Sneak Peek: PLL Practitioner Guide

e

Th C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

nu

Pathways to Practice

A Practitioner Guide

Pathways to Literacy Leadership Edition

ite d.

Table of Contents IDA Knowledge & Practice Standards Reading Brain Simple View of Reading Reading Rope Ehri’s Phases of Word Reading Development Oral Language Systems & Classroom Connections

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

● ● ● ● ● ●

PART 2: WORD RECOGNITION ● ● ● ● ● ●

Inclusive Practices for Word Recognition Phoneme charts Phonemic Awareness Progression chart Phonological Awareness & Phonics Progression chart Phonic Decoding bookmark Fluency Progression chart

PART 3: LANGUAGE COMPREHENSION

e

nu

Inclusive Practices for Comprehension Mental Model chart Practice Profile: Vocabulary Vocabulary Effective Practices chart Word Conscious Classroom chart Background Knowledge chart Vocabulary Routine charts Semantic Maps Sentence Frame graphic organizer Text Structure charts Text Structure graphic organizers

Th

● ● ● ● ● ● ● ● ● ● ●

ite d.

PART 1: THEORETICAL MODELS

Table of Contents Structured Literacy: Do’s & Don’t Bridges Transition Model Multi-Tiered Systems of Support Framework Response to Intervention Guidelines

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

● ● ● ●

ite d.

PART 4: SYSTEMS & FRAMEWORKS

PART 5: ASSESSMENT

e

nu

Diagnostic, Prescriptive Approach to Assessment and Instruction Quick Guide for Reading Assessment

Th

● ●

9

Knowledge and Practice Standards for Teachers of Reading Summary Table Does Not Include Knowledge and Practice Examples

Standard I: Foundations of Literacy Acquisition

1.4 1.5 1.6 1.7 1.8

ite d.

1.2 1.3

Understand the (5) language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, discourse.

Understand that learning to read, for most people, requires explicit instruction.

Understand the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge.

Identify and explain aspects of cognition and behavior that affect reading and writing development.

Identify (and explain how) environmental, cultural, and social factors contribute to literacy development.

Explain major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes.

Understand the most common intrinsic differences between good and poor readers (i.e., linguistic, cognitive, and neurobiological).

Know phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression.

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

1.1

1.9

Understand the changing relationships among the major components of literacy development in accounting for reading achievement.

2.1

Recognize the tenets of the (2003) IDA definition of dyslexia, or any accepted revisions thereof.

2.2

Know fundamental provisions of federal and state laws that pertain to learning disabilities, including dyslexia and other reading and language disability subtypes.

Identify the distinguishing characteristics of dyslexia.

Understand how reading disabilities vary in presentation and degree.

Understand how and why symptoms of reading difficulty are likely to change over time in response to development and instruction.

3.3 3.4 3.5 3.6 3.7 3.8

Interpret basic statistics commonly utilized in formal and informal assessment.

Know and utilize in practice well-validated screening tests designed to identify students at risk for reading difficulties.

Understand/apply the principles of progress-monitoring and reporting with Curriculum-Based Measures (CBMs), including graphing techniques.

Know and utilize in practice informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing.

Know how to read and interpret the most common diagnostic tests used by psychologists, speech-language professionals, and educational evaluators.

Integrate, summarize, and communicate (orally and in writing) the meaning of educational assessment data for sharing with students, parents, and other teachers.

nu

3.2

Understand the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments.

Understand basic principles of test construction and formats (e.g., reliability, validity, criterion, normed).

e

3.1

Standard 3: Assessment

Th

2.3 2.4 2.5

Standard 2: Knowledge of Diverse Reading Profiles, Including Dyslexia

Knowledge and Practice Standards for Teachers of Reading ●©2018, The International Dyslexia Association

© 2022 Academy in Manayunk

The Reading Rope Scarborough, 2001

Phonemic Awareness Skill Progression Manipulate Reverse Substitute Add Delete

Segment Blend Categorize Identify Isolate

© 2022 Academy in Manayunk

Language Comprehension INCLUSIVE PRACTICES Vocabulary ●

Provide a language rich environment that includes opportunities for both teacher and student talk

●

Explicitly draw connections to cognates when applicable

●

Introduce visual supports for domain specific vocabulary

●

Preview and review (frequent repetition and practice)

●

Provide point of contact teaching in the moment

Comprehension ●

Preview the text to determine what academic vocabulary and background knowledge is required

●

Students may have difficulty activating prior knowledge

●

Build knowledge of academic vocabulary

●

Anticipate concepts and topics different or unfamiliar to students

●

Build connections between what learners already know and what is necessary for further understanding

To learn more about supporting culturally and linguistically diverse learners, reference the teal boxes throughout the course. Listen as experts such as Julie Washington, Ph.D. and Elsa Cárdenas-Hagan, Ph.D share key considerations to support students.

© 2022 Academy in Manayunk

Word:

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

nu

© 2022 Academy in Manayunk

e

Th

ite d.

Multiple Meaning Map

Name:

Multiple Meaning Map

Date:

Structured Literacy Do’s & Don’ts Do

Don’t

Foundational Skills & Decoding

ite d.

There is an implicit or unsystematic approach to phonics. Instruction lacks a systematic, cumulative scope and sequence of instruction.

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

Systematic and explicit instruction in foundational skills aligned to a research-based scope and sequence.

Students are explicitly taught decoding skills to read unfamiliar words.

Students are taught to use three-cueing: Meaning, syntax, visual information (MSV) to read unfamiliar words as opposed to decoding first.

Oral reading with teacher occurs during the lesson to monitor progress and inform the next lesson.

Majority of reading occurs independently or with a partner.

Teachers provide immediate Teachers correct the students by corrective feedback during decoding providing the correct word. practice.

The routines provided by the teacher vary daily or there is a lack of structured routines for student practice in phonemic awareness and phonics.

Students apply decoding skills through the use of decodable texts.

The decodable texts are aligned to the program’s scope and sequence of phonics and high-frequency words instruction with opportunities for students to apply newly learned phonics patterns, as well as build fluency skills.

Students use leveled readers for independent reading. The leveled readers do not align to the program’s scope and sequence of phonics and high-frequency words instruction and are used to make meaning as opposed to applying newly learned phonics patterns.

Th

e

nu

Teachers provide students with structured routines for student practice in phonemic awareness and phonics (example: hear it, say it, read it, spell it).

© 2022 Academy in Manayunk

Quick Guide For Reading Assessment When assessing emerging readers, this progression should be utilized from the bottom of the progression up, with new assessment measures added and analyzed as they become developmentally appropriate. When assessing older students in third grade or beyond, the analysis should start at the top of the progression with reading comprehension and fluency measures, then down through the foundational sub-skills as needed.

Continue evidence-based instruction

ASSESS COMPREHENSION SKILLS WEAK

STRONG

C op m be T yr r o his igh f p is te ag a d M es sa a di mp teri sp le al la . ye d is lim

Reading Comprehension Measures

ite d.

Consider need for language comprehension assessment

Focus instruction on vocabulary & text comprehension skills

ASSESS FLUENCY SKILLS

WEAK

Oral Reading Fluency + Measures of Expression (accuracy, automaticity + expression)

STRONG

Focus instruction on fluency skills emphasizing expression & phrasing

ASSESS WORD RECOGNITION SKILLS

WEAK

Oral Reading Fluency (automaticity)

STRONG

Focus instruction on fluency skills in both word & text levels

ASSESS DECODING & PHONICS SKILLS

Letter-Sound Fluency, Nonsense Word Fluency, Oral Reading Fluency (accuracy) & Phonics Inventory

Th

e

nu

WEAK

WEAK

STRONG

Focus instruction on decoding & phonics skills

ASSESS PHONEMIC AWARENESS SKILLS Phoneme Segmentation Fluency & Phonological Awareness Inventory

STRONG

Focus instruction on phonemic awareness skills

© 2021 Academy in Manayunk

Quick Guide For Reading Assessment

1