Coach Review on Structured Literacy

A Recipe for Reading

Start

Structured Literacy

4. But I'm Not a Reading Teacher

3. Structured Literacy vs. Science of Reading

2. Definition Analysis

1. Background Knowledge

7. Strategies

10. Thanks

8. Examples

9. Sort Activity

6. Where do I Fall in Structured Literacy

index

Slide 2

What is Dyslexia?

Structured Literacy was developed by the International Dyslexia Association

Slide 3

Fully developed between ages 25-30

Fully developed around age 25

Fully developed around age 6

Fully developed between ages 11-13 (around puberty)

Sedita, J. (2020, April 8). How the brain learns to read. Keys to Literacy. Retrieved May 4, 2023, from https://keystoliteracy.com/blog/how-the-brain-learns-to-read/

The Structured Literacy Framework was developed through research conducted by the International Dyslexia Association. The Science of Reading (click here to learn more) is the basis of that research. The Science of Reading goes into depth explaining the research that has gone into what occurs in the brain during reading. It has been discovered that learners with reading disabilities need even more explicit instruction (multi-modal) to develop the neuropathways necessary to make reading an efficient process.

Background Knowledge

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Definition

What IS Structured Literacy?Go through a breakdown of the PA Department of Education definition of Structured Literacy for Act 49

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vs

Structured Literacy is the HOW:The approach to teaching reading based on the research.

Structured Literacy

The Science of Reading is the WHY: The research behind the NEED for structured literacy in EVERY classroom.

Science of Reading

Science of Reading vs. structured Literacy

Slide 7

SS Writing Standards 6-12

Science Writing Standards 6-12

English Standards 6-12

SS Reading Standards 6-12

Science Reading Standards 6-12

Integrates Listening, Speaking, Reading, Spelling and Writing

Math Literacy Standards

Content Specific Academic Standards Primary-12

But I'm not a LITERACY teacher

Slide 9

I'm a Reading Chef, but what is my specialty?

Structured Literacy

VS

Slide 10

Think about Scarborough's Reading Rope and where YOUR teachers fall for the next couple of slides:

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Foundational Skills

Phonological Awareness Decoding, and Sight Word Strategies

Comprehension

Cross Curricular Comprehension Strategies

Vocabulary

Cross Curricular Vocabulary Strategies

Language

word recognition

WRITING IS EVERYWHERE!!!

Slide 14

Examples

Examples

Foundational skills

Examples

Comprehension

Vocabulary

Language

word recognition

We must remember the process when we Take the "ingredients" and "bake" them to create a delicious "Recipe for REading".

Balanced Literacy vs. Structured Literacy

Slide 16

Answer Key

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Typical Practices

Phonics skills are taught explicitly and systematically, with prerequisite skills taught first. For beginning readers, these skills receive considerable initial emphasis

The Phonics approach is synthetic (parts to whole). Students learn sounds for common letters and letter patterns (e.g., sh, -ck) and how to blend them (phoneme blending)

Structured Literacy Practices

Beginning readers usually read decodable texts (texts largely controlled to specific phonics patterns that have been explicitly taught) that facilitate learning to apply phonics skills in reading texts

Oral text reading with a teacher is included in lessons

When students read text orally, they are encouraged to look carefully at printed words and apply decoding skills to unfamiliar words

Spelling skills are taught explicitly and systematically with prerequisite skills taught first and with instruction in common spelling rules (e.g., rules for adding endings). Spelling instruction reinforces and extends what students learn in decoding

Phonics skills are usually taught but not emphasized, even for beginners. Teaching is often not highly explicit or systematic. Prerequisite skills may not be taught first

Phonics approach may be synthetic, but is often analytic (whole to parts) or decoding by analogy (e.g., “word families”)

Beginning readers usually read leveled and predictable texts (texts in which words are predictable based on sentence structure, repetition, or pictures) that do not easily lend themselves to application of phonics skills

Partner reading and independent reading may be emphasized more than oral text reading with a teacher

Structured Literacy vs Typical Practices

Higher levels of literacy are explicitly and systematically taught (e.g., sentence structure, paragraphs, discourse), including prerequisite skills

When students read text orally, some errors may be overlooked, especially if they do not greatly alter meaning. Teacher feedback to errors may emphasize sentence context or pictures rather than the consistent application of decoding skills

Spelling is often not taught in an explicit or systematic manner. Students may learn word lists in which words exemplify no particular phonics pattern or spelling rule. Spelling programs may be completely distinct from decoding program with different words in the two programs

Some higher levels of literacy may be explicitly taught but usually not systematically and not with strong attention to prerequisite skills

Test your knowledge- sort (drag) the practice into the correct category

Slide 16

Thanks!

+ info

Examples of Explicit Comprehension Instruction

Primary and Secondary Examples (focus-Vocabulary)

Examples also include a playlist of Literacy Snippet tutorial videos that model instructional practices in literacy strategies.

Examples of Explicit Phonics Instruction

Examples also include a playlist of Literacy Snippet tutorial videos that model instructional practices in literacy strategies.

+ info

Phonics Instruction-Research Based Approach

Florida Center for Reading Research

Phonics for Reading

iReady

Intervention Central

Tools 4 Reading

PA Senate Bill 901 was passed on October 31, 2024. This bill requires all PA schools to provide training that supports the teaching of reading. Training should include, but not be limited to:

• Evidence-based intervention practices on Structured Literacy
• Explicit and systematic instruction:
• Phonological and phonemic awareness (K-2)
• The use of a cueing system is NO LONGER allowed in grades K-2
• Introductory lessons for vocabulary, comprehension, writing etc...
• Alphabetic principle (Phonics):
• decoding
• encoding
• fluency
• vocabulary
• Reading comprehension:
• including building content knowledge

Background Knowledge

Sketchnotes

Summarizing

Graphic Organizers

Cornell Notes

Close Reading

Reciprocal Teaching

Jigsaw

+ info

Examples of Explicit Vocabulary Instruction

Based on Strategies: May differentiate through Word Choice

Examples also include a playlist of Literacy Snippet tutorial videos that model instructional practices in literacy strategies.