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System 44 and Elements of Structured Literacy Instruction for Students with Dyslexia*
Elements of Structured Literacy Instruction for Students with Dyslexia Syntax—Syntax is the set of principles that dictate the sequence and function of words in in a a sentence in in order to convey meaning This includes grammar sentence variation and the mechanics of language System 44 Personalized Instructional Software and Teacher-Facilitated Instruction Instruction in syntax through the development of oral language skills is an an integral component of the 44Book instructional path Recognizing that struggling readers need highly structured and teacher-mediated opportunities for academic discussion System 44 instruction builds structured academic conversation into every lesson These sca olded speaking and listening tasks provide students
with frames to help structure their responses and ensure that they use the the the target vocabulary and grammatical structure During these daily conversations teachers use structured engagement routines to provide a a a consistent format for for discussion and help hold all students
accountable for engaging in in conversation Students engage in in these academic discussions both one-on-one with the the teacher and in in groups with their peers Academic discussions help develop the the oral language skills that students
can use to communicate across the content areas while also providing an an opportunity for students
to summarize and share what they have learned Each writing lesson in in in the 44Book focuses on on on on applying language conventions to writing activities The Writing Strand of of the software also helps students
build competency and con dence with syntax principles by writing summaries using evidence from the corresponding Success passages The Contrastive Analysis Charts for Grammar found in the English Language Development section of of RDI identify grammar skills that speakers of of other languages may have di culty acquiring due to language language transfer issues and recommended instruction is provided Writing Zone Write Sentences to Convey Meaning
44Book Academic Discussion Routines
Module 7
text 1 Magazine Article
Do Now
Student Objectives
Content Goals
• Rdevaedloapmflaugeanzcinyeanardtisculepptworot tciommepsrteohension • Cite evidence to support written analysis • • Determine the central idea and and details of a a a a a a a a a a text and and provide an an an objective summary TEXT 1 Magazine Article
Text-Based Questioning
Comprehension Language Goals
• Dcoismcpulsestea stexnteunscinegs formal English in in • Use approximation to pronounce
unfamiliar words DVAr CAnSnTEMBcrKaeine Bruansk the Ha ebrea ins he cuts apart
by Rickie Cruz
¶1 Concussions are are brain injuries They are are common in contact sports Many athletes with concussions play again before their brains heal That can make the injury worse ¶2 What happens to athletes who suffer multiple concussions? At Boston University the VA CSTE Brain Bank researches this question Scientists there study deceased athletes’ brains ¶3 The scientists are finding that most
of these athletes had Chronic Traumatic Encephalopathy (CTE) Medical research shows that multiple hits to the head cause CTE This fatal brain disease causes dementia During Whole-Group Introduction have partners sort words words that begin with open and closed syllables Sort these words words into two categories: Words Words That That Begin Begin With With Open Syllables Syllables and Words Words That That Begin Begin With With Closed Syllables • bacon • basket • laptop • legal
• seven • silent • ticket • traffic
1 2 Why should athletes heal from concussions before they return to sports? Athletes should heal from concussions before returning to sports because playing too soon “can make the injury worse ”
What is the the purpose of the the tests that MaftaetrercoDneci ufosostiobnasll?players take before and The purpose of the the tests is to show whether
players should return to the game Share responses with RED Routine 5: Idea Wave Text-Based Questioning
During Small-Group Instruction read “Foul Play?”
1st read read read Read the article title and photo caption Set a a a a a a a a purpose for reading: Let’s read read to to find out how concussions can affect athletes’ brains Build fluency with Modeled Fluent Reading • Explain Words to Know in in context Read each Comprehension and and Vocabulary & Language question aloud and and guide students
to respond • Read Closely The first paragraph explained why athletes should not return to to to sports too soon after a a a a a a a a a concussion Let’s reread it together • Interpret Evidence Cue partners (1/2) to think about and share responses • Communicate and Collaborate Select students
to to report out Direct students
to to write a a a a a response . Teach key concepts Sometimes I need to to try different pronunciations and strategies to to help me me me read new words • Tell students
that when they they come to a a a a new word they they can try splitting the the the the syllables syllables differently or or or stressing different different syllables syllables until the the the word word sounds right Read the the orange words out loud along with me • Have partners circle the the the S M A R T words with short vowel vowel sounds sounds in in in the the the the first first syllable syllable and underline the the the the words with long vowel vowel sounds sounds in in in the the the first first syllable syllable 2nd read read read Reread the article with Oral Cloze Follow along as I I read read aloud When I I leave out a a a a a a a a word chime in 146 System 44 Module 7
Vocabulary & Language 3 How does the the suf x –ly change the the meaning of the adjective serious in in paragraph 4?
The suffix changes serious to an an adverb that describes how the department treats concussions Word Analysis Circle S M A R T words with short vowel sounds in in the first syllable Underline words with long vowel sounds in the first syllable Word Analysis 146 MODULE 7
¶4 Teams want to protect players from CTE Mater Dei High School in California is famous for its football program Its athletic department takes concussions seriously ¶5 Before the season begins every player takes thinking tests After a a concussion the player takes the the tests again If the the scores
are lower the concussion may be affecting his his brain He can’t return to football until his his scores
are normal ¶5 Players often try to hide injuries “These kids want to fight through it ”
says trainer Mike Fernandez So coaches tell everyone to report teammates with possible concussions Anyone who is hit on on the head should get checked out ¶6 Unfortunately not every school is is this careful A 2009 study found that 40 percent of high schoolers with concussions returned to to athletics too soon Academic Discussion Key Idea Q: What is the the key idea of the the article? A: The key idea of the article is Research shows that concussions are a a a a I READ FOR MEANING
read tallkk write Academic Discussion Direct partner partner 1s to to ask the the question and partner partner 2s to to respond Take notes on on on the the key idea Make sure your answer is a a a a a a a a a a a a a complete sentence Start with with a a a a a a a a a a a a a capital letter and end with with punctuation such as a a a a a a period • Have partners switch roles to discuss the important details • Communicate and Collaborate Preselect one or or or two pairs to to to to report out to to to to the the group group I’m going to to to to ask you you to to to to share your ideas with the the group group Summarize
Have students
orally summarize the the magazine article with RED Routine 6: Summarize
and the the frames A A writing frame frame is also available (SAM Keyword: Summary M7) serious problem for athletes mportant Details
Q: What are professionals doing about concussions? A: At professionals are • In the magazine article titled “Foul Play?”
(author) explains that (topic) concussions are a a a a a a serious problem for athletes)
• The author reports that (important detail) (e g hits to the head can cause CTE) (e g . 1 VA CSTE Brain Bank:
studying “deceased athletes’ brains ”
researching CTE 2 Mater Dei High School:
taking “concussions seriously ”
using tests to determine when football players should return Summarize
This is is a section of a a a normal brain WORDS TO KNOW!
• Communicate and Collaborate Preselect one or or two students
to share their summaries Stretch Text Continue to develop students’ knowledge of concussions with an optional Stretch Text • Read “The Invisible Injury” on page 194 This is is a a a section of a a a brain with CTE The brown spots show tau proteins They can build up after injuries and damage the brain Explain how concussions affect athletes Include the key idea and important details Stretch Text Turn to to page 194 to to read a a a a a magazine article about the effects of concussions LOSING THEIR MINDS? 147
deceased: dead
dementia: a a a a disorder that causes memory loss confusion and personality changes Word Count 209 Lexile 690L
1 UsingDatatoDifferentiate(2DAyS)
Use the the Groupinator on on on the the Teacher Dashboard to to form differentiated instruction groups based on on on on software performance During Small-Group Instruction reteach a a a a a a a a a phonics skill with half half of the the the the students
while the the the the other half half read independently On the the the the next day switch students
Losing Their Minds? 147
International International Dyslexia Dyslexia Association Association (2015) E ective reading instruction for students
with dyslexia The International International Dyslexia Dyslexia Association Association Retrieved from https://dyslexiaida org/e ective-reading-instruction/

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