Structured Literacy
Introduction and Essential Principles and Practices
Directive from PDE: Chapter 49
Needed to Develop Professional Learning specific for CCA
Participated in and modeled after the TEN-HOUR PDE Session
Got "up and running" to develop a session with needed information to present in a friendlier time frame.
Focused on the learning targets and created a resource that will be presented in an hour-long session.
HOLD ON TIGHT! The next hour is the result. Sit back, listen and no need to panic. Know you have a thorough resource to reference at any time throughout the school year. Write down any questions you may have, a Padlet Parking Lot will be shared at the end where you can post your questions and have the answers presented as soon as possible.
Preface: The Journey
ResourcesLink to this Genially Agenda Handout Want to monitor understanding? Complete the Padlet at a time convenient for you- totally OPTIONAL Have a question? Share on the Parking Lot Padlet at the end.
Session Details
Info
Learning Outcomes for Session
Target 1
Target 3
Target 2
- Effectively teaching reading literacy skills:
- Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension
- Identifying and teaching students with dyslexia and other learning-based disabilities using appropriate scientific research and brain-based multisensory intervention methods and strategies.
- Differentiated instruction for teaching students with advanced reading skills and students with dyslexia and other language based learning disabilities
Target 5
Target 6
Target 4
- Using developmentally appropriate supports to ensure that students can effectively access reading instruction
- Implementing reading instruction using high-quality instructional materials
- Administering universal reading screeners
Index
Background Knowledge
Learning Targets
Definition Analysis
Resources
Screeners/Diagnostics
Examples
Instruction in SL
Glossary
ELL Considerations
Thanks
directions
Background Information
The Structured Literacy Program was developed by research conducted by the International Dyslexia Association. The Science of Reading 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. Be sure to press on the brain and lightbulb icons located throughout this resource, they will offer additional information that will bring clarity and background knowledge to how the brain processes during reading.
Fully developed between ages 11-13 (around puberty)
Fully developed between ages 25-30
Fully developed around age 20
Fully developed around age 25
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/
Definition Analysis
+ start
Structured Literacy Defined by the PDE
22 Pa.Code 49.1 defines "structured literacy" as systematic, explicit instruction that provides a strong core of foundational skills in the language systems of English, integrates listening, speaking, reading, spelling, and writing and emphasized the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics) and the organization of spoken and written discourse.
Click on Arrow to investigate each section, hit the return button on each slide to return here.
Let's Break it Down...
systematic, explicit instruction
that provides a strong core of foundational skills in the language systems of English,
integrates listening, speaking, reading, spelling, and writing
emphasized the structure of language
Systematic, Explicit Instruction
Explicit teaching occurs when key skills are directly taught, modeled and clearly explained. It follows an I Do- We Do- You Do model that must include explicit teacher modeling, guided practice with teacher feedback and ends with student independent practice.
Systematic teaching is instruction that follows a planned and logical sequence. Learning skills move from simple to complex.
Foundational Skills in the Language Systems of English
Concepts of Print Phonological Awareness
Phonics and Word Recognition Fluency
Arrows provide optional, additional information for each topic.
Very Similar to the "Big 5" of Reading
Integrates Listening, Speaking, Reading, Spelling and Writing
Content Specific Academic Standards Primary-12
Math Literacy Standards
Science Reading Standards 6-12
Science Writing Standards 6-12
English Standards 6-8
SS Writing Standards 6-12
SS Reading Standards 6-12
English Standards PK-5
Emphasizes the Structure of Language Across...
Speech to Sound System (PHONOLOGY). It is made up of Phonological Awareness (umbrella term for being aware of the different levels of the spoken language) and Phonemic Awareness or the awareness and eventual manipulation of individual sounds. Phonemes are the smallest unit of language or individual SOUNDS and graphemes are the letter(s) that correspond to the phoneme. Manipulating the Meaningful Parts of Words (MORPHOLOGY) Made up of MORPHEMES or the smallest unit of a word with meaning (base words, prefix, suffix) Writing System- letters and spelling (ORTHOGRAPHY) To read/write words accurately, they must be stored in long-term memory so students can orthographically map them. This means to bond the spelling (orthography), + pronunciation (phonology), + and meaning (semantics) of a word. Structure of Sentences (SYNTAX). The way words are structured in order to create phrases into sentences, following correct grammar to convey meaning.
Relationships Among Words (SEMANTICS) Meaning of words at the sentence and conversational level. Semantic maps are used to visually show the meaning and relationships among words. Rules that are Needed in Spoken and Written Discourse (PRAGMATICS) Deals with what a speaker/writer is saying or implying and the listener/reader is hearing or inferring.
Last page of this section
Understanding Screeners
+ start
Understanding the use of Universal Screeners, Diagnostics and Progress Monitoring
+ info
Screeners and Diagnostics
Click on the flags to see information about specific assessments that cover each domain of literacy. The purple flag is an example of a screener that covers all areas of reading. The "info" buttons provide optional, additional information to build your background knowledge.
+ info
ONLY page of this section
+ info
Instruction in Structured Literacy
+ start
Instruction in SL
Diagnostic
Instruction in Structured Literacy is EXTREMELY important. Think about what was discussed in the definition analysis and HOW instruction should occur in literacy. Each type of instruction is defined with examples.
+ info
Multi: Modal, Sensory and Linguistic
Explicit
Systematic
Cumulative
- Key skills are directly taught, modeled, and clearly explained
- There is no assumption that students will know how to do skills on their own
- Follows a planned and logical sequence
- Skills move from simple to complex.
- Matching instruction with best mode of learning
- involves multiple sensories (visual, auditory, kinesthetic)
- using two or more at one time
- Each skill builds upon the last skill learned
- The current skill must be mastered before moving on to the next
ONLY page of this section
+ info
+ info
+ info
+ info
+ info
Considerations for English Learners
+ start
Consideration for our English Learners
Prior Literacy Experiences and Current Practices
Need and Rate of Language Acquisition
Phonemic differences Between Primary Language and English
ONLY page of this section
Learning Targets
+ start
Learning Targets
Target 1
Target 3
Target 2
- Effectively teaching reading literacy skills:
- Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension
- Identifying and teaching students with dyslexia and other learning-based disabilities using appropriate scientific research and brain-based multisensory intervention methods and strategies.
- Differentiated instruction for teaching students with advanced reading skills and students with dyslexia and other language-based learning disabilities
+ page
+ page
+ page
Target 5
Target 6
Target 4
- Using developmentally appropriate supports to ensure that students can effectively access reading instruction
- Implementing reading instruction using high-quality instructional materials
- Administering universal reading screeners
+ page
+ page
+ page
1- Effectively Teaching Reading Literacy Skills
Do the terms below look familiar? They are the Big 5 in Reading covered in the definition portion of the session. Take a look at the Genially and share one strategy (appropriate for your grade and content area- remembering how VITAL the systemic and cumulative practice of teaching is to reading) in your guided notes.
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
2- Differentiated Instruction
How could the resources below help with literacy instruction in your classroom?
Advanced Readers
Readers with Dyslexia
Readers with EL Spport, or Language-Based Learning Difficulties
3- Identifying and Teaching with Research Methods and Strategies
Phonemic Awareness and Phonological Researched-Based Practices
Fluency Researched-Based Practices
Vocabulary Researched-Based Practices
Comprehension Researched-Based Practices
4- Implementing Instruction Using High Quality Instructional Materials
Edio
Multimodal/Multisensory
Florida Center for Reading Research
Literacy Design Collaborative
5- Using Supports with Student Access
Edio
Resources below reflect content and resources within the Edio learning system
Manipulatives
Sometimes manipulatives are useful for literacy support. Listed are some that could be helpful in a variety of settings.
Reading Graphic Organizers
Graphic Organizers are a great way to organize information in any content or grade level.
6- Administering Universal Reading Screeners
Will Wait for CCA Guidance on Universal Screeners at Primary and Secondary Levels
Last page of this section
Resources
+ start
Resources
Brain Research in Reading
What is the Science of Reading?
International Dyslexia Association
Structured Literacy was developed on the premise of research found in the Science of Reading where cognitive research with the brain was connected to the stages of reading development.
Infographics on Structured Literacy and Scarborough's Reading Rope provided by the IDA (those who built the competencies and standards for Structured Literacy)
Big 5 in Reading
What is Structured Literacy?
Read to understand the meaning of the "Big 5" in literacy instruction: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension
Really Great Reading's infographic review on the components of Structured Literacy.
Leadership Checklists for Literacy
Specific to Structured Literacy
For leaders K-12, walkthrough checklists for observations
ONLY page of this section
Professional Learning Resources
Challenges and Tips for EL Students
Examples
+ start
Examples of Explicit Phonics Instruction
Elementary Level: Grades K-2
Examples also include a playlist of Literacy Snippet tutorial videos that model instructional practices in literacy strategies.
+ 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.
+ 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.
Last page of this section
+ info
Glossary of Terms
+ start
Glossary of Literacy Terms
Link
ONLY page of this section
thank You for your time and dedication with today's training...
And all you do for our students.
Please feel free to reach out to your Instructional specialist for any support you feel you may need in developing your understanding (this year) or implementing Structured learning in the year to come.
References
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/Creating interactive content is easy. Genially. (n.d.). https://genial.ly/ Department of Education, & PDE, Structured Literacy (SL) Program Framework Guidelines (2022). Retrieved May 2, 2023, from https://www.stateboard.education.pa.gov/Documents/Structured%20Literacy%20Competencies%20Program%20Framework%20Guidelines.pdf. Department of Education, & PDE, Introduction to Structured Literacy (2022). Pennsylvania Department of Educations. Retrieved May 2, 2023, from https://lms.pdesas.org/content/courses/FFT/04/courses/PD9114/media/ebook/ebook.pdf.
Structured Literacy Essential Principles and Practices
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Transcript
Structured Literacy
Introduction and Essential Principles and Practices
Directive from PDE: Chapter 49
Needed to Develop Professional Learning specific for CCA
Participated in and modeled after the TEN-HOUR PDE Session
Got "up and running" to develop a session with needed information to present in a friendlier time frame.
Focused on the learning targets and created a resource that will be presented in an hour-long session.
HOLD ON TIGHT! The next hour is the result. Sit back, listen and no need to panic. Know you have a thorough resource to reference at any time throughout the school year. Write down any questions you may have, a Padlet Parking Lot will be shared at the end where you can post your questions and have the answers presented as soon as possible.
Preface: The Journey
ResourcesLink to this Genially Agenda Handout Want to monitor understanding? Complete the Padlet at a time convenient for you- totally OPTIONAL Have a question? Share on the Parking Lot Padlet at the end.
Session Details
Info
Learning Outcomes for Session
Target 1
Target 3
Target 2
Target 5
Target 6
Target 4
Index
Background Knowledge
Learning Targets
Definition Analysis
Resources
Screeners/Diagnostics
Examples
Instruction in SL
Glossary
ELL Considerations
Thanks
directions
Background Information
The Structured Literacy Program was developed by research conducted by the International Dyslexia Association. The Science of Reading 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. Be sure to press on the brain and lightbulb icons located throughout this resource, they will offer additional information that will bring clarity and background knowledge to how the brain processes during reading.
Fully developed between ages 11-13 (around puberty)
Fully developed between ages 25-30
Fully developed around age 20
Fully developed around age 25
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/
Definition Analysis
+ start
Structured Literacy Defined by the PDE
22 Pa.Code 49.1 defines "structured literacy" as systematic, explicit instruction that provides a strong core of foundational skills in the language systems of English, integrates listening, speaking, reading, spelling, and writing and emphasized the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics) and the organization of spoken and written discourse.
Click on Arrow to investigate each section, hit the return button on each slide to return here.
Let's Break it Down...
systematic, explicit instruction
that provides a strong core of foundational skills in the language systems of English,
integrates listening, speaking, reading, spelling, and writing
emphasized the structure of language
Systematic, Explicit Instruction
Explicit teaching occurs when key skills are directly taught, modeled and clearly explained. It follows an I Do- We Do- You Do model that must include explicit teacher modeling, guided practice with teacher feedback and ends with student independent practice.
Systematic teaching is instruction that follows a planned and logical sequence. Learning skills move from simple to complex.
Foundational Skills in the Language Systems of English
Concepts of Print Phonological Awareness
Phonics and Word Recognition Fluency
Arrows provide optional, additional information for each topic.
Very Similar to the "Big 5" of Reading
Integrates Listening, Speaking, Reading, Spelling and Writing
Content Specific Academic Standards Primary-12
Math Literacy Standards
Science Reading Standards 6-12
Science Writing Standards 6-12
English Standards 6-8
SS Writing Standards 6-12
SS Reading Standards 6-12
English Standards PK-5
Emphasizes the Structure of Language Across...
Speech to Sound System (PHONOLOGY). It is made up of Phonological Awareness (umbrella term for being aware of the different levels of the spoken language) and Phonemic Awareness or the awareness and eventual manipulation of individual sounds. Phonemes are the smallest unit of language or individual SOUNDS and graphemes are the letter(s) that correspond to the phoneme. Manipulating the Meaningful Parts of Words (MORPHOLOGY) Made up of MORPHEMES or the smallest unit of a word with meaning (base words, prefix, suffix) Writing System- letters and spelling (ORTHOGRAPHY) To read/write words accurately, they must be stored in long-term memory so students can orthographically map them. This means to bond the spelling (orthography), + pronunciation (phonology), + and meaning (semantics) of a word. Structure of Sentences (SYNTAX). The way words are structured in order to create phrases into sentences, following correct grammar to convey meaning.
Relationships Among Words (SEMANTICS) Meaning of words at the sentence and conversational level. Semantic maps are used to visually show the meaning and relationships among words. Rules that are Needed in Spoken and Written Discourse (PRAGMATICS) Deals with what a speaker/writer is saying or implying and the listener/reader is hearing or inferring.
Last page of this section
Understanding Screeners
+ start
Understanding the use of Universal Screeners, Diagnostics and Progress Monitoring
+ info
Screeners and Diagnostics
Click on the flags to see information about specific assessments that cover each domain of literacy. The purple flag is an example of a screener that covers all areas of reading. The "info" buttons provide optional, additional information to build your background knowledge.
+ info
ONLY page of this section
+ info
Instruction in Structured Literacy
+ start
Instruction in SL
Diagnostic
Instruction in Structured Literacy is EXTREMELY important. Think about what was discussed in the definition analysis and HOW instruction should occur in literacy. Each type of instruction is defined with examples.
+ info
Multi: Modal, Sensory and Linguistic
Explicit
Systematic
Cumulative
ONLY page of this section
+ info
+ info
+ info
+ info
+ info
Considerations for English Learners
+ start
Consideration for our English Learners
Prior Literacy Experiences and Current Practices
Need and Rate of Language Acquisition
Phonemic differences Between Primary Language and English
ONLY page of this section
Learning Targets
+ start
Learning Targets
Target 1
Target 3
Target 2
+ page
+ page
+ page
Target 5
Target 6
Target 4
+ page
+ page
+ page
1- Effectively Teaching Reading Literacy Skills
Do the terms below look familiar? They are the Big 5 in Reading covered in the definition portion of the session. Take a look at the Genially and share one strategy (appropriate for your grade and content area- remembering how VITAL the systemic and cumulative practice of teaching is to reading) in your guided notes.
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
2- Differentiated Instruction
How could the resources below help with literacy instruction in your classroom?
Advanced Readers
Readers with Dyslexia
Readers with EL Spport, or Language-Based Learning Difficulties
3- Identifying and Teaching with Research Methods and Strategies
Phonemic Awareness and Phonological Researched-Based Practices
Fluency Researched-Based Practices
Vocabulary Researched-Based Practices
Comprehension Researched-Based Practices
4- Implementing Instruction Using High Quality Instructional Materials
Edio
Multimodal/Multisensory
Florida Center for Reading Research
Literacy Design Collaborative
5- Using Supports with Student Access
Edio
Resources below reflect content and resources within the Edio learning system
Manipulatives
Sometimes manipulatives are useful for literacy support. Listed are some that could be helpful in a variety of settings.
Reading Graphic Organizers
Graphic Organizers are a great way to organize information in any content or grade level.
6- Administering Universal Reading Screeners
Will Wait for CCA Guidance on Universal Screeners at Primary and Secondary Levels
Last page of this section
Resources
+ start
Resources
Brain Research in Reading
What is the Science of Reading?
International Dyslexia Association
Structured Literacy was developed on the premise of research found in the Science of Reading where cognitive research with the brain was connected to the stages of reading development.
Infographics on Structured Literacy and Scarborough's Reading Rope provided by the IDA (those who built the competencies and standards for Structured Literacy)
Big 5 in Reading
What is Structured Literacy?
Read to understand the meaning of the "Big 5" in literacy instruction: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension
Really Great Reading's infographic review on the components of Structured Literacy.
Leadership Checklists for Literacy
Specific to Structured Literacy
For leaders K-12, walkthrough checklists for observations
ONLY page of this section
Professional Learning Resources
Challenges and Tips for EL Students
Examples
+ start
Examples of Explicit Phonics Instruction
Elementary Level: Grades K-2
Examples also include a playlist of Literacy Snippet tutorial videos that model instructional practices in literacy strategies.
+ 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.
+ 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.
Last page of this section
+ info
Glossary of Terms
+ start
Glossary of Literacy Terms
Link
ONLY page of this section
thank You for your time and dedication with today's training...
And all you do for our students.
Please feel free to reach out to your Instructional specialist for any support you feel you may need in developing your understanding (this year) or implementing Structured learning in the year to come.
References
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/Creating interactive content is easy. Genially. (n.d.). https://genial.ly/ Department of Education, & PDE, Structured Literacy (SL) Program Framework Guidelines (2022). Retrieved May 2, 2023, from https://www.stateboard.education.pa.gov/Documents/Structured%20Literacy%20Competencies%20Program%20Framework%20Guidelines.pdf. Department of Education, & PDE, Introduction to Structured Literacy (2022). Pennsylvania Department of Educations. Retrieved May 2, 2023, from https://lms.pdesas.org/content/courses/FFT/04/courses/PD9114/media/ebook/ebook.pdf.