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Structured Literacy Instruction for English Learners Presented by Elsa Cárdenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI

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Literacy Foundations for English Learners

Aligned with IDA's Knowledge and Practice Standards, this book prepares current and future educators to teach English learners the key components of language and literacy, as first described in the National Literacy Panel report. https://bpub.fyi/LiteracyFoundations

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We’re giving away 3 FREE copies of Literacy Foundations for English Learners. Three attendees will be selected at random and emailed after the webinar. Submit your questions to increase your chances!

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CERTIFICATE OF ATTENDANCE Certificates of attendance are available for all webinar viewers. Attendee’s Name Structu Watched the webinar recording red Literacy Instruction for English Learners Webinar created December 2nd, 2020 Date recording viewed

Agenda

First and Second Language Components for ELs
Five Components of Literacy Development for ELs
Language and Literacy Connections
Explicit Instruction and Lesson Design
Next Steps

Language Components

• Phonology
• Pragmatics
• Semantics
• Syntax
• Morphology

Bloom and Lahey, 1978

National Reading Panel 5 Essential Components

1. Phonological Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

National Literacy Panel Language Minority Children and Youth

1. Developing literacy for L2
2. Cross-linguistic relationships
3. Social cultural contexts
4. Instruction and professional development
5. Assessment

The Language-Literacy Connection

• Listening and reading comprehension
• Word reading fluency
• Written composition
• Inferencing
• Active and strategic reading

Native Language Acquisition

1 year-old speaks first words
2 year-old speaks in 2-word phrases
3 year-old speaks in 3-word sentences
4 year-old speaks in 4-word sentences
5 year-old speaks in 5-word sentences
6 year-old speaks in 6-word sentences
7 year-old speaks in 7-word sentences
8 year-old and older speaks in 8 or 9-word sentences

Second Language Acquisition Stages by Krashen and Terrell (1983)

Stage 1- Pre-production
Stage 2- Early Production
Stage 3- Speech Emergence
Stage 4- Intermediate Language Proficiency
Stage 5- Advanced Language Proficiency

Jeanne Chall’s Stages of Reading Development

Stage 0 - Pre-Reading
Stage 1 - Decoding
Stage 2 - Confirmation and Fluency
Stage 3 - Read to Learn
Stage 4 – Multiple Viewpoints
Stage 5 - Construction and Reconstruction (Chall, 1983)

Phonological Awareness

1. The ability to process and manipulate the sound structure of oral language
2. This skill is linked to successful reading
3. It is not necessary for English learners to demonstrate advanced oral language proficiency in order to achieve phonological awareness skills in English. It can be helpful during instruction to incorporate cross-linguistic connections (Cárdenas-Hagan et al., 2007)

Phonological Awareness Skills

• Rhyming
• Alliteration
• Sentence Segmentation
• Syllable Identification, Deletion, Blending
• Phoneme Awareness
• Phoneme Identification, Deletion, Blending, Segmenting, Substitution

Phonological Awareness Example for ELs

1. Today we will practice identifying sounds within words.
2. Say the word thumb. What are the sounds? /th/ /u/ /m/
3. Look at my thumb. Show me your thumb.
4. How do you say thumb in your native language? Say it in English.

Phonics for English Learners

1. Phonics is the study of the relationship between letters and sounds in order to read words in alphabetic languages

2. In English we have 26 letters and 44 sounds

3. Students must learn the 6 syllable types of the English language

4. It is important to make cross-linguistic connections

5. Teacher dictates 3 words with common concept. Students repeat and determine the common concept.

6. Teacher writes concept on board and discusses the features of the new concept.

7. Teacher and students discuss the commonalities and differences of the concept regarding native language and English. Teacher provides opportunities for students to read and write with.

Examples:

• jam
• jog
• jet

Six Syllable Types

1. Open Syllables end in a vowel and the vowel sound is long (A)
2. Closed Syllables end in at least 1 consonant and the vowel is short (son)
3. Vowel-Consonant and Silent E. The vowel is long and the e is silent (dame)
4. Vowel-R syllable has an R after the vowel and the sound is unexpected (origen)
5. Vowel Pair Syllable has 2 adjacent vowels (auto)
6. Final Stable Syllables are at the end of the word such as –fle and -sion (waffle)

Reading Fluency

Reading Fluency includes the following features:

1. Reading words correctly
2. Reading words with automaticity and at an appropriate rate
3. Reading words with good expression or prosody

Reading Fluency: Considerations for ELs

Many ELs will be able to learn the code and read with accuracy. They may, however, not understand what they are reading in the new language. Do not assume that their reading fluency will improve their comprehension. They will need extra work on phrasing, expression, vocabulary, and oral language. Reading fluency and comprehension is moderated by oral language proficiency of ELs (Crosson & Lesaux, 2010)

Vocabulary Instruction for ELs

1. Build vocabulary knowledge by combining new information with what the learner already knows to produce higher cognitive learning.
2. Integrate multiple opportunities for use and make connections to concepts and lived experiences.
3. Integrate intentional opportunities for adult-child interaction around new vocabulary during content learning.

Learning to Read

As students learn to read, they must be taught to attend to the smallest units of sounds to decode and to the morphemes to understand the meanings of new words (Carlisle & Stone, 2005).

Comprehension Instruction for ELs

1. Ensure English learners can read words accurately.
2. Build oral language and background knowledge while making connections to native language and their lived experiences.
3. Use students’ native language to preview new concepts prior to lesson in English.
4. Provide explicit instruction of multistep reading strategies for ELs.
5. Teach text structures.
6. Teach metacognitive strategies to monitor comprehension.

Written Language Instruction for ELs

1. Be aware of unique spelling patterns of ELs related to native language.
2. Teach and integrate grammar knowledge with native language structures.
3. Work on expanding students’ sentence structures.
4. Use graphic organizers to facilitate paragraph structure knowledge.

Technology for English Learners

Understand the purpose of technology:

• How can you implement something from this session in the next week?
• Set a calendar reminder to review your progress.
• Share your experience with your colleagues.

Questions?