Structured Literacy Interactive Graphic

STRUCTURED LITERACY

ReSOURCES

IDA Structured Literacy Infomap

Adapted from the

An approach Grounded in the science of reading

Students & Instructors

Structured Literacy

The "HOW"

The "WHAT"

The "WHO"

Integrated Language, Reading & Writing Instruction Supporting Automaticity, Fluency & Reading Proficiency.

Planned, Purposeful Instructional Decisions for Tasks and Texts.

Tier 1 General Eduaction Classroom Teacher

Vocab/Background Knowledge

Data Driven

Phonemes - Graphemes

Explicit

Tier 2 General or Special Education Teacher, Reading Specialist, Intervention Personnel

Sentence Structure/Grammar

Targeted Prompt Feedback

Morphemes

Sequential

Text Structure

Highly Interactive

Syllable & Stress Patterns

Cumulative

Tier 3 Dyslexia Specialist, Special Ed Teacher

Critical Thinking

Scaffoleded

Orthographic Conventions

Multimodal

Science of Reading

Addresses Foundational Skills

Meets Needs for ALL Learners

Reduces Challenge of Learning

The "WHY"

The "WHO"

Structured literacy is a versatile approach that can benefit teachers across all tiers of instruction. Its systematic and research-based framework makes it suitable for addressing the diverse learning needs of students.

WHY Structured Literacy?

Promotes an Instructional Design that Reduces the Challenge of Learning

Structured Literacy approaches are characterized by planned, purposeful selections of:

• Instructional Examples
• Tasks
• Texts

Introduction to Structured Literacy

Syllable and Stress Pattern

By teaching syllable division, syllable types, and patterns of stress in words, students advance their decoding and word recognition skills with multisyllabic words.

The rhythm of English and its impact on instruction. (n.d.). https://www.thedyslexiaclassroom.com/blog/the-rhythm-of-english-and-its-impact-on-instruction

Morphology

The system of word-forming elements and processes in language (MerriamWebster.com)

• The study of structure and forms of words (derivation, inflection, compounding)
• The smallest meaningful linguistic unit
• base words
• prefixes
• suffixes
• roots

• Morphological awareness: the ability to understand, analyze, and manipulate morphemes in words
• Students focus on sound, pattern, and meaning simultaneously
• Phonemic awareness and the alphabetic principle must be taught first before more complex morphology instruction

Multimodal Instruction

Examples of multimodal teaching include activities such as:

• moving tiles into sound boxes
• using hand gestures to support memory associations
• building words with letter tiles
• assembling sentences with word cards, or color-coding sentences in paragraphs

Multimodal instruction involves simultaneously, or in close sequence, engaging the student with the material using two or more sensory “modalities." Researchers hypothesize that engaging multiple senses causes the brain to store information in long-term memory.

Phonology

The Sound-system of Language

• Includes speech sounds, patterns, and sound rules
• Umbrella term that describes awareness at different levels of spoken language (words, syllables, onset-rime, and phonemes)
• Structured Literacy emphasizes a synthetic-phonics approach, including initial phonics instruction at the phoneme level.

• Focus on grapheme-phoneme level correspondence
• letter-sound correspondences or symbol-sound correspondences

The "WHY"

Reasoning and rationale for implementing Structured Literacy into an elementary classroom. SL addresses foundational literacy skills, reduces the challenge of learning, and is designed to meet the needs of ALL students.

Targeted Prompt Feedback

Clear Explanations: Feedback should include clear explanations of why certain aspects of the response are correct or incorrect, helping students understand the rationale behind the evaluation. Suggestions for Improvement: Feedback should provide suggestions for improvement, offering students guidance on how to enhance their performance in future assignments or assessments. Timeliness: Feedback is most effective when delivered in a timely manner. Providing promt feedback allows students to reflect on their work while it's fresh in their minds and make necessary adjustments.

Importance of Providing Meaningful Student Feedback

Vocabulary

and background knowledge

Development of Vocabulary by:

• Specific word instruction
• Word Learning Strategies

Expanding student understanding of words and their meanings. Background Knowledge is built by reading, writing, and engaging with life experiences. Vocabulary binds knowledge networks together.

Breadth and deapth of word-meaning knowledge increases along with our background and world knowledge.

The "HOW"

Essential principals of instruction guide how content is taught for both reading and written expression. These principals are beneficial for all students and necessary for struggling students.

Explicit Instruction

"I do, we do, you do" Model

Explicit teacher modeling, guided practice for students with teacher feedback, independent student practice.

• Key skills are directly taught, modeled, and clearly explained.
• Improves word recognition, fluency, spelling, and reading comprehension.

Tier 1

The "WHO"

Tier 1 instruction involves general classroom instruction, where teachers work with all students in a typical classroom setting. This encompasses the core curriculum and addresses the educational needs of the majority of students.

Highly Interactive

Interactive reading encourages students to interact with the text through questioning, discussion, predictions, connections, and reflections. This approach not only improves students' understanding of the material but also promotes their ability to analyze, evaluate, and synthesize information. Interactive reading cultivates a lifelong love of reading by making the experience interactive, meaningful, and enjoyable for students.

Orthography

The writing system of a language. Correct/standardized spelling according to established usage (Carreker and Birsh, 2018 p.834)

• Word Specific - Bonds a specific spelling sequence in a word to its specific pronunciation.
• Phoneme-grapheme mapping is a visual way to represent the relationship between phonemes (sounds) and their graphemes (letters).
• Students connect sounds they hear with the letter(s) representing that sound.

WHY Structured Literacy?

Meets the Needs of ALL Learners

• Structured Literacy ensures that skills are adressed and that all students receive systematic, explicit, sequential, and multimodal instructioin using research-based curricula.
• Educators can differentiate instruction for high-achieving students, such as those who master certain tasks quickly.
• Structured Literacy is about helping students develop the linguistic knowledge and skills needed to become proficient readers and writers.

Introduction to Structured Literacy

The "WHAT"

Of Structured Literacy

Structured literacy employs systematic and explicit instruction that integrates:

• listening
• speaking
• reading
• writing

Addresses all essential components highlighted in the word recognition and language comprehension strands of Scarborough’s Reading Rope.

Carreker and Birsh (2018) define syntax as “the system by which words may be ordered in phrases, clauses, and sentences; sentence structure; grammar” (p. 843) Think of syntax as how language is used to form a thought, the pattern or structure of word order in sentences, clauses, and phrases. Includes:

• grammar
• sentence variation
• the mechanics of language.

Syntax

The study of the meaning of words and the relationships among words, including meaning at the word, sentence, and conversational level is a system of language (PaTTAN Glossary, PDE). Concerned with meaning, the analysis of the meanings of words, phrases, sentences, discourse, and whole texts. A semantic map is a graphic organizer that depicts the relationship of words.

Semantics

Defined as the rules that govern and describe how language is used in different contexts and environments

Pragmatics

Discourse

Extended language, whether written or spoken, and how it is organized to convey meaning and purpose

Resources

[Gnowbe]. What is Multi-Modal Learning? [Video]. YouTube.

International Dyslexia Association (2023). Structured Literacy Infomap.

Jiban, C., Ph.D. (2022, April 19). Decisions, data, and doing the science of reading. NWEA.

Webster, D., Ph.D. (2023, December 12). What Is Structured Literacy? An Introduction.

Smith et al. (2021, August 1). 5 data-powered strategies for literacy development. NWEA.

[Susan Jones Teaching]. How to Teach Phonemic Awareness in Kindergarten, 1st, & 2nd Grade | Phonemic Awareness Activities [Video]. YouTube.

[AITSL]. Effective feedback animation [Video]. YouTube.

[Goally Apps]. What is Morphology - Explained in easy terms [Video]. YouTube.

Center for Teaching Excellence (n.d.). Importance of Providing Meaningful Student Feedback. University of South Carolina.

Why does stress matter? [Graphic]. The Dyslexia Classroom.

[The Colorful Apple]. What is an interactive read aloud? [Video]. YouTube.

Sight Words and Orthographic Mapping [Graphic]. Reading Rockets.

[Iowa Reading Research Center]. Literacy Explainer - Scaffolding [Video]. YouTube.

Structured Literacy: The "What" [Graphic]. Core Learning.

[Council for Exceptional Children]. HLP #16 Use Explicit Instruction [Video]. YouTube.

Harrison, C. (2023, February 9). Stuck On Decoding: 5 Ways To Scaffold Instruction. The Dyslexia Classroom.

Mechelke, M. (2023, March 21). Scope and Sequence: What Is It, and How Do Educators Use It to Guide Instruction? Iowa Reading Research Center.

Spear-Swerling, L., Ph.D. (2019, June 1). Here’s Why Schools Should Use Structured Literacy. International Dyslexia Association.

(n.d.). Introduction to Structured Literacy. Pennsylvania Department of Education.

Structured and cumulative reading instruction - what should it look like? [Graphic]. Phonic Books Ltd.

Data Driven

Employing student data in reading instruction allows educators to tailor their teaching methods to individual students' needs, strengths, and weaknesses. By analyzing data such as reading levels, comprehension abilities, and areas of difficulty, teachers can develop targeted interventions, select appropriate instructional materials, and track students' progress effectively.

Decisions, data, and doing the science of reading

5 data-powered strategies for literacy development

Sequential Teaching

• Orderly presentation of concepts in a series of connected lessons.

• Presents material in a logical order for introducing, reviewing, and practicing concepts that builds on previously taught material.
• Typically begins with easiest skills and progresses systematically to more difficult skills.

Scope and Sequence: What Is It, and How Do Educators Use It to Guide Instruction?

Text Structure

Specific way text is organized to convey the type of information provided.

Teach the difference between narrative texts and informational texts. The ability to understand the different structures of the texts and how information is presented in them allows students to be able to comprehend the text.

• Cause and effect
• Compare and contrast
• Problem and solution
• Description
• Sequence

WHY Structured Literacy?

Addresses Foundational Literacy Skills

Foundational skills are a core need of struggling readers and children with dyslexia. These areas include:

• Oral language
• Decoding
• Spelling
• Automatic recall of sight words

Here’s Why Schools Should Use Structured Literacy

Critical Thinking

The ability to think critically while reading involves:

• Making inferences about the text using background knowledge and information from the text
• Metacognition - the ability to monitor comprehension
• Know when to stop and use strategies if comprehension is impaired

Tier 3

The "WHO"

Tier 3 instruction is highly individualized and intensive, targeting students who require intensive interventions due to significant learning difficulties or differences. These interventions are tailored to meet specific student needs and may involve specialized programs or services. Neither Tier 2 or Tier 3 instruction replaces Tier 1 instruction.

Tier 2

The "WHO"

Tier 2 instruction focuses on providing targeted interventions to students who require additional support or who are at risk of falling behind. These interventions are designed to supplement Tier 1 instruction and provide more personalized assistance.

Cumulative Learning

Cumulative learning is the process in which we develope knowledge and skills that improve over time. It promotes retention and long-term learning outcomes by reinforcing key concepts throughout the curriculum. Cumulative reading instruction involves introducing letters and sounds step-by-step, and then including previous knowledge at each new stage.

Scaffolded Instruction

Why is scaffolding crucial in reading? Scaffolding techniques play a vital role in education by enhancing students' skills, particularly in reading. A students ability to comprehend text is essential to mastering content in any subject area. How can you scaffold students in reading? Common strategies include utilizing small groups and employing Read-Aloud/Think-Aloud techniques. What approaches exist to scaffold a reading passage? Common methods include providing background information, introducing vocabulary in advance, and utilizing graphic organizers.

Stuck On Decoding: 5 Ways To Scaffold Instruction