In the EDView 360 podcast, Denise Eide discusses her book « Uncovering the Logic of English, » focusing on spelling rules and patterns in the language. She advocates for a systematic approach to spelling, emphasizing the importance of morphology and etymology in understanding word formation and meanings. The podcast provides valuable insights for anyone interested in gaining a comprehensive understanding of English spelling.
In this International Dyslexia Association Perspectives article, Sarah V. Arden and Jill M. Pentimonti emphasize the vital role of data-based decision-making in Multitiered Systems of Support (MTSS) to improve reading outcomes for students, especially those with disabilities. MTSS offers a framework with three tiers of instruction involving progress monitoring to determine suitable support levels. The authors stress the need for a climate of data fluency among educators, promoting collaboration to analyze data and identify students needing additional support. Diagnostic assessments are essential in Tier 3 to guide individualized interventions, with regular progress monitoring to make timely adjustments. The article aims to aid educators in effectively utilizing data to enhance student achievement within the MTSS framework.
In this podcast episode, Dr. Elsa Cárdenas-Hagan discusses structured literacy for English Language learners. Evidence-based instruction for English Learners involves recognizing the unique history, culture, and usage of each language, plus research-based explicit instruction. Dr. emphasizes the reciprocal relationship between language and literacy, wherein language aids literacy, and literacy enhances language skills.
Structured Literacy Interventions is an anthology of chapters written by many well-known names in reading science, including Louise Moats, Devin Kearns and Louise Spear-Swerling who also edited the book. Chapters cover a wide range of possible areas of reading difficulty, including phonemic awareness & word recognition, spelling, fluency, vocabulary, oral language comprehension, reading comprehension and written expression. The title supports Strands B (Foundations of Language), C (Comprehension) and D (Composition) of the Language curriculum. Each chapter offers research-based background and practical applications for educators working with struggling students. The book includes lesson plans and application activities, and is perfect for special education and intervention teachers, but also helpful for classroom educators looking to intensify instruction for struggling students.
Research shows that professional learning combined with extended peer coaching is an extremely effective method of ensuring new practices are applied in classrooms. This book presents the Student-Focused Coaching model, supporting teacher collaboration with the goal of increasing student success. Unlike many common coaching models (which may feel more evaluative and have formal observation and feedback components) SFC allows a classroom teacher to identify their goals, which they work towards with the support of their coach, also aligning well with the outcomes-driven MTSS model. An excellent resource for those working as instructional coaches, the book is also helpful for those in less formal coaching/support roles, administrators, and those working at the board level making decisions about professional development and coaching models. While SFC can be used within a wide range of curricular areas in all grades, it is perfectly suited to support teacher implementation of the new Language curriculum.
Explicit Instruction expert, Dr. Anita Archer, provides the rationale and overview of explicit instruction and its benefit for students. Archer provides a quick 5 minute overview of what Explicit Instruction is and isn’t, with concise and kind language. This resource can be used to for professional development and to begin discussion between educators on Explicit Instruction.
This activity allows students to practice dissecting Heart Words (high-frequency words) with irregular letter sound relationships by listening to the individual phonemes in a word and then filling in the corresponding spellings. They fill in a heart above the irregular part of the word that must be learned “by heart” and write that tricky part again.
Sample scripts are provided for the following words: saidfromhisofcould
This PDF includes 5 pages. Page 1 provides the overall directions, pages 2-4 provide the sample scripts and page 5 is the student spelling grid sheet.
In this International Dyslexia Association Perspectives article, Steve Goodman discusses the successful implementation of a Multi-tiered System of Support (MTSS) in schools through an Integrated Behavior and Learning Support Initiative. The article presents five key lessons from scaling up MTSS, including defining MTSS clearly, using data and focusing on outcomes, strategic scaling, investing in local implementation capacity, and aligning MTSS with other key initiatives. Goodman emphasizes the ongoing nature of the implementation process and the significance of supporting educators for effective MTSS implementation and improved student success. The article offers valuable insights for education policymakers and practitioners.
Dr. Carolyn Strom delves into the cognitive science of how children learn to read. Drawing from brain research, she highlights the crucial role of neural connections in the reading process, emphasizing that during early childhood the brain’s plasticity allows for the formation of neural pathways, paving the way for language acquisition and reading skills. Strom’s insights provide valuable guidance for educators in supporting children’s reading journey.
Put Reading First is a comprehensive guide to evidence-based reading instruction. Intended for educators and administrators, this guide aims to improve reading outcomes for children in the early grades.Chapter 1 provides an overview of the essential components of effective reading instruction, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapter 2 focuses on the critical early stages of reading development, emphasizing the importance of explicit instruction in phonological awareness and phonics.Chapter 3 highlights the significance of developing automaticity and prosody in reading to enhance comprehension.Chapter 4 delves into the importance of vocabulary, teaching word meanings and strategies to foster word learning.Chapter 5 explains techniques for enhancing understanding, including active engagement, monitoring, and metacognition.Practical strategies for classroom instruction include using explicit and systematic phonics lessons, providing ample opportunities for guided oral reading, incorporating vocabulary-building activities, and promoting meaningful discussions to enhance comprehension.
Heart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. There are 26 embedded videos in total. Each video explains the spelling pattern in a systematic and explicit manner in under 2 minutes.
Within a multi-tiered system of supports, instruction begins at the Tier 1 whole group level, and this book is a guide to making that Tier as effective as possible. MTSS can be applied to social-emotional and academic areas, including literacy, making this title an excellent support to the new Language curriculum. The book guides educators and leaders through a team-based and cyclical action plan based on questions around determining the effectiveness of current universal instruction with various assessments, what needs must be addressed, how they will be addressed, identifying barriers to effective Tier 1 implementation, how effectiveness of improvements to instruction can be monitored/measured, and whether improvements have ultimately been effective. Many reproducibles are included, such as meeting agendas and problem-solving checklists. Administrators will find great value in this book to aid their role as instructional leaders, as will consultants and coaches who support schools.
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Le financement de ces ressources est assuré par le ministère de l'Éducation. Veuillez noter que les opinions exprimées dans ces ressources sont celles d'ONlit et ne reflètent pas nécessairement celles du ministère de l'Éducation.
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