Structured Literacy PLC-February 21st, 2021.pptx

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1. Tricia M. Rock, Principal February 21 st , 2021 Structured Literacy PLC Training

2. What is Structured Literacy Structured Literacy  is explicit, systematic instructional approaches that focuses on phonological awareness, word recognition, phonics and decoding, spelling, and syntax at the sentence and paragraph levels . Rather , students are encouraged to use word analogies and pictures or context to identify words. Research has shown that it is effective with   all  students and essential for students with dyslexia.

3. How critical elements are taught in Structured Literacy Systematic and Cumulative.  Structured Literacy instruction is systematic and cumulative . Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements . Cumulative means each step must be based on concepts previously learned . Explicit Instruction.  Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own. Diagnostic Teaching.  The teacher must be adept at individualized instruction. That is instruction that meets a student’s needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures. The content presented must be mastered to the degree of automaticity. Automaticity is critical to freeing all the student’s attention and cognitive resources for comprehension and expression.

4. Elements of Structured Literacy:  What  to Teach Each is equally important to  building a strong foundation  for our students. These elements  work together  and even overlap in some ways. I admit, I’m still learning myself!

5. Elements of Structured Literacy: How to Teach

6. Why Structured Literacy Structured literacy explicitly and systematically teaches decoding strategies that are necessary for students with dyslexia. BUT, it doesn’t just benefit them! It benefits  all  students . Especially, the majority of our ESL learners.

7. Phonology With our learners we should be incorporating activities to develop  phonological awareness  into our daily lessons. This skill begins in pre-k/kindergarten . However, we are finding that our 1 st through 5 th graders are struggling with phonology and phonemic awareness development.

8. Sound-Symbols Sounds (phonemes) are represented with symbols (graphemes). Graphemes are letters and letter combinations ( ea , igh , th , etc.) that represent a sound in print. There are 44 phonemes (sounds) in the English language and many more graphemes that represent those sounds . Students need to be taught these sound-symbol relationships explicitly ( directly) and systematically (in a specific sequence ). They then need to be taught how to map phonemes (sounds) to graphemes (printed letters) . (For reading , students need to be taught how to translate the written symbols to sounds, then blend those sounds into words. For spelling , students need to be taught how to segment (break apart) a whole word into its individual sounds parts, then convert those auditory sounds into print.

9. Sound-Symbol Correspondences

10. Phonics We know that Phonics goes much deeper that just learning the sound-symbol relationships . It goes on to include letter patterns, conventions of print, and syllabication .

11.   Fluency Phonics instruction leads to better decoding skills, which leads to word recognition . As students progress, fluency becomes   rate ,  accuracy , and  prosody  (phrasing and intonation ). Teaching , modeling, and practicing fluency is incredibly important. (I also think  fluency  ties in with  syntax  because understanding syntax helps our readers with accurate phrasing and visa versa. It is an essential part of reading.)

12. Syllable Instruction

13. Syllable Instruction

14. Morphology

15. Syntax

16. Semantics

17. Reading  comprehension  is a result of  word recognition  and  l anguage  comprehension  (this is the Simple View of Reading).

18. How do I get started with structured literacy in my classroom? You can also try  teaching strategies  to augment your reading program or curriculum , one step at a time. For example, explore these strategies that include key elements of evidence-based literacy instruction: Developing phonemic awareness Using phonics blending to decode words Manipulating phonemes Teaching sight words Spelling regular words Spelling irregular words Learning new vocabulary Identifying the main idea Retelling

19. Teacher Testimony This was my step one. I became very reflective about how I was teaching my students . I now have a clear  sequence . I always  review  concepts before introducing new ones. I teach each new concept in a  direct  way and then allow for plenty of opportunities for my students to  practice  in a guided setting. I build on lessons previously taught, meaning I never ask students to read or spell words with things I have not taught them yet. ( For example, if I’m teaching digraphs I will not include words like “shark” or “beach” in their reading or spelling work because I have not taught bossy r or vowels at that point yet. At that point, I would have taught CVC words, so the reading and spelling consists of CVC words and words with digraphs and short vowels only.)

20. https://sarahsnippets.com/structured-literacy/

21. https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/what-is-structured-literacy