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Elements of Structured Literacy Instruction for Students with Dyslexia Morphology—A morpheme is the smallest
unit of meaning in in the language The Structured Literacy curriculum includes the study of base words roots pre xes xes and su xes xes The word word instructor for example is contains the root struct struct which which means means to build the pre x in which which means means in in or or into and the su x or or which means one who An instructor is is one who builds knowledge in in his or her students System 44 Personalized Instructional Software and Teacher-Facilitated Instruction System 44 software and teacher-led lessons teach teach students to identify morphemes that help them “chunk” words to to determine their meanings Students learn to to look for pre xes xes and a a a a xes xes count the the “vowel spots” to identify syllables break the the words into syllables read read each syllable syllable and read read the word word Thus System 44 equips students to decode and determine the meanings of unfamiliar multisyllabic words they encounter in in content area reading System 44 provides direct multisensory interactive teaching of individual words independent word-learning strategies morphological syllables and high-frequency sight words Every direct instruction lesson in in in in System 44 includes preteaching of vocabulary words that students will encounter in the lesson and software New words are are introduced in in in small manageable amounts and in in in groups that share a a a a a a a a a a sound-spelling or or morphological pattern System 44 software and teacher-led lessons provide direct explicit instruction about splitting words words into meaningful parts to to help students recognize words words and learn their meanings Context sentences and pictures also help students connect meaning to to content Students have multiple exposures to to new decodable and sight words both in in isolation and in in context cumulatively over time Students also practice and apply morphology in the 44Book Decodable Digest and Library Teaching Resources Refer to the the Master Skills Tracker in in the the System 44 Teacher’s Edition for for speci c c c c lessons for for base words in in ectional endings roots pre xes xes and su xes xes TEACH ACADEMIC VOCABULARY
W W Point out the the the the the changes in in in in in in word word beginnings and and and endings and and the the the the the part of of speech We change change the the the the the ending ending -ess of of the the the the the noun noun success success to to -eed in in the the the the the the the verb succeed When we we add the the the the the suffix -ful to to the the the the the noun noun success success success we we form the the the the the adjective successful These words are in the the the the same word word family 2 Define Read the the the meaning meaning and have students complete it it it in in in in in their 44Books Then restate the the the the meaning meaning asking students to to complete it it it with the the the Target Word: To reach a a a a a a a goal is to to (succeed)
3 Discuss Examples Read the the frame and and model a a a a a a a a a a possible answer Then have students share other ideas and and record one Ask meaningful questions using RED Routine 4: Think-Pair-Share and response frames • How can can you succeed succeed in in in in hitting hitting a a a a home home run? I can can succeed succeed in in in in hitting hitting a a a home home run run by • What qualities do successful successful people people have? Qualities successful successful people people have are Positive Behavioral Support Respect
Model how to listen actively and reflect on on the discussion during Think-Pair-Share • I I I can build on on my classmates’ ideas in our discussion so that that they know I I I listened carefully I I I might say “Have you thought about this quality that that successful people have?”
Provide frames to to help students respond to to others’ ideas • Can you explain more about ? School Matters 13 Word Families
Introduce the word family on page 13 with RED Routine 3: Teaching Vocabulary 1 Pronounce Say the the word word and and ask students to repeat it Word Families
Complete the the meaning and examples
for the the Target Words Target Word succeed suc•ceed
p 25 Meaning Ex to reach • I a a goal amples
hope to succeed (at/in) at at getting a a a role in in in the play (in earning all As this marking period)
• To succeed in school students need to complete all assignments (read well)
success Target Word successful suc•cess•ful (adjective)
p 14
012-013_S44NG_PS_M1_VOC indd 13 13 012-013_S44NG_TS_M1_VOC indd 13 13 Meaning having the planned
Examples • I I know I I have been successful when my parents congratulate me me (I win a a a a a a medal at at at my swim meet)
• A successful reader reads with uency (learns many new words)
SCHOOL MATTERS 13 11/16/12 2 2 Teach Academic Vocabulary Word Families
:55 PM
1/24/13 2:56 PM
Word Strategies Analyzing Word Structure *
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/
9 School Matters 

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