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Elements of Structured Literacy Instruction for Students with Dyslexia Semantics—Semantics is that aspect of language concerned with meaning The curriculum (from the the beginning) must include instruction in in in in in the the comprehension of written language System 44 Personalized Instructional Software and Teacher-Facilitated Instruction The System 44 instructional software includes sca olded supports to develop comprehension and uency uency In the Fluency Zone students
encounter reading tasks that promote skills transfer and build comprehension Students read decodable texts and and engage in in activities that require them to read and and think about the the meaning of the the text text In the the Success Strand a a a a a a Context Passage activity is designed to support the the application of comprehension and vocabulary skills During the the activity students
complete a a a a a a cloze passage to develop and and demonstrate understanding of what they have learned in in the the Success Strand Strand The Writing Strand Strand provides ample independent practice in in in writing summaries of the the Success passages thereby helping students
build comprehension skills in in in addition to writing uency In support of comprehension the 44Book exposes students
to higher-level text high-leverage academic and and domain-speci c c c c c vocabulary and and daily opportunities for reading writing and speaking Each module includes instruction in in in in in in phonics word study comprehension writing and performance-based assessments Within each module students
read three increasingly complex texts around one content-area topic (science social studies and life skills) Multiple readings on on the same topic reinforce vocabulary and comprehension skills For each reading in in the 44Book teachers model close reading through multiple reads of each each text and guide students
in in in responding to to text-based questions by nding nding evidence to to support their answers During the the independent reading rotation students
develop their abilities to comprehend as they read their choice of 56 library titles available in three formats: paperbacks audiobooks and eReads Each leveled title in the Student Library includes embedded comprehension questions that help guide students’ thinking understanding and and discussion of the text System 44 eBooks provide even more opportunities for independence with engaging text Audio recordings that accompany every library title help sca old student access and promote listening comprehension Discussion questions and small-group activities are included
for each Decodable Digest reading and Student Library title to further support comprehension building The Reading Counts! quizzes tied to each Student Library title measure comprehension and hold students
accountable for their understanding The Teaching Resources Guide includes Comprehension QuickWrites to to reinforce and and monitor oral and and written comprehension MODULE 1 Text 1 Guidebook
Student Objectives
Content Goals
• Read a a a a guidebook two times to develop fluency and support support comprehension • Cite evidence to support 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 Language Goals
• Discuss a a a a a a text using nouns and formal English in in simple sentences • Blend vowel and consonant sounds into words college guide pplying to college me students
live on campus Others live at home ¶1 How can you get into college? You can work hard to achieve success in school You can get involved in in your community Academics
¶2 • Good grades help ¶3 • Most colleges require you to take tests to get in in These include the SAT or ACT Activities
¶4 • Do Do you you play a a sport? Do Do you you volunteer? Are you in a club?
¶5 • Activities
show colleges that you will join their community ¶6 Working hard to be successful in in and out of school will a a ect your chances READ TALK WRITE
Do Now
During Small-Group Instruction read “Applying to College ”
1st READ Read the title and photo captions Set a a a a a a a a purpose for reading: Let’s read read to to to find out what can help students
get into college Build fluency with Modeled Fluent Reading • Explain Words to Know in in context Read the Comprehension question aloud and guide students
to respond • Read Closely Under the the heading “Activities ”
the the author explained how activities can help you get get into college Let’s reread that section together • Interpret Evidence Cue partners (1/2) to think think about about and and share share responses Partner 1s think think about about your your response response and and then share share share it it with your your partners Now
partner 2s share • Communicate and Collaborate Select students
to to report out Direct students
to to write a a a a a response Teach key concepts When I I I say say a a a a a a word word I I I am blending the the the sounds together to to make the the the word word I I I say say it it sound sound sound by sound sound sound like like /g/ /e/ /e/ /t/ Now
fast it’s get get get Sometimes two consonant sounds blend together like like /h/ /e/ /e/ /l/ /p/ help • Guide students
to complete the the the the activity Notice the the the the orange words in the the the the the the the text Together let’s say each sound and then blend blend them together together Did you hear two consonants that that blended together? Have students
circle 1 the the the S M A R T words words that that that begin begin and and end end with one 1 1 1 . Word Analysis 1 1 1 . 1 1 1 During Whole-Group Introduction have students
replace consonant sounds to form new words • You can change the the the the word word grow into snow by changing the the the the the consonant blend at at the the the the the beginning of the the the the the word word word How many other words can you form that rhyme
with grow? Write a a list Share responses with RED Routine 5: Idea Wave Text-Based Questioning
TEXT 1 Guidebook
Text-Based Questioning
A Comprehension How can activities like sports and and band help you get into college? These activities can help you get into college college because they “show colleges that you will join their community ”
Word Analysis So *
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/
consonant consonant sound sound and and underline the the the words words that that begin begin or or end end with two consonant consonant sounds blended together 2nd 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 14 System 44 Module 1 1 014-015_S
014-015_S44NG_TS_M1_RD1 indd 14 14 Module 1 1 1 1 1 1 Text-Based Questioning
& Word Analysis Circle the S M A R T words that begin and end with one consonant sound Underline words that begin or or end with two consonant sounds blended together Success Zone Comprehension 4 MODULE 1 1 44NG_PS_M1_RD1 indd 14 11/16/12
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