English Language Arts and Reading

Phonology

an awareness of sounds such as syllables, rhymes, and phonemes

Syntax

an understanding of word order and grammar rules

Semantics/Vocabulary

an understanding of the meaning of words and phrases

Morphology

an understanding of the meaning of words forms and parts of words

Pragmatics

an understanding of the social rules of communication

3 things related to increased reading comprehension

1. the more complex aspects of oral language, including syntax or grammar

2. complex measures of vocabulary

3. listening comprehension

Listening comprehension

the processes involved in understanding and making sense of spoken language

Reading

the process of simultaneously extracting and constructing meaning through interaction and involvement with written language

Decoding

to use knowledge of letter/sound relationship to translate the print to speech (happens during reading)

Encoding

to use knowledge of letter/sound relationship to translate the spoken word to print (happens during writing)

Second language acquisition

• English as a Second Language

• English Language Learner

• learning a second language after a first or primary language is already established

Stages of Second Langugage Acquisition

1. preproduction

2. early production

3. speech emergence

4. intermediate fluency

5. advanced fluency

English Language Proficiency Standards (ELPS)

help teachers know how to incorporate language objectives into every subject/content they are teaching

Sheltered Instruction Observation Protocol

• lesson preparation and planning

• build background knowledge

• comprehensible input

• strategies

• interaction

• practice/apply learning

• lesson delivery

• review/assessment

Culturally Responsive Pedagogy

theoretical model that focuses on multiple aspects of student achievement and supports students in upholding their cultural identity

Funds of Knowledge

• a student’s academic and personal background knowledge

• a student’s accumulated life experiences

• a student’s skills and knowledge used to navigate everyday social contexts

• a student’s world views shaped by broader historically and politically influenced social force

Growth mindset

assumes that intelligence, ability, and talent can be developed with effort, learning, and dedication

Fixed mindset

assumes that intelligence, ability, and talent are fixed traits that cannot be significantly developed

Reading

the process of making meaning from print

Frontal Lobe

• processing of speech sounds

• verbal memory

Temporal Lobe

• language comprehension

• verbal memory

Parietal-Temporal Region

• breaks down words into sounds

• beginning readers rely on

Occipital-Temporal Region

• critical for reading fluency and automaticity

• activated when you decode a word quickly automatically

Model of reading

process that a student goes through when they are learning to read

Method

how a teacher teaches reading or the instruction that is delievered in order to facilitate the process of learning to read

Simple View of Reading Model

Simple View of Reading

• proposed by Gough and Turner (1986)

• if you could decode the print and read it aloud, then your oral language comprehension would determine the depth of your reading comprehension

SVR: Word Recognition

• phonological awareness

• phonics

• fluency

SVR: Language Comprehension

• comprehension & vocabulary

• language concepts

• communication

Scarborough’s Rope Model

Scarborough’s Rope

• a model for explaing what was known about the reading process

• when the necessary skills of word recognition are automatic and language comprehension skills are strategic, the strands in a rope become stronger when twisted together and lead to skilled reading

SR: Language Comprehension

• background knowledge

• vocabulary

• language structures

• verbal reasoning

• literacy knowledge

SR: Word Recognition

• phonological awareness

• decoding

• sight recognition

Skilled Reading

fluent execution and coordination of language comprehension and word recognition

Active Model of Reading Model

Active Model of Reading

• Cartwright and Duke (2021)

• reading is impacted by the text, task, and sociocultural context as well as word recognition and language comprehension

Active Model of Reading pt.2

as a reader encounters text they will employ word recognition skills and language comprehension skills as well as bridging process that overlap in both a reader’s ability to recognize the words in the text and understanding the meaning of the text

Self-regulation

• motivation and engagement

• executive function skills

  • working memory, self-control, and cognitive flexibility

• strategy use

AMOR: Word Recognition

• phonological awareness

• alphabetic principle

• decoding skills

• recognition of words at sight

Bridging Processes

• print concepts

• reading fluency

• vocabulary knowledge

• morphological awareness

• graphophonological-semanitc cognitive flexibility

AMOR: Language Comprehension

• cultural and other content knowledge

• reading-specific background knowledge

• verbal reasoning

• language structure

• theory of mind

Simple View of Reading Components

• decoding/phonics

• vocabulary

• comprehension

Scarborough’s Rope Components

• phonological awareness

• decoding/phonics

• fluency

• vocabulary

• comprehension

• knowledge building

• language structures

• verbal reasoning

Active Model of Reading Components

• phonological awareness

• decoding/phonics

• fluency

• vocabulary

• comprehension

• knowledge building

• language structures

• verbal reasoning

• self-regulation

• motivation

• executive function

Art of Teaching Reading

how you actually manage the assess/decide/guide cycle of instruction within the gradual release framework

Phonemic Awareness

awareness of individual speech sounds

Print Concepts

• awareness of print

• print has meaning, the relationship between print

• speech, print is made up of letters and words

Alphabetic Principle

identifying letters and associating letters with sound

Phonics

instructional practices for teaching beginning readers sound-symbol relationship

Sight Words

printed words stored in the reader’s memory that can be automatically recognized and read immediately without having to use decoding strategies

Syllabication

• the transition from one syllable to the next

• at this stage of decoding and spelling students work with words or more than one syllable and they learn how syllables join, extending their vowel pattern knowledge

Morphemic Analysis

the process of breaking down words in terms of its meaning units also known as morphemes

Fluency

• the automatic recognition of words

• consists of accuracy, automaticity, and prosody

Accuracy

correctly saying the words

Automaticity

rate of reading

Vocabulary

refers to the words we must understand to communicate effectively

4 Types of Vocabulary

listening, speaking, reading, and writing

Comprehension

• understanding whay you read

• different strategies

The Gradual Release of Responsibility of Instruction

frame for teching all subjects/content

GRR Model of Instruction

goal is to shift the cognitive responsibility (the thinking) from yourself, the teacher, to the learner in a way that supports them to be independent

Focused/Direct Instruction

where the teacher is demonstrating, modeling, thinking aloud

Guided Instruction

• where students have a chance to try out the strategy or skill that you have modeled

• gives you an opportunity to see what the students have understand

• students doing majority of the talking and thinking

Collaborative learning

a time where students work with each other

Cooperation

when students divide up the jobs, each person does their own thing to accomplish the task

Collaboration

• when students work together, sharing their knowledge, and thinking each person has an individual accountability

• end result is new knowledge/new thinking

Gradual Release Model of Instruction

Science of Reading

foundational skills and strategies that all skilled readers and writers need in order to be fluent and independent

Motivation

• car ignition

• prompts the car to start

Engagement

• gas in car

• keeps it going

Read Aloud

an instructional practice where teachers, parents, and caregivers read texts aloud to children

Shared Reading

• an interactive reading experience that occurs when students join in or share the reading with the teacher

• typically use a big book or other enlarged text for all to see in order to share in the reading

Guided Reading

• the teacher works with a small group of students who have similar reading processes or skills needs

• the teacher’s role is to cue and prompt strategically

• text typically used are either decodable texts or patterned/predictable texts

Independent Reading

• children read on their own or with partners aw wide range of materials

• their time to practice on their own all of the strategies and skills they have learned and to read enjoyment

Shared/Modeled Writing

teacher and children work together to compose messages and stories

Interactive Writing

• the teacher and the children compose messages and stories that are written on chart paper or white board but in interactive writing “share the pen” which is a technique that involves children in the writing

• daily news

Guided Writing during Writer’s Workshop

teacher guides the process and provides, cueing and prompting, providing feedback while the student is doing the work, the thinking, carrying the cognitive load

Independent Writing

• children write their own pieces both narrative and informational

• teacher is observing, assessing, providng feedback, but not coaching the process

• writing time

Word Study

• the study of words

• students are learning how words work, they learn to sort words, decode words, spell words, recognize misspellings and they learn the meanings of w

Explicit Instruction

instruction that has direct explanations, modeling/demonstrating, structured practice and feedback to students in the application of the skills and strategies they are using to become thriving readers

Systematic Reading Instruction

involves an expert teacher who helps students develop important concepts and skills from the simpler to the more complex, starting with foundational skills in oral language and bulding up to complex literary analysis

4 dimensions of learning

explicit, systematic, mindful, and contextualized00

Explicit Instruction pt.2

when you are teaching students a new concept, skill, or strategy, you model, demonstrate, and explain your thinking out loud explicitly

Mindful Instruction

implies that you have thought about it and you are aware of all the possibilities and have made thoughtful, reflective decisions in your instruction

Contextualized learning

makes sense to the learner

Instructional Cycle of Effective Teaching

planning, instruction, and assessment

Planning stage of the cycle

• intended teaching

• determine the content, skills and strategies that you intend to teach

• pre-assess

• identify focus students

• plan for assessments to monitor their progress,

• consider student background knowledge

• develop activities and gather resources and materials needed

Instruction stage of the cycle

• enacted teaching

• students’ learning environment, engagement, thinking, and subject specific pedagogy

Assessment stage of the cycle

• the impact of your teaching/instruction

• analyze student learning, provide feedback, and support students using feedback

Scaffolding

• to provide students with an appropriate type of support within their zone of proximal development

• only temporary

Hierarchy of prompts to consider

1. look to themselves

2. look to the text

3. look to the teacher

Zone of Proximal Development

Print Awareness

a child is aware of the function, form, and use of print

Reading Ladder

Phonological Awareness

• oral awareness of words

• the ability to recognize and work with sounds in spoken language

• all about sound

Phonological Awareness Developmental Continuum of Skills

Phonemic Awareness pt.2

focuses on identifying and manipulating the individual sounds in words by onset-rime, phoneme blending, segmenting and manipulation

Phonemic Awareness question

“What is the first sound you hear in the word dog?”

Phonics instruction question

“what is the first letter in dog?”

Phoneme

sound

Grapheme

symbol