but don’t feel bad if you’re still wondering: a few questions pop up when we start going on some sort of rant about how important structured literacy is and what it looks like! and for good reason – it works. we know that phonics instruction is critical to supporting students with dyslexia and other reading disabilities but the problem is – it’s not enough. so…we realized we had to take all the amazing things about orton-gillingham based instruction (following a sequence, being systematic and sequential in our instruction, taking data and using that data to inform instruction) and expand it beyond the phonics component.
we aren’t using a whole-language approach in which students are simply exposed to literature and then expected to master the content. but it also means that we aren’t incidentally teaching phonics (teaching a phonics concept as it shows up). it uses assessment to guide advancement – structured literacy also relies on checking for mastery. for a walk-through tutorial, check out our blog “a look into teaching -ck” to see how we use the structured literacy approach. we have taken the structured literacy approach and created a system we like to call “smarter intervention.” curious?
structured literacy is an instructional approach to teaching students to read that encompasses all of the elements of language and has key principles that guide how it is taught. there is still so much to learn and i have been so impatient- i want to know it all! this is what is referred to as the “science of reading”. then there are those kids that are always at benchmark, but do have to put in a lot of work. phonemic awareness is the awareness of individual speech sounds (phonemes) in spoken words and the ability to manipulate those sounds. it goes on to include letter patterns, conventions of print, and syllabication.
morphology is the study of the structure and form of words in a language. it helps my students to separate the base and suffix orally, which of course will help with spelling! reading comprehension is a result of word recognition and language comprehension (this is the simple view of reading). i was so put off when i first heard that basically i had to throw all of that out the window and try something new. so my advice to you is to look into a systematic, explicit program that teaches the structure of english. when i pull a reading group for “guided reading” it would be “guided” and it would be “reading” but not the leveled readers “guided reading”. i encourage you to study structured literacy and/or specific principles and elements of it and think about how you can start to incorporate that into your daily instruction.
a structured literacy is a literacy lesson that has a few key components: it follows a structured order every time – each lesson follows the structured literacy is an approach to reading instruction that is explicit and systematic, with a focus click here for editable lesson plan templates. in structured literacy lessons, teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (, structured literacy lesson plan template, structured literacy lesson plan template, structured literacy scope and sequence, structured literacy lesson plan kindergarten, structured literacy curriculum.
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