Week 4 Lecture

TCH LRN 504: Methods for Biliteracy & Language Arts in Inclusive Primary Classrooms

Week 4 Overview

Focus on enhancing literacy methods encompassing biliteracy and language arts, especially in inclusive classroom settings where diverse learners can thrive. This week emphasizes differentiated instruction and strategies to support language learners and students with varied literacy needs.

Homework Assignments

• Quiz 3: PhonicsDue by 11:59 pm on 2/13 in Canvas. This quiz will assess understanding of phonics principles covered in the previous weeks.

• Reading:Chapter 3 (Fundamentals of Literacy Text) - Assessment Basics. This chapter outlines foundational principles of literacy assessment, including formative and summative assessments, their purposes, and methods to effectively measure student progress.

• Questions:Complete Chapter 3 questions, focusing on the application of assessment strategies in real classroom scenarios.

Field Placement Tasks

• Phonemic Awareness Assessment:Administer a phonemic awareness assessment to the focus student, designed to measure the student's ability to recognize and manipulate sounds in spoken words. Due by 2/13.

• Phonics Diagnostic Assessment:Conduct a phonics diagnostic assessment to identify specific phonics skills requiring improvement for your focus student. This will involve utilizing the CORE Phonics Survey and is due by 2/20.

• Reflection:Prepare a reflection based on the shared reading lesson, analyzing the effectiveness of the teaching strategies used and student engagement. Due by 3/13.

Final Exam Portfolio

Work on a comprehensive portfolio that synthesizes your findings related to phonemic awareness and phonics, highlighting the connections made in your assessments and reflections throughout the course.

Important Dates:

• PA Baseline Assessment:Scheduled for 2/13 to gather initial data on students' phonemic awareness levels.

• Phonics Diagnostic Assessment:Due by 2/20 to assess individual student needs in phonics.

Put Reading First

Purpose: The document summarizes significant findings from the National Reading Panel regarding effective reading instruction strategies that can be employed to enhance students' reading skills.Research Focus Areas: The key areas include phonemic awareness, phonics, fluency, vocabulary, and text comprehension – all crucial for developing proficient readers. Action Item: Skim Chapter 2, which focuses on Phonics Instruction. Capture key insights related to phonics pedagogies and practices that support diverse learners—share these insights in class discussions.

Phonics Diagnostic Assessment

The CORE Phonics Survey aims to identify specific phonics skills that need improvement for your focus student. This process entails analyzing students' capabilities in sound-letter matches, blending, and segmenting skills.Readings: Detailed directives can be found on pages 41-43, directing the administration and interpretation of the survey.

Understanding Reading and the Brain

This section introduces the Science of Reading, highlighting the interdisciplinary research focused on the cognitive processes underlying reading development and assessment practices. Purpose: To understand factors affecting proficient reading skills and to explore interventions for students facing reading difficulties.

Misconceptions of Science of Reading

Key points to address include:

• It is not solely an ideology, fad, or trend.

• It does not serve as a political agenda or a one-size-fits-all approach toward literacy education.

• It is more than a single instructional component; rather, it is an integrative framework for understanding reading development.

Reading Processes in the Brain

Recent advances in research have revealed various areas of the brain that are critically involved in reading, including:

• Frontal Lobe

• Broca's Area

• Parietal Lobe

• Temporal Lobe

• Occipital Lobe

• Angular Gyrus

• CerebellumKey Insight: Effective reading encompasses explicit instruction and practice allowing for the connection and coordination of these different brain regions.

The Simple View of Reading

Concept Outline: Reading consists of two main processes:

1. Convert written words into speech (decoding): Understanding how letters combine to create sounds and words.

2. Understand speech (comprehension): Grasping meaning beyond just decoding, necessary for effective reading.

Decoding vs. Comprehension:Even with sufficient knowledge of spelling and symbol recognition, comprehension relies on vocabulary, background knowledge, and the context of the material read. This emphasizes the need for teaching strategies that focus on context and meaning-making.

Reading Components

• Language Comprehension: Encompasses background knowledge, vocabulary, and language structure; essential for understanding text.

• Word Recognition: Involves phonological awareness, decoding skills, and sight-word recognition; critical for fluent reading.

• The Reading Rope: Represents the integration of these skills leading to proficient reading; illustrates the intertwined nature of comprehension and decoding.

Teaching Reading Effectively

Decoding should begin with direct instruction of phonemes alongside their corresponding graphemes, which is vital in facilitating successful reading outcomes.It is important to consider the intricacy of English reading, characterized by its inconsistent letter-sound relationships.

Brain Plasticity and Reading

Recognizing that each new connection made while learning how to read results in brain rewiring akin to muscle building reinforces the concept that with practice and explicit teaching, students can master reading skills. It is essential to understand letter combinations and their sounds clearly to achieve proficiency.

Practical Implications for Educators

• Timeframe for Learning: It typically takes an average of two to three years for students to master decoding in English due to its complexities.

• Comparative Systems: The Finnish educational system shows a quicker acquisition of reading skills owing to its consistent letter-sound relationships and structured phonics instruction.

• Need for Practice: Regular, deliberate practice is crucial; there are no shortcuts for word recognition. Educators must emphasize the importance of consistent practice in decoding and fostering reading fluency.

Conclusion on Reading Instruction

Continuous and focused practice is essential for developing students' reading skills. Educators should aim to structure learning sessions that reflect deliberate practice found in other domains where expertise is needed, facilitating a strong literacy foundation for all learners.