Category: Structure Literacy Instruction

Composing Coherent Sentences

Many young writers may get “stuck” or have writer’s block when it comes to putting words on paper. Some of the block comes from their ability to organize verbal words and thoughts into coherent sentences that convey the exact meaning that they are wanting you to understand. Another block maybe that some students can verbalize a complete sentence, but struggle to write the same sentence on paper. Some student block comes from wanting the sentence to be perfect the first time, as many students do not care for the process of editing their writing. In my 20 plus years in education I have yet to met a student who didn’t want to be able write, many need to learn tools to ease the process. This can be a hard and daunting process for many students.

Syntax* is the study of sentence structure. There can be different variations of a sentence. Some sentences may have more or less words than the sentence before or after it. Words in the sentence can be shuffled around and placed in a different order. Some sentences provide more detail. Reading passages with complete sentences may help the writer to better understand how to put sentences together. Reading passages of different writing styles may also increase student writing ability. The writer may also see how word order may change the meaning of the sentence. Learning to write is similar to learning how to speak, as the writer is mimicking the writing of others.

Instruction of writing sentences should begin simple, for example a sentence must have a noun and a verb to be a complete sentence. This usually begins in Pre-K or Kindergarten. The complexity of the sentence should grow with student ability and grade level. Some students will learn through their natural environment how to increase the complexity of a sentence. Most will need to be explicitly taught appropriate grade level techniques and rules of generating a complete sentence.

There are different instructional approaches that can be used to teach students sentence structure. Some are noted below.
1. Use sentence starters. I like ____________. I can ____________.
2. Cut up a sentence into individual words and have students put them in the correct order. Or have students develop sentences using a “word bank” (like flashcards) of many individual words. Then have students write those sentences on paper or whiteboards.
3. Students write a simple sentence, like The boy ran. Then students may add different types of words or detail to make the sentence more complex and interesting, such as adding an adjective about the boy’s age or their hair color.
4. White boards. I often have students generate sentences on whiteboards, while I am modeling a sentence. This helps to keep them engaged. And I can observe student ability and comprehension of the current lesson.
5. Sentence study. Use mentor text that features the style or sentence complexity that you are encouraging students to use in their writing. Discuss the different features of the mentor text. Students can find different parts of a sentence. Students can also diagram sentences.
6. Develop a word list. This can be a simple column of words that help to describe the subject. I like to develop word webs that help to describe the topic. Students can also develop a list of nouns and verbs about the subject. Students use the word lists to generate sentences.
7. Students analyze their writing, editing. Are there capital letters at the beginning of the sentence? Does the sentence end with an appropriate punctuation? Is there a noun and a verb? Could I add a describing word, adverb or adjective? How many nouns does the sentence have? How many verbs does the sentence have?
8. Student sharing. This allows students to use their writing as a model for other students. This may also give other students incentive to begin. In addition, classmates can point out the positive points of their writing.
9. Give students a diagram or word order to use during an exercise. There are many different variations to a sentence, remember start simple then build the complexity of the sentence(s). Here are a few examples that were described by Dr. Laud (2018) in a webinar titled, Vocabulary, sentence, and micro-discourse strategies for writing! Noun + verb; noun + verb + where phrase; noun + adverb + verb + when phrase; adjective + noun + verb + where + but + noun + verb.
10. Teacher modeling, teacher modeling, teacher modeling-use all subject matters to model complete sentences.
11. During collaboration with a student about their writing, I often find a sentence that may need some more detail and ask the student to add a word(s). Not all students are ready for this type of feedback or challenge. In some cases, you may have to assist them or model how you might increase the complexity of the sentence before sending them away to work independently. Other students can also assist students or give them ideas of how they might include other details in their sentence(s) to make the sentence more interesting. This grows student writing ability
12. I often tell students that I want to feel like I am there. This helps to drive the complexity and detail of the sentence. What does it feel like? What does it smell like when I take a breath? What does it look like? What am I hearing? Have them verbal discuss the detail with you or another student. This helps them organize their thoughts and put them on paper. This can be a very hard task for writers!
Learning how to write can be hard, but teaching others how to write may be even harder.

*Pillar 5 of structured literacy instruction is syntax or the study of sentence structure. The principles that dictate the sequence and function of words in a sentence. These principles are also referred to as the mechanics, grammar, and variation of a sentence.

References
Haynes, C. and Laud, L. (2018). Vocabulary, sentence, and micro-discourse strategies for writing! International Dyslexia Association conference webinar.

Instructional Writing Strategies

 

 

Writing is hard work! What should I write? What is the topic? Who is my audience? Which words should I use? Should it be first, second, or third person? How long should it be? What is the point or goal of this writing? What is the format? How many sentences does it have to be? What is a paragraph? Students like to know what directions they should head towards and some idea of what the outcome should look like. Each writing assignment or practice may be a different form of writing that has distinct rules for format and language. Most students like their writing to be perfect the first time, as the innate sense to be the best lives within us all. All questions related to writing lend an opportunity to stretch student writing abilities.

When students are learning to write, I like to give them strategies or scaffolds to begin the process. There are many strategies that can be used to teach writing. These strategies should be adjusted as students grow in their writing abilities. Many of the introduced strategies become part of student’s natural writing process. I described several writing strategies in my last blog post. I discuss more below.

1. Read, read, and read some more. Reading different genres or formats of writing. Ideally, this strategy should begin at birth. Students gain vocabulary and background knowledge that helps them to better explain or argue a point. This also allows the reader learn or become familiar with different forms of writing. I haven’t met a student that didn’t enjoy a teacher reading a novel to them.

2. Analyze, examine, consider, and ponder “mentor” or written passages. Ask some of the following questions. What are they trying to say? Why did they use this word? What does this word mean? Does the sentence have to be written this way to provide the author’s anticipated meaning? Why did they introduce all the characters in beginning of the story? Could they have introduced them at a different part in the story? Why did the author write this particular piece of writing in this order? Would a different format of writing convey a better story or message? Can I use their format to improve my writing? If so, steal the format to improve your writing (Culham, 2014).

3. Start simple and expand. Writing begins by handwriting a letter on a paper or other item used to record written language. Stringing individual letters together makes parts of words and words that convey meaning or semantics. Words are joined together to form a sentence that conveys meaning. The “rules” of sentence formation is syntax*, like there has to be a noun and a verb in each sentence. Sentences become passages of writing to convey a larger meaning or point to a subject(s).

4. Use charts, diagrams. These are often used to teach prewriting strategies that can ease the process of learning how to write. I like to use the development of spiderweb or word-web diagrams that look different for each topic, for students beginning to learn the process of writing. You can also develop a list of words related to a topic. I usually model how to use the words of the web or list to develop sentences related to the topic. In a webinar that I just viewed about writing, Dr. Laud (2018) suggested taking the generated words and separating them into nouns and verbs to ease the process of developing sentences. The type and amount that each diagram is used will depend on the level of writing and the students being taught. Students will continue to use diagrams or charts of some sort to develop different types of writing. Most professional writers begin with some type of diagram.

5. Take time to research or better understand the focus of the writing—background knowledge. It is harder to write about something that you know very little about.

6. Ask students questions about their writing. Their answers can initiate their want to make corrections. Their answers can also become sentences in their writing.

7. Collaboration. This can be tough to implement, as most students also need “quiet time” to focus on their writing or the words will never appear on the page. I usually give students the opportunity to collaborate or discuss their writing with a neighbor to encourage the flow of ideas for five minutes or so and then silence. This can be repeated a few times as students are writing. This will depend on the group of students.

8. Time and freedom to practice. Initial drafts are often the hardest part of the writing process. I suggest for reluctant writers that the focus be on getting words on the paper. Strategy 6 may help in getting words on the paper. Then the words and mechanics of the sentence can be massage by the student to convey deeper meaning and reading fluency.

*Pillar 5 of structured literacy instruction is syntax or the study of sentence structure. The principles that dictate the sequence and function of words in a sentence. These principles are also referred to as the mechanics, grammar, and variation of a sentence.

References
Culham, R. (2014). The writing thief: using mentor texts to teach the craft of writing. Newark, DE: International Literacy Association
Haynes, C. and Laud, L. (2018). Vocabulary, sentence, and micro-discourse strategies for writing! International Dyslexia Association conference webinar.

Teaching Sound-Symbol Correspondences

         For me, a joy of teaching is watching a student realize that they have the power (the tools) to analyze and decode words into the correct sounds. This skill can be easy for some students to master, most will need instruction. The type and intensity of instruction will differ for each student. I suggest that all instruction should include practice in naming the letter and its sound(s). This practice should happen each day. Using cards that include picture(s) of an item that begins with the sound of the letter will increase the retention of the sound-symbol correspondences. There are other instructional strategies that can be used in addition to flashcards. Some of these instructional strategies are discussed in the following paragraph.

         The following strategies include three of more of the five senses—hearing, touching, seeing, tasting, and smelling. The first strategy is to match cards of letters with cards that feature pictures of items that begin with the same sound as the letter. There should be pictures that represent all of the sounds that a letter can make, for example G…. /g/ /j/ or E…. /e/ /E/.  Students says the letter and the beginning sound of the featured item when they the matched cards. The second strategy is using a white board and marker. Students write the letter, then say the sound. Or the teacher says the sound the student writes the letter. The third strategy is using sand. Colored maybe a better choice as this usually gives a better contrast and students tend to like color. Pour just enough sand to give about a fourth of an inch layer on a plate, on a table or on deep cookie sheet type container. Students write a letter in the sand and say the sound(s) of the letter. Or the teacher says the sound of the letter the student writes the letter. The fourth strategy is using pudding. This can be used in the same manner as the sand. This is a different texture. The fifth strategy is using play dough. Students use the play dough to form a letter(s). Students point to the formed letter and say its sound(s). The teacher can ask students to form letters by uttering its corresponding sound. Students can use pictures of the letter to help them form the letter. The sixth strategy is using music. Using video that includes sound that students can sing-a-long with or mimic increases the number of senses that students use. Using video that includes motions, along with music and pictures can increase the retention of letter and sound correspondences. The last strategy that I will included in this blog is using a grate (usually plastic). The grate is usually about the size of a piece of paper. The texture should be defined enough that when you place a piece of paper over it you can run a crayon over it to create a picture of the grate. The grate can be used in a few ways. Students trace the letter with their index finger, while saying its sound. Students place a piece of paper on the grate and write a letter using a crayon. Students then say the letters’ corresponding sound(s).

              Sound-symbol correspondences or the relationship(s) between phoneme(s) and grapheme(s) are Pillar 2 of Structure Literacy Instruction. This may be referred to as phonics instruction that teaches predictable or the constant rules of sound-symbol correspondences to produce written language. At this stage students learn one-on-one correspondence, for example the written letter B represents this phoneme or sound. It is important to note that some letters are represented by more than one sound, depending on the origin and spelling of the word. Students begin decoding and encoding words as they begin to learn the sound-symbol correspondences. Student knowledge of the phoneme(s) and grapheme(s) relationships usually increases student ability to read, comprehend, and spell written language.

Defining Scaffolding in Relation to Instruction

Educators seem to enjoy the tussle of how to define the different elements of instruction. This could be rooted in their historical-cultural background. This could also be rooted in the need to be heard. Whatever the case, it can become confusing to individuals trying to find a solid definition of a term. Hopefully this post will help you to better understand scaffolding in relation to instruction. I have presented six definitions of scaffolding in relation to instruction, the first five definitions assisted in the development of the sixth. Each definition reflects Vygotsky’s 1929 cultural-historical theory of psychological development in relation to scaffolding.

The first definition of scaffolding is “support given by a teacher to a student when performing a task that the student might otherwise not be able to accomplish” (van de Pol, Volman, & Beishuizen, 2010). In the same article van de Pol, Volman, and Beishuizen describe scaffolding as a process that includes contingency, fading, and transfer of responsibility. “Contingency is the tailored, adjusted, and differentiated responses or support that a teacher gives to a student during instruction. Fading is the gradual withdrawal of the scaffolding or contingency support. Transfer of responsibility is the completion of the fading stage, when students can independently process the task” (Ray, 2017, p. 26).

The second and third definition of scaffolding were found in an article titled, Scaffolding Students’ Comprehension of Text. The second definition is “what teachers say and do to enable children to complete complex mental tasks they could not complete without assistance (Pearson & Fielding, 1991, p. 842.” The third definition is “a temporary supportive structure that teachers create to assist a student or a group of students to accomplish a task that they could not complete alone (Graces, Watts, & Graves, 1994, P. 44)” (Clark & Graves, 2005, p. 571). In the same article Clark and Graves discuss scaffolding as a process of gradual release of responsibility that includes three key components: a) all teacher—modeling and instruction, b) joint responsibility—guided practice, and c) all student—practice and application. The article also states that scaffolding allows the teacher to “chunk” the assignment into smaller manageable parts while maintaining the integrity of the whole.

The fourth definition of scaffolding is “a ‘process’ that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (Wood, Bruner, & Ross, 1976, p. 90). In the same article Wood, Bruner, and Ross describe the scaffolding process to have six key functions or strategies within the process:
1. recruitment – creating engagement of the learner
2. reduction in degrees of freedom – simplifying or narrowing the process
3. direction of maintenance – motivating student towards the goal
4. marking critical features – noting the relevant components of the task, like a rubric and interpreting discrepancies of correct and incorrect production
5. frustration control – providing assistance that creates a learning environment of less stress to the learner
6. demonstration – modeling task for student to emulate
To reach independence or have ownership of a task, Wood and his colleagues believed that students must have some ideas of how to solve the task before they can systematically solve or produce the task themselves.

The fifth definition of scaffolding is found in Vygotsky’s (1929) cultural-historical theory of psychological development, particularly in relation to cognitive development and the zone of proximal development. Vygotsky emphasized several components of scaffolding. The first component is collaboration between teacher or person of higher cognitive ability and the student to solve an issue or complete a task (Vygotsky, 1935). Vygotsky believed that interaction between the student and the teacher must involve a process of removing the scaffolds in order to allow the student to complete the assessed skill using his or her own abilities (as cited in Gredler, 2009). The second component is constantly asking the student to explain the task, these responses help students develop the ability to ask questions and explain concepts. The third component is constantly modeling and explaining tasks, teacher modeling of the ideal form should change to match the current maturation level of students (Vygotsky, 1934/2002). Vygotsky believed that instruction, in the form of teacher modeling, should take place just beyond the tasks that a student can accomplish on their own. The fourth component is assessment to find ideal instruction point or the zone of proximal development. Vygotsky proposed four strategies that teachers could use to scaffold assessment of student capabilities, which included (a) demonstrate how to complete a task and observe the student mirror this demonstration, (b) start a task and ask the student to complete the task, (c) ask the student to complete a task in collaboration with a higher functioning student, and (d) demonstrate metacognition in solving the task (Gredler, 2009). Vygotsky believed that each student has a unique ideal learning level that is based on past interactions of adults, peers, culture, and natural environment and biological factors.

With the previous in mind, a sixth definition of instructional scaffolding was developed “a supportive instructional structure that teachers use to provide the appropriate mechanisms for a student to complete a task that is beyond their unassisted abilities” (Ray, 2017, p. 14).

References
Clark, K., & Graves, M. (2005). Scaffolding students’ comprehension of text. The Reading Teacher, 58(6), 570-580. https://www.jstor.org/journal/readingteacher
Gredler, M. (2009). Learning and Instruction Theory into Practice. Upper Saddle Creek, New Jersey: Pearson Education, Inc.
Ray, J. (2017). Tiered 2 interventions for students in grades 1-3 identified as at risk in reading.
(Doctoral dissertation, Walden University). Retrieved from
https://scholarworks.waldenu.edu/dissertations/3826/
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Education Psychology Review, 22, 271-296. doi:10.1007/s10648-010-9127-6.
Vygotsky, L. (1929). The problem of the cultural development of the child II. Journal of Genetic Psychology, 36, 415-434. Vygotsky Reader, Blackwell. Retrieved from https://www.marxists.org/archive/vygotsky/works/1929/cultural_development.htm
Vygotsky, L. (1934/2002). Thought and Language. Cambridge, MA: The MIT Press.
Vygotsky, L. S., & Kozulin, A. (1935/2011). The dynamics of the schoolchild’s mental development in relation to teaching and learning. Journal of Cognitive Education and Psychology, 10(2), 198-211. http://ia-cep.org/journal/jcep
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89–100.

Structured Literacy Teacher, Instructional Knowledge

Structure Literacy Teacher (SLT) is a fairly new label, developed by the International Dyslexia Association (IDA), to describe the most effective form of instruction for students identified dyslexic.  This type of instruction is also effective for English Second Language (ESL) learners and for other students at-risk for literacy acquisition (Baker et al., 2014; Gersten et al., 2009).  Structured literacy instruction should include following instructional principles: 

  • systematic instruction, taught in logical order—builds upon prior knowledge
  • students should learn the foundational or prerequisite skills of the current lesson
  • explicit instruction, direct—clearly explained and teacher modeled
  • scaffolded instruction to match student abilities, providing exact temporary support
  • interactive discussions about the “new” task
  • multiple opportunities to practice the new task or skill
  • monitoring of student achievement through observation, interaction, and formal assessment

Structured literacy instruction includes six pillars or parts of literacy development—oral and written.  Structured literacy instruction should begin with Pillar 1, as each is dependent on the previous pillar(s).

Pillar 1 is phonology, the study of spoken sounds (phonemes)—rules of how sounds are encoded, such as why these sounds follow this pattern to form this sound(s). Individuals should have phoneme awareness skills before learning how to read.  This is the ability to hear, identify, and manipulated individuals sounds in spoken words.  Phoneme awareness is part of phonological awareness.  Phonological awareness is the ability to process and manipulate letter sounds, rhyming words, and segmenting of sounds within words. The study of phonology usually increases student ability to spell, pronounce, and comprehend written words. 

Pillar 2 is sound-symbol correspondences or the relationship(s) between phoneme(s) and grapheme(s).  This may be referred to as phonics instruction that teaches predictable or the constant rules of sound-symbol correspondences to produce written language.  At this stage students learn one-on-one correspondence, for example the written letter B represents this phoneme or sound.  It is important to note that some letters are represented by more than one sound, depending on the origin and spelling of the word.  Students begin decoding and encoding words as they begin to learn the sound-symbol correspondences.  Student knowledge of the phoneme(s) and grapheme(s) relationships usually increases student ability to read, comprehend, and spell written language.

Pillar 3 is syllable knowledge, the understanding of the different types of syllables.  Syllable knowledge increases the accuracy of language pronunciation and comprehension.  Syllable knowledge also increases student decoding and encoding skills.  The English language has six major types of syllables that are described in the following chart.

Type of syllable

Example

CVC

cat, log, bit, set, cut

Final e

kite, bone, bake, cute

Open

me, sky, be/gan, mu/sic, fe/ver

Vowel Diagraph

oi-soil, oil; ee-sleep, keep; ea-beat, leak; oa-boat, road; oo-zoom, smooth

r-controlled

ar-car, start; ir-girl, swirl; er-her, flower; ur-fur, burn; or-fork, corn 

Constant-le

marble, puddle, bugle, maple, little

Pillar 5 of structured literacy instruction is syntax or the study of sentence structure.  The principles that dictate the sequence and function of words in a sentence.  These principles are also referred to as the mechanics, grammar, and variation of a sentence. Pillar 4 is morphology that is the study of the smallest units of meaning or morphemes.  Morphology focuses on how parts of meaning fit together to form words and new meaning.  Word analysis helps students to learn the meaning(s) of morphemes and how the word parts conclude its meaning.  Word analysis also increases student background knowledge, which increases student ability to comprehend written passages. 

The more common parts of a sentence.

Parts of a sentence

Definition

Examples

Verb

describes the action

bark, ran, call, like

Adverb

modifies a verb, helps to clarify or further define a verb

warmly, quiet, loudly, today, outside

Noun

person, place or thing

house, dog, car, book

Adjective

modifies a noun, adjusts the meaning or further defines the noun to clarify meaning

beautiful, dark, old

Article

determiners, modifies and precedes a noun

a, an, the

Preposition

usually precedes a noun and in relation to another word in the clause

at, in, on, with, for, about, of, after

Conjunction

connecting words, they connect clauses and sentences

and, but, if

Pillar 6 of structured literacy is semantics or study of the meaning of words, symbols, and units of words.  A person’s lexicon stores the meaning of words, symbols, and units of words—vocabulary.  People begin to develop their lexicon at birth. Individuals attach meaning to tones of sound.  These meanings are adjusted as individuals are introduced to new tones or meanings.  Individuals transfer the meaning of tones (voice) to symbols (print) as they learn how to read and write.  To better understand words and groups of words teachers often use concept maps to examine the definition of a word.   Students identify the related synonyms and antonyms of the word.  Students often identify or attach pictures to a word or groups of words.  Semantics assist in attaching inferred meaning to written and oral verbiage.  Semantics can include morphology.

You can find details about becoming a certified Structured Literacy Teacher on the IDA website.

References

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C.P., Morris, J., Gersten, R., Haymond, K., Kieffer, M.J., Linan-Thompson, S., & Newman-Gonchar, R. (2014).  Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012).  Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications_reviews.aspx.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades, a practice guide (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

 

Grouping Students for Instruction

Meeting the instructional needs of all students is a bit overwhelming!  There are some instructional approaches that can help teachers to better meet the challenge.  One approach is teaching students in small groups, 4 to 6 students.  Student groups can be developed using different formulas based on the intended outcome of the small group instruction.  Small groups allow for more “intimate” or one-on-one conversation that help you, the teacher form a better idea of their academic and social needs.  They also allow teachers to monitor and or scaffold student interactions, like collaboration or discussions.  Every student wants their voice heard; each student needs to learn how to listen to others.  Small group instruction gives the teacher opportunity to teach focused lessons that may include a new task or reteaching of a previous task.  Small group instruction also allows for the other groups of students to practice a task, new or old. 

Some of the reasons that I develop groups of students are to:

  • Develop social skills, usually 2-4 students
  • Group projects, can be efficient with 2-6 students depending on the project to be completed  
  • Learning level instruction—most classrooms will have 3-5 different learning levels for math and reading, 4-6 students, grouped by data
  • Reviewing
  • Introducing

When working with a new group of students, I often use different ways of building groups, such as student choice, drawing names, or numbering students.  When grouping students by ability to teach, I tend to focus on the data—current assessments and observations.  I usually ask the following questions when I group or regroup students.

  1. What is the activity?
  2. What should the final outcome look like?
  3. How will students react to the task?
  4. What is the learning level of students? Will they need help in completing the task?  Who would be most helpful to those needing assistance?  Not completing the task for them, but leading them to the completion of the task.
  5. Who will be here for the lesson? Most classrooms have students entering and exiting the classrooms throughout the day.
  6. How will students work together?
  7. How many “parts” to the task? I asked this question when grouping students for group projects. 

When grouping students remember that each group is growing and may need adjusting along the way.

Structure Literacy, Pillars 5 & 6

Pillar 5 of structured literacy instruction is syntax or the study of sentence structure.  The principles that dictate the sequence and function of words in a sentence.  These principles are also referred to as the mechanics, grammar, and variation of a sentence.  The more common parts of a sentence are:

  • Verb-describes the action
  • Adverb-modifies a verb, helps to clarify or further define a verb      Example: warmly, quiet, loudly, today, outside
  • Noun-person, place or thing
  • Adjective-modifies a noun, adjusts the meaning or further defines the noun to better clarify the meaning                                                                        Example: beautiful, dark, old
  • Article-modify a noun, like an adjective Example: a, an, the
  • Preposition-usually precedes a noun and in relation to another word      Example: at, in, on, with, for, about, after, of
  • Conjunction-connecting words, they connect clauses and sentences Example: and, but, if                                                                                                                                                                                                                                                                           One form of syntax is sentence diagramming.

See the source image

commons.wikimedia.org

Pillar 6 of structured literacy is semantics or study of the meaning of words, symbols, and units of words.  A person’s lexicon stores the meaning of words, symbols, and units of words—vocabulary.  People begin to develop their lexicon at birth. Individuals attach meaning to tones of sound.  These meanings are adjusted as individuals are introduced to new tones or meanings.  Individuals transfer the meaning of tones (voice) to symbols (print) as they learn how to read and write.  To better understand words and groups of words teachers often use concept maps to examine the definition of a word.   Students identify the related synonyms and antonyms of the word.  Students often identify or attach pictures to a word or groups of words.  Semantics assist in attaching inferred meaning to written and oral verbiage.  Semantics can include morphology.

References

Birsh, J.R. (2011). Multisensory teaching of basic language skills.  Baltimore:  Paul H. Brookes Pub Co.

Henry, Marcia K. (2010).  Unlocking literacy effective decoding and spelling instruction.   Baltimore:  Paul H. Brookes Pub Co.

International Dyslexia Association, dyslexiaida.org/what-is-structured-literacy/

Moats, L. (2000). Speech to print. Baltimore: Paul H. Brookes Pub Co.

 

What is Structure Literacy Instruction – Pillars 3 & 4

Structured literacy instruction includes six pillars or parts of language development-oral and written.  This post includes Pillars 3 and 4. 

Pillar 3 is syllable knowledge, the understanding of the different types of syllables.  The English language has six major types of syllables:

  • cvc …….. cat, ban, bit
  • final e …. kite, bone
  • open …… me, began
  • vowel diagraph …… oi-soil, oil; ee-sleep, keep; ea-beat, leak; oa-boat, road; oo-zoom, smooth
  • r-controlled …… ar-car, start; ir-girl, swirl; er-her, flower; ur-fur, burn; or-fork, corn 
  • constant-le …… marble, puddle, bugle, maple, little

Syllable knowledge increases the accuracy of language pronunciation and comprehension.  Syllable knowledge also increases student decoding and encoding skills.

Pillar 4 is morphology that is the study of the smallest units of meaning or morphemes.  Morphology focuses on how parts of meaning fit together to form words.  Morphology includes word analysis that helps students to learn the meaning(s) of morphemes and how the word parts conclude its meaning.  Word analysis also increases student background knowledge, which increases student ability to comprehend written passages. 

Structured literacy instruction typically includes the following instructional principles:

  • Systematic instruction, students should learn the foundational or prerequisite skills of the current lesson 
  • Modeling of task being taught 
  • Interactive discussions about the task being taught 
  • Many opportunities to practice the new skill
  • Scaffolding of instruction to match student abilities
  • Monitoring of student achievement through observation and interaction  

Structured literacy may be used to teach literacy at all levels of instruction, such as Tier 1-general classroom, Tier 2-intervention usually taught in small groups, Tier 3-intervention usually taught in one-on-one group setting, or special education.  The number of levels for instruction in a RTI model may be different for each school, depending on the learning needs of the current students and the available resources.

References

Birsh, J.R. (2011). Multisensory teaching of basic language skills.

Baltimore:  Paul H. Brookes Pub Co.

Henry, Marcia K. (2010).  Unlocking literacy effective decoding and spelling instruction.

 Baltimore:  Paul H. Brookes Pub Co.

International Dyslexia Association, dyslexiaida.org/what-is-structured-literacy/

Moats, L. (2000). Speech to print. Baltimore: Paul H. Brookes Pub Co.

What is Structure Literacy Instruction – Pillars 1 & 2

Structured literacy instruction includes six pillars or parts of language development-oral and written.  Structured literacy instruction is taught explicitly and systematically, beginning with Pillar 1. Structured literacy may be used to teach literacy at all levels of instruction, such as Tier 1-general classroom, Tier 2-intervention usually taught in small groups, Tier 3-intervention usually taught in one-on-one group setting, or special education.  The number of levels for instruction in a RTI model may be different for each school, depending on the learning needs of the current students and the available resources.

Pillar 1 is phonology, the study of spoken sounds (phonemes)—rules of how sounds are encoded, such as why these sounds follow this pattern to form this sound(s). Individuals should have phoneme awareness skills before learning how to read.  This is the ability to hear, identify, and manipulated individuals sounds in spoken words.  Phoneme awareness is part of phonological awareness.  Phonological awareness is the ability to process and manipulate letter sounds, rhyming words, and segmenting of sounds within words. The study of phonology usually increases student ability to spell, pronounce, and comprehend written words. 

Pillar 2 is sound-symbol correspondences or the relationship(s) between phoneme(s) and grapheme(s).  This may be referred to as phonics instruction that teaches predictable or the constant rules of sound-symbol correspondences to produce written language.  At this stage students learn one-on-one correspondence, for example the written letter B represents this phoneme or sound.  Students begin decoding and encoding words as they begin to learn the sound-symbol correspondences.  Student knowledge of the phoneme(s) and grapheme(s) relationships usually increases student ability to read, comprehend, and spell written language.

I will include pillars 3 and 4 of structured literacy instruction in my next post.

References

Birsh, J.R. (2011). Multisensory teaching of basic language skills. Baltimore:  Paul H. Brookes Pub Co.

Henry, Marcia K. (2010).  Unlocking literacy effective decoding and spelling instruction.  Baltimore:  Paul H. Brookes Pub Co.

International Dyslexia Association, dyslexiaida.org/what-is-structured-literacy/

Moats, L. (2000). Speech to print. Baltimore: Paul H. Brookes Pub Co.

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