards come alive

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Bring it to life with an interactive window

Create a new layer with all the Genially features.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.
• Activate and surprise your audience.

…reduce Cognitive load when teaching by...

• Avoid overloading one store with information
• Don’t speak when you need students to be reading
• Stop talking when there is text on the board
• Use two separate stores to present new information
• Talk when you are displaying images
• Use colored font to show links or differences
• Make explicit links with prior learning to help students integrate the new information into their long-term memories
• Reduce unnecessary visual distractions from the front of the classroom

Timothy Rasinski If anyone would like for me to send you my Morphology Monday, Word Ladder Wednesdays, and Fluency Friday lessons, just send me an email with "Send Me Your Word Study & Fluency Lessons" in the subject line and I'll start a list of folks to send the lessons to via email and as pdfs trasinsk@kent.edu

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Bring it to life with an interactive window

Create a new layer with all the Genially features.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.
• Activate and surprise your audience.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Why Is Structured Literacy Effective? First, SL explicitly and effectively addresses foundational literacy skills, a core need of children with dyslexia as well as many other struggling students. Also, in all components of literacy, SL emphasizes teaching that is clear, systematic, and unambiguous to the learner—all important qualities for students experiencing difficulty. Finally, SL instruction can be very engaging to struggling students. Explicit teaching has been criticized as “drill and kill” that dulls interest and creativity, with typical literacy practices presented as inherently more engaging to children. Little research supports this view (Archer & Hughes, 2011). Reading children’s literature with beautiful pictures or extended opportunities to write for pleasure can indeed be motivating—but not for students who cannot decode or write well enough to enjoy them. Helping children to succeed at literacy is a key way to motivate and engage them, as well as to prepare them for ongoing, higher-level literacy learning.