Science of Reading Pathway & Instructions (Pathway E)

26

# of letters in English alphabet

44

# of phonemes in the English language

200

# of ways to spell the 44 sounds

phonics

An understanding of the relationship between the letters of written language and the individual sounds of spoken language; the use of letter combinations and patterns, syllable types, and word attack skills to read and spell words.

gradual release of responsibility

At the first instructional stage (I do it), the teacher presents a reading skill to students and uses modeling and think aloud. At the second stage (We do it), students practice the skill as a whole group or in small groups. The teacher guides this practice and provides corrective feedback to students. At the last stage (You do it), students practice the skill independently. Students require different amounts of practice and degrees of support in order to reach independent use.

core instruction

Core instruction should address the instructional needs of the majority of students in a school. During core instruction, teachers differentiate their teaching and provide appropriate scaffolds to support the individual needs of students within the regular classroom.

graph (root)

have to do with writing; has to do with letters

extended time for literacy

includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classes

motivation and self-directional learning

includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation

technology component

includes technology as a tool for and a topic of literacy instruction

intensive writing

including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond

effective instructional principles embedded in content

including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area

ongoing formative assessments of students

informal, often daily assessment of how students are progressing under current instructional practices

direct/explicit instruction

instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one's own understanding, and a host of other practices.

structured literacy approach

integrates listening, speaking, reading and writing: covers phonolgy, sound-symbol association, syllables, morphology, syntax and semantics

comprehensive and coordinated literacy program

interdisciplinary and interdepartmental and may even coordinate with out-of-school organizations and the local community

teacher teams

interdisciplinary teams that meet regularly to discuss students and align instruction

MTSS Tier III model

intervention tier, probably not in an inclusion class

text-based collaborative learning

involves students interacting with one another around a variety of texts

semantics

knowledge of word meanings and relationships

basic adolescent literacy

learning to read & write; struggling students

morphology examples

leaving off word endings or confusing them lack of knowledge of prefix or suffix meaning mixing up prefixes and suffixes

reading brain

left hemisphere primarily

occipital/temporal lobes (back of brain left hemisphere)

letter/word recognition, appearance and meaning of words stored, automaticity and language comprehension (FLUENCY)

morpho-phonemic system

meaning & sounds ex: music-musician

phonolgy examples

mispronunciation of sounds/words poor memory for names inability to blend or segment sounds in spoken words

ongoing summative assessments and progress

more formal and provides data that are reported for accountability and research purposes

systematic and cumulative instruction

organized in a logical order beginning with easiest and progressing to more difficult; as well as, each step is based on previously learned concepts

foundational reading skills

phonological awareness, alphabetic principle, phonics, decoding and sigh recognition collectively

four-part processing model of the brain (PROCESSORS of the BRAIN)

phonological, orthographic, meaning and context

strategic tutoring

provides students with intense individualized reading, writing, and content instruction as needed

content adolescent literacy

reading and writing to learn; used in all subjects; general skills (vocab, comprehension, writing, summaries, notes)

core literacy instruction

refers to the curricula and/or programs that are used to teach reading and writing to all students to ensure they reach literacy levels that meet or exceed grade-level standards.

syntax (instructional strategies)

rules how to use words, grammar; help write sentences

critical thinking

skills to gather info from sources they in order to write something about what they are reading or learning;also includes writing process

phoneme

smallest unit of sound that you can make in a language

pragmatics

social rules about language use

phonology

sound system, awareness of speech sounds

frontal lobe (front of left hemisphere)

speech sounds (input & output); allows a person to speak

orthography

spelling system, knowledge of letters

semantics examples

spoken vocab is limited in range alternate meanings for common words not known difficulty with synonyms, antonyms and analogies

phoneme substitution

substitute one phoneme for another to make a new word; p.e. cap --> tap

MTSS Tier II model

supplemental tier

syntax

system of rules of grammar, awareness of permissible word order in sentences

morphology

system of units of meaning in words

diagnostic instruction

teachers individualize instruction based on analysis of continuous assesments (formal [observation] and informal [standardized])

explicit instruction

teaching with continuous student-teacher interaction not assuming students can deduce concepts, includes multi-modality instruction

diverse texts

texts at a variety of difficulty levels and on a variety of topics

decoding

the ability to, when you see a word, figure out what it is and to be able to do it accurately and quickly (hopefully, without thought) phonemic awareness, phonics and fluency are the components of decoding

Prosody

the patterns of rhythm and sound used; p.e. learning that a comma expresses a needed pause

grapheme

the smallest part of written language that represents a phoneme in the spelling of a word; can be 1 or more letters; letter or combo of letters to represent a sound; p.e.(t, ch, tch)

morph root

to change smallest units of meaning in a word; can be prefixes, suffixes, roots; based on meaning not letters, syllables or sounds

reading fluency

to read words accurately, quickly, with prosody and comprehension

how many ways to spell long 'e'

tree, speak, chief, be, baby, receive, these, monkey +++

digraphs

two letters that represent one speech sound, such as "ch" for /ch/ in chin or "ea" for /e/ in bread.

syntax examples

using wrong verb forms or pronouns when speaking/writing speaking in short and/or incomplete sentences poor sentence structure when writing

intense instruction

variable that may strengthen neural pathways in dyslexics to "rewire" brain; in order to prepare the brain for the increasingly complex texts, most students need intense instruction toward early mastery of core reading skills like phonemic awareness, phonics , fluency, vocabulary and text comprehension

deliberate practice

variable that may strengthen neural pathways in dyslexics to "rewire" brain; it is when students hear and read many different kinds of texts as often as possible

literacy instruction

vocab, comprehension and writing need to be taught all the way through school grades

parietal/temporal lobes (toward back in left hemisphere)

word analysis, sound-symbol connection; breaks written word into sounds

reading comprehension

word recognition + language comprehension

provide models and use think aloud

Teachers should demonstrate how to perform a reading task or skill, along with an explanation of what is being done, before expecting students to do it on their own. Modeling and thinking aloud lets students see and hear how to apply the skill or complete the task.

data-drive instruction

Teachers should use formal and informal reading assessment data to inform instructional decisions. It is important to monitor progress (on a frequent basis) to determine which students are reaching benchmark goals for reading skills and which students are not. Teachers should use data to determine which skills need more explicit instruction and practice, how to group students for instruction, and which students may need supplemental intervention instruction beyond what is provided to all students.

comprehension

The ability to derive meaning based on the information in the text in combination with the reader's own knowledge. Comprehension improves when students use specific reading strategies.

fluency

The ability to read text quickly, accurately, and automatically, with proper expression and understanding.

phonemic awareness

The ability to separate, consider, and manipulate the individual sounds in spoken words. Before students learn to read, they must understand how the sounds in words work. (focus is sounds); can do without lights on

vocabulary

The ability to understand the meanings of words.

adolescent literacy

The skills and abilities required to read and write effectively in grades 4-12.

strive for automaticity through practice and review

When students learn a reading skill at an automatic (mastery) level, they have learned it so thoroughly that they can use it with little or no conscious attention. Decoding skills in particular must become fluent and automatic to enable students to focus on comprehension while reading. Significant guided practice, repetition, and spiraling back to review previous skills are critical to achieving automaticity.

provide opportunities for success

When teachers challenge students beyond their ability or readiness to learn a new reading skill, the result can be low self-confidence and unwillingness to participate in learning. When teachers introduce a new skill, they should start with simple examples, gradually adding more challenging tasks. It also helps to include practice with some previously learned skills along with newer, more challenging tasks so that students can experience some success.

discourse

ability to combine sentences to communicate ideas

word recognition (decoding)

ability to transform print into spoken language (phonemic awareness and phonics)

language comprehension

ability to understand spoken language (listening and speaking) deep vocab knowledge and syntactic awareness-->>grammar

fluency

accuracy and quickness with which you can do something (reading, speaking, etc...) PLUS: prosody and understanding

disciplinary adolescent literacy

advanced reading/writing to learn for specific subjects; usually high school

primary grades core reading instruction

all students are learning skills for all five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, with an emphasis on ensuring that foundational skills for decoding are developed by the end of grade 3.

context processor (brain)

associated with concepts and information; confirms meaning based on sentence context, text structure, and experience

Orthographic Processor (brain)

associated with memory for letters; recognizes, stores and recalls the graphemes (letters) that are used to represent written words; stores print information to support recognition and recall of words for reading and spelling

phonological processor (brain)

associated with the speech sound system and phonemic awareness; detects, recalls and understands the sounds (phonemes) in spoken words; involved in production of sounds in words for spoken language

meaning processor (brain)

associated with vocabulary knowledge; interprets and stores word meanings; organizes words and word relationships by categories, morphemes (meaningful units), and associated words

leadership

can come from principals and teachers who have a solid understanding of how to teach reading and writing to the full array of students present in schools

free morpheme

can stand on its own like the word 'cat' vs 'cats' with 2 morphemes cat + s

schema

collection of ideas related to the topic

motivation to read school-related texts

correlated evidence shows as student progress from elementary to middle schools motivation decreases to read school-related material; especially for struggling students

pragmatics examples

demands instead of asks difficulty taking turns in conversation lack of awareness of appropriate voice volume and/or physical boundaries when conversity

discourse examples

difficulty identifying main ideas/details in text disorganized or limited retelling ability problems with listening comprehension during read-alouds

orthography examples

difficulty remembering the letters in irregularly spelled words use of unreasonable letters and letter sequences when writing

brain plasticity

during brain development a range of brain circuits can adapt for new uses

phonics

focus on letters that represent sounds (need to be seen with lights on)

grades 6-12 core reading instruction

focuses primarily on vocabulary, comprehension, and writing about reading/learning that is integrated across all subjects,

phon (root)

greek for to listen (listening--can do with lights off or eyes closed) since you are focued on sounds not letters

levels of adolescent literacy

1-basic 2-content 3-disciplinary

comprehension components

1-vocab 2-strategies (finding main ideas, take notes, summarize, questions) 3-background knowledge 4-text structures (sentence construction)

digraph

2 letter sounds that make their own sound come together to make a new sound

differentiate instruction and provide scaffolds

Differentiated instruction entails designing instruction to suit individual student needs rather than using a standardized approach to instruction that assumes all students will learn to read the same way. Scaffolding is a hallmark of differentiated instruction. Scaffolding is assistance offered by a teacher to support learning a reading skill that a student is initially unable to grasp independently, and then removing the assistance once the skill is learned. There are several types of scaffolds: teacher scaffolding, content scaffolding, task scaffolding, material scaffolding.

explicit, systematic instruction

Explicit (direct) and systematic instruction refers to a planned and logical sequence of teaching reading, proceeding in small steps and checking for student understanding before moving to the next step. Teachers should follow a scope and sequence based on a logical order of reading skills, progressing from basic to more complex. Effective explicit instruction teaches prerequisite skills needed to learn new skills.

fMRI

Functional magnetic resonance imaging, measures brain activity and anatomy by detecting changes associated with blood flow (while reading for this topic)

use a multi-modality approach

Information is presented to students in a way that uses multiple senses to learn reading skills (visual, auditory, tactile-kinesthetic). Teachers should use visuals, objects and manipulatives (blocks, counters), color-coding, saying and repeating, actions, and movement whenever possible. This is especially helpful for younger students.

MTSS

Multi-Tiered System of Support; basic literacy skills would be taught to students who have difficulty with reading and writing as Tier II or III intervention instruction

professional development

PD that is both long term and ongoing