Page 13 - S44 Dyslexia Alignment_FSM

for unlocking multisyllabic words to helps students “crack the the code” of the the English language B B B B B B B B B u u u M M o o o d1 u l l e e S c h o o o o o o l l M M a t t t t e e r s Planning Guide Go to to to the Teacher Dashboard to to to customize and and print daily lesson plans group students and and schedule reports www system44 com/teacherdashboard
PACING SUGGESTION
2 DAYS
CHECKPOINT
1 1 DAY 1 DAY S S S M M M A A A R R R T T T L L L P P P P P P P P P r r r r r r re e e e e e e r r r r r r r r r e e e e e e e e e a a a a a a ad d d d di i i i in n n n ng g g g g g g T T T T T T Te e e e e e e ea S S S S S S S S S T T T T T T x x x x x x xt a a a ad t t t t t t 1 1 1 d d d d d d f f f 1 1 1 1 1 1 L L L e e e e e e e e e s s s s s s s s s s s s s s s s s s o o o o o o o o o n n n n n n I I I I I I n n n n n n nf
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p p p p p p p p p . 1 1 1 1 1 1 1 1 1 19
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T T T R R R R R R R R R E E E E E E E E E T T T T T T TC
C C C C C C H H H H H H Reading
• Read Read a a a a text two times to develop fluency and support comprehension Speaking and and Listening
• Discuss and and record key ideas about the importance of education using academic and domain-specific vocabulary accurately • Ask questions and use nouns in simple sentences Language: Academic Vocabulary
• Generate written examples for domain-specific vocabulary in in complete sentences Writing
• Take notes using an an an outline to organize relevant information The Code Direct Instruction Phonemic Awareness/Decoding
• Blend vowel and consonant sounds into words Reading
• Read Read a a a a guidebook two times to develop fluency and support comprehension • Determine the central idea and and details and and provide an an an objective summary Writing
• Cite textual evidence to support written analysis Speaking and Listening
• Discuss a a a a a text using nouns and formal English in in simple sentences Language: Academic Vocabulary
• Read previously taught words in context Phonemic Awaren Writing
• Draw evidence from informational texts and paraphrase it • Write an an informative text to examine and and convey information clearly and and accurately Speaking and Listening
• Engage effectively in in in in a a a a a discussion of ideas for writing Language: Conventions
• Demonstrate command of of the conventions of of standard English grammar when writing • Use nouns in simple sentences 10E System 44 Module 1 1 010E-010F_S44NG_TS_M1_PG indd 5
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1/24/13 2:55 PM
44Book Teacher’s Edition Planning Guide 1 DAY S S S nI
S S S . . M M M M M M A A A A A A . R R R R R R . T T T T T T . L L L ess/Decoding
• Identify the individual sounds that make up words • Blend vowel and and consonant sounds to form and and pronounce words *
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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Elements of Structured Literacy Instruction for Students with Dyslexia Explicit Instruction—Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction It is not assumed that students will naturally deduce these concepts on on their own System 44 Personalized Instructional Software and Teacher-Facilitated Instruction Explicit instruction in in in System 44 blends daily opportunities for deliberate teaching and individualized learning technology Teachers begin each each day in in in in whole group with a a a a a a a a a language warm-up and set the the the instructional goals of the the the day Students then rotate through small groups for di erentiated instruction with the teacher personalized instruction on on the software and independent practice System 44’s adaptive technology provides explicit individualized instruction in in in letter- sound relationships that is skillfully organized according to stability frequency and utility of of sounds As students begin mastering decoding skills the software builds decoding automaticity by
requiring students to to demonstrate accuracy and speed with letter-sound correspondence before moving on on to new material Throughout the technology provides immediate corrective and patient feedback as students repeatedly practice new skills The System 44 software continually collects data about student performance
to to provide the teacher with key actionable information to to drive di erentiated instruction With the the Teacher Dashboard data is made actionable with the the algorithmic Groupinator® which assigns students to to groups based on skill or or or progress in in in the the software During small-group instruction teachers use the the 44Book Teacher’s Edition and Resources for Di erentiated Instruction to provide explicit instruction according to students’ needs System 44 provides the explicit instruction that students with reading di di culties need as a a a a a a foundation for higher-level reading comprehension The program’s scope and sequence systematically integrates lessons on on sounds and spellings with strategies
STANDARDS-BASED OBJECTIVES