62 Gain a deeper understanding of how students learn to read! · Offers best practices and differentiation techniques supported by research · Boosts teacher understanding with key words, definitions, and examples · Includes teaching checklists and other features to help teachers take the science of reading directly into their classrooms Shell Education 9781087696690 · Paperback Pub Date: August 2022 Grades K–12 160 Pages · 7.333 in. x 9.25 in. What the Science of Reading Says about Word Recoginition What the Science of Reading Says about Writing Shell Education 9781087696706 · Paperback Pub Date: July 2022 Grades K–12 216 Pages ‧ 7.333 in. x 9.25 in. Shell Education 9781087696713 · Paperback Pub Date: August 2022 Grades K–12 176 Pages · 7.333 in. x 9.25 in.. This foundational information lays the groundwork for continued understanding of how to engage students with solid literacy instruction. Several institutions provide briefs or guides that present research in easily digestible formats. The Institute of Educational Sciences/What Works Clearinghouse Practice Guides provide educators with sound instructional practices related to a range of literacy skills. Additionally, the International Literacy Association provides Leadership Briefs that highlight integral pedagogy with a strong research base. The Focus on Word Recognition The English language has an alphabetic writing system that is filled with complexities and nuances, rules and exceptions. For students to understand what they read, they must be able to access the words on the page. This requires explicit instruction on how letters work and how words work. Students need consistent opportunities to engage with new phonemic awareness and decoding skills, as well as ample time to read and reread for fluency. The instruction must be presented systematically, in an order that allows for students to move into more complex skills as they master simpler skills. Word recognition encompasses a range of skills that must weave together for successful reading. That is why word recognition is an integral part of the Simple View of Reading equation and the bottom strand of Scarborough’s Reading Rope. Teachers can ensure reading success for their students by entrenching them in the important and fundamental components that lead to successful word recognition. These key components include phonological awareness, phonics (decoding), sight word recognition, and fluency. According to the What Works Clearinghouse practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (Foorman et al. 2016), research finds strong evidence for the need to do the following: • Develop awareness of the segments of sounds in speech and how they link to letters. • Teach students to decode words, analyze word parts, and write and recognize words. Further, the report indicates moderate evidence that reading connected text daily supports reading accuracy, fluency, and comprehension; additional evidence supports teaching academic language skills. 14 Word Recognition Progressions Word recognition skills are most effectively attained in a systematic progression. Therefore, systematic instruction should align with the progressions shown in figures I.5 and I.6. Figure I.5—Phonological Awareness Progression Figure I.6—Phonemic Awareness Progression Recognized Phonemes Phonemes are the individual, unique units of sound in the English language. These sounds help distinguish words and meanings of words. Letters and combinations of letters, or graphemes, represent each of these sounds. See figure I.7. Note: Due to accents and dialects, there are lists that vary from this specific representation. Rhyming and alliteration Sentence segmentation Syllables (segmenting and blending) Onsets and rimes (blending and segmenting) Phonemic awarness Phoneme isolation and identification Phoneme blending Phoneme segmentation Phoneme addition and deletion Phoneme substitution 15 Research in Action Mini-Write, Mini-Lesson Secondary Grades Description During content-area instruction, students read a portion of text and then write a response. Teachers can use this structure to address a variety of grammar functions through contextual mini-lessons using the gradual release model. Rationale Short writing assignments provide low-stakes practice opportunities. Students can gain proficiency or mastery by repeating a strategy and demonstrating a skill across content areas. This supports transfer of the skill and boosts students’ confidence when writing for different purposes. Roles and Responsibilities Teacher: Model • Finds multiple examples of mentor texts across disciplines. • Uses student work as additional mentor examples. • Thinks aloud and models one discrete skill at a time, using frequent checks for understanding at pivotal points in the lesson. • Releases responsibility to students. Student: Novice • Writes every day to gain confidence. • Recognizes writing as both a product and a means of learning. • Reflects on own writing and sets realistic goals for improvement. 140 Process 1. Review student work to identify a grammar skill that is challenging for most students. 2. Create a set of process steps that students can follow for a mini-lesson that addresses the skill. For example, for a mini-lesson on subject-verb agreement, first identify the gap (e.g., students are using the wrong form of the verb); next, describe a strategy that will help students remember how to check for this error on their own (e.g., Is the subject about one thing or more than one thing? Write the number above the subject. If it is one thing, the verb must be singular. If it is more than one thing, the verb must be plural.); third, provide options for how to fix the error (e.g., look up verb conjugations or use premade charts as references). 3. Think aloud as you model the process steps, using a piece of authentic text from content-area reading or a student’s exemplar. After demonstrating the steps once (“I do”), have students work with partners to repeat the process while you check for understanding after each step (“We do”). 4. Have students use another piece of mentor text to work through the process together as you walk around, listen in, and make suggestions or corrections to students (“You try”). 5. Finally, ask students to demonstrate the skill independently as they read a new piece of text on their own (“You do”). 6. As students gain proficiency in the skill, tell them they need to demonstrate that specific skill as they read and respond to text. Give students a longer piece of text to read, and identify two or three places where they should stop and respond to a prompt about what they read. Tell students they must respond in complete sentences, and their responses should demonstrate the skill they just learned. 7. Include this process across content areas, using student progress to determine the skill that needs to be addressed. 141 LICENSING INFO: • 3 titles • Ages 4–18 · Grades K–12 • Pub Date: 2022 • Paperback · 160–216 Pages • 7.333 in. x 9.25 in.
