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Five Components of Effective Literacy Instruction

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38 views43 pages

Five Components of Effective Literacy Instruction

Uploaded by

Adrian Jay Javier
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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2023 MLE Leaders Program

A Professional Course for Multilingual Education


and Literacy Leaders
10-22 July 2023 | SIL Philippines
12 Big Horseshoe Drive, Horseshoe Village, Quezon City
Course Outline
Session 1 Introductory overview of the aims and types of MLE programs

Session 2 Foundational learning theories

Session 3 Oral Language acquisition and development

Session 4 Supporting L1 Literacy Development (Part 1) – Five Components

Session 5 Supporting L1 Literacy Development (Part 2)

Session 6 Academic Language and Thinking in Content Subjects

Session 7 L2 Oral Language Development

Session 8 Bridging to additional languages (Written)

Session 9 Multi-language Classrooms

Session 10 Other factors for MTB-MLE implementation


The Five
Components
for Effective
Literacy
Instruction
Dr. Kristine Trammell
Session Outline - Key Questions

THEORY
CURRICULUM MATERIALS
What are
How are the What materials
the 5
components and strategies
components
represented in help develop
for effective
the MT the
reading
curriculum? components?
instruction?
Can you
‘decode’ the
message
‘encoded’ in
these
images?
Key terms
Various terms are used to talk about reading. These can vary
between countries and contexts. Terms used using this presentation
include:
● Decode - interpret a message in the target language
(Reading)
● Encode - create a message in the target language (Writing)
● Phonemes - sounds in the spoken language (Phono - sound)
● Graphemes - written symbols that represent phonemes
(grapho - write, draw)
Ideologies - What do we believe about good
reading and writing?

What we believe about the process of


reading and writing impacts how we
organise literacy instruction;
that is, what we teach and how we teach
students to read and write.
Essential Components of Reading and Writing

National Reading Panel


(2000)
● Evidence-based research
(English - alphabetic system)
● 5 Components

Image adapted from https://www.readnaturally.com/research/5-components-of-reading


Supplemental Reading

Learning Point Associates. (2004).

A Closer Look at the Five Essential


Components of Effective Reading
Instruction: A Review of Scientifically
Based Reading Research for Teachers.
Essential Components of Reading and Writing

5 Components
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

Image adapted from https://www.readnaturally.com/research/5-components-of-reading


Essential Components of Reading and Writing

● Explicit and systematic


teaching program.
● Not separate elements,
but interconnected
skills that are developed
together.
Image adapted from https://www.readnaturally.com/research/5-components-of-reading
Essential Components of Reading and Writing

Five Strands Braid image taken from https://sewguide.com/5-strand-braid/

Image adapted from https://www.readnaturally.com/research/5-components-of-reading


5 Essential Components

Phonemic Awareness
ability to hear,
recognise and
manipulate sounds in
words (syllables,
blending,
segmenting)
Phonemic Awareness
● Phonemes - Units of sound,
blended together to make
spoken words - bato (stone)
b/a/t/u
● Hear and manipulate sounds in words
batu (stone) satu (one) - change letter =
change word meaning
Phonemic Awareness

● Oral first, then connect with written forms


● Systematic development - the later
phonemic awareness skills rely on
development or mastery of the earlier skills
- continue mastery into Grade 3 and beyond
5 Essential Components

Phonics
letter representation
(graphemes) of
sounds (phonemes)
Phonics

● Builds on phonemic awareness


● Focus is on the letter-symbols used
to represent the sounds in the oral
language
● Never a total reading program … also read
quality literature
5 Essential Components

Fluency
phrasing, intonation,
expression, pace
(natural, native-speaker)

Photo by Akela Photography from Pexels


Fluency

● Reading = decoding + comprehension


○ Not just sounding out words without
meaning
○ Ability to read smoothly and accurately,
with appropriate expression (when
needed).
Fluency

● Phrasing and Expression -


○ Understands the meaning and therefore
can add ‘voice’ to their reading - “Oh no!”
cried the boy.
Fluency
● Sightwords - can help with ‘fluency’
○ Recognise (read) words easily without
‘decoding’
○ High-frequency words - and, is, the, a, my,
they
○ Part of long-term memory - have ‘meaning’
and therefore part of language ‘schema’
(vocabulary)
Fluency

● Fluency doesn’t mean no mistakes when


reading.
○ Mistakes are still ‘meaningful’ within the
text.
○ Children can self-correct when they make
mistakes.
Fluency

● Repeated reading - build fluency (not for


memorization)
○ Read the same Big Book more than once
(different focus activities)
○ Read aloud to model good reading fluency
Fluency

● Guided repeated reading with expression -


(Acting out)
○ Example - How might the character say “Oh
no, I lost my money!” or “Come and see
our new puppies.”
Fluency
● A lack of fluency can indicate
○ Children are focused on decoding each word
(sounding out the letters) rather than
reading for meaning (comprehension).
○ If they can decode, they may not understand
what the words mean.
○ The text is too difficult to read. “Good fit”
books
5 Essential Components

Vocabulary
word meaning,
how words work
together
(functors,
grammar)
Vocabulary
● Vocabulary for different contexts
(BICS/CALP)
○ Everyday language (It rained a lot last
night.)
○ School or academic vocabulary found in
books - able to read and understand the
vocabulary for learning (After
condensation comes precipitation.)
Vocabulary

● Pre-teach vocabulary- before reading, teach


how to read the word and check
comprehension
● Root words and affixes - help identify what
the word means - can students suggest words
that use the same ‘root’ word
Vocabulary

● Repeated Exposure - repeated reading, word


walls / lists; in context (use it in a sentence,
explain in own words)
● Word Association - Example - words for
describing a dog (big, small, smelly, dirty,
fierce, dangerous)
Vocabulary

● Select the words to teach – (1) new, (2)


important, (3) may not be able to figure out on
their own, (4) likely to encounter again.
● Students find new or interesting words in texts
○ Find the longest word in the text - write it on
the chalkboard. How many syllables? Who can
attempt writing it without looking at the
spelling? Who can use it in a sentence?
5 Essential Components

Comprehension
understanding the ‘whole’ text; also model for
students strategies to make meaning - such as
make predictions, draw inferences, identify
the main idea or ‘lesson’ from the story, retell
the story
Comprehension

● This is the whole goal of reading!


● Connected to experience - prior
knowledge about the topic,
vocabulary and culture
Comprehension
● Good comprehenders know if they are
understanding the text.
○ May self-correct or pause when words don’t
make sense.
○ Can retell important parts of the text. Draw a
picture.
○ Use different strategies to help make meaning
(What do I know about this? Is this word like
another word I know?)
Comprehension

Ask good questions for different levels of


comprehension
● Literal - vocabulary, events, character
Comprehension
Ask good questions for different levels of
comprehension
● Implied - ideas that aren’t explicitly stated
but understood Example: “Tears rolled
down the boys face as he held his broken
toy.” Question: How do you think the boy is
feeling? What makes you think that? How do
you know? Do others agree?
Comprehension
Ask good questions for different levels of
comprehension
● Applied / Critical / Evaluative - What does
this mean for me? What type of text is it?
What is the author’s intent? Do I agree or
disagree? What will I do with this
information? How do I respond?
All five
components work
together and are
essential to an
effective literacy
program that
supports students
in their reading
and writing
development.
Connecting the 5 components with
MT Curriculum Competencies
Connecting the 5
components with (some)
Literacy Materials
Five Components of Effective Literacy Instruction

Comments?
Questions?

“To learn to read is to light a fire;


every syllable that is spelled is a spark.”
—Victor Hugo

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