UOP WEEK 1-6 RESPONSE_REPLY APE_536_Introduction To The Science Of Reading_April 2024

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APE/536: Introduction To The Science Of Reading/April 2024 Respond to the following questions in a minimum of 200 words: What are the literacy essentials? Define each one and explain what each means to your reading instruction and student learning. Literacy Essentials are instructional information. They include comprehension, writing, vocabulary, word structure, fluency, and motivation, which are needed to build literacy. The reading process has five aspects: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These five aspects work together to create the reading experience. As children learn to read, they must develop skills in all five areas to become successful readers. Phonological awareness: The ability to hear sounds in words. It helps children learn how to blend sounds together to read words. Phonics: The understanding that letters are individual sounds. It helps children recognize words when they see them, which helps them learn how to spell new words. Fluency: The ability to read smoothly and accurately with expression. Fluent readers can read a text accurately and with expression at their own pace. Vocabulary: The number of words your child knows and understands the meaning of. An extensive vocabulary will help your child become a better reader and writer! Comprehension: This means understanding what you have read or heard—that it makes sense and that you can relate it back to other things you know about or experience in life (like the plot of a story). Explain the Simple View of Reading and how this will affect your reading instruction. How does this align (or not align) to the literacy essentials? The Simple View of Reading is a theory that defines the skills contributing to early reading comprehension . According to the original theory, an individual's reading comprehension is the product of her decoding skills and language comprehension . The Simple View is useful for understanding the abilities underlying early reading comprehension. Studies supporting the Simple View of Reading have primarily relied on simple assessments of reading comprehension; they typically do not measure deeper comprehension, which may include critical reading or analysis of the author's craft, which matters for long-term literacy development. The Simple View is limited in describing what underlies this deeper comprehension. However, for elementary teachers, this concept offers an influential way to understand the abilities contributing to emerging reading comprehension.

Explain the Gradual Release of Responsibility Model and how it is used in lesson planning. The steady release of responsibility framework decisively shifts the mental load from the teacher to the students . The teacher moves from modeling to guiding instruction to providing students with opportunities to collaborate before they engage in an independent learning experience. The framework is structured so that scaffolding can occur through steps that the instructor has implemented as well as through the activities and guided resources provided. The gradual release of responsibility consists of the following phases: focused instruction, guided instruction, collaborative learning, and independent learning. References Bloser, Z. (2021). The Science of Reading Basics, Part 2: The Simple View of Reading. YouTube. Retrieved from https://www.youtube.com/watch?v=QtDEMHMRd8E. Dese. (2022, December 29). What Is the Simple View of Reading? Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html#:~:text=The %20Simple%20View%20of%20Reading%20is%20a%20theory%20that%20attempts,Gough %20%26%20Tunmer%2C1986). IMCE Journal. (2023, February 21). The Essential Components of Literacy Instruction, Part 1 of 6. Retrieved from https://journal.imse.com/the-essential-components-of-literacy-instruction-part- 1-of-6/ Old Dominion University. (n.d.). The Gradual Release of Responsibility Framework. Retrieved from https://www.odu.edu/facultydevelopment/teaching-toolkit/gradual-release-responsibility- framework#:~:text=The%20gradual%20release%20of%20responsibility%20framework %20purposefully%20and%20gradually%20shifts,in%20an%20independent%20learning %20experience. Bloser, Z. (2021). The Science of Reading Basics, Part 2: The Simple View of Reading. YouTube. Retrieved from https://www.youtube.com/watch?v=QtDEMHMRd8E. Dese. (2022, December 29). What Is the Simple View of Reading? Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html#:~:text=The %20Simple%20View%20of%20Reading%20is%20a%20theory%20that%20attempts,Gough %20%26%20Tunmer%2C1986). IMCE Journal. (2023, February 21). The Essential Components of Literacy Instruction, Part 1 of 6. Retrieved from https://journal.imse.com/the-essential-components-of-literacy-instruction-part- 1-of-6/

Old Dominion University. (n.d.). The Gradual Release of Responsibility Framework. Retrieved from https://www.odu.edu/facultydevelopment/teaching-toolkit/gradual-release-responsibility- framework#:~:text=The%20gradual%20release%20of%20responsibility%20framework %20purposefully%20and%20gradually%20shifts,in%20an%20independent%20learning %20experience. 1 st Reply What is the gradual release model of instruction lesson plan? It involves three main phases: Focused Instruction ('I Do'), where teachers model the skill; Guided Practice ('We Do'), where students practice with support; and Independent Practice ('You Do'), where students apply skills independently. Dec 21, 2023 The gradual release model of lesson planning has three phases: I Do, where the teacher models the lesson; We Do, where the students do the lesson with help from the teacher; and You Do, where the students work independently. After researching, I learned that the Madeline Hunter seven-step lesson plan consists of 1. Objectives 2. Standards 3. anticipatory set 4. teaching, input, modeling, and check for understanding 5. Guided Practice 6. Closure 7. Independent practice in addition to input, modeling, and checking for understanding. This was very interesting to read. I’m new to teaching, so I’ve never heard of the term, but I will do more research. Thanks CSUN. (n.d.). The Madeline Hunter Model of Mastery Learning. https://www.csun.edu/sites/default/files/Holle-Lesson-Planning.pdf Create a brochure or handout. Include the following information:  An introduction stating the purpose of the brochure/handout. What is the Science of Reading? “The science of reading is an evidence-based approach to teaching reading that emphasizes the importance of five key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These five components are essential building blocks of reading and are interrelated."  Define and thoroughly explain each stage of reading (literacy) development. Beginning Stage decoding using* knowledge of letter-to-sound relationships to figure out the identity and meaning of unfamiliar words in developing a sight vocabulary*words the learner recognizes at once in text and isolation. Transitional Stage

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Their processes of encoding words, knowledge of sound-to-letter relationships, and spelling patterns to write words they want to use, well as representing ideas, become more rapid. Intermediate Stage Fluency develops further, allowing entirely natural-sounding oral reading of on-level texts. They are better able to balance the many cognitive demands of writing*more fluently encoding at the word and sentence levels, while sustaining focus and intent. Proficient Stage Reading can become much more flexible and strategic. Students become increasingly able to analyze themes and character motivations, as well as relate contemporary literary characters and themes to earlier works. Word knowledge may grow into an appreciation of the increasing range and importance of Greek and Latin word elements as well as the histories of words or etymology.  Explain why orthographic knowledge is essential for reading development. Orthographic Knowledge Orthographic mapping is the cognitive process we use to store and retrieve words by automatically connecting their pronunciation, spelling, and meaning automatically and effortlessly. Orthographic mapping helps explain how students read fluently, spell words, and learn new vocabulary when reading.  Describe the characteristics of oral language by defining the types of knowledge and providing an example of each. Oral language is often associated with vocabulary as the main component. However, oral language is made up of much more. In the broadest definition, oral language consists of six areas: phonology, grammar, morphology, vocabulary, discourse, and pragmatics. The acquisition of these skills often begins at a young age, before students start focusing on print-based concepts such as sound-symbol correspondence and decoding. Because these skills are usually developed early in life, children with limited oral language ability are typically disadvantaged when they enter kindergarten ( Lexia Learning, 2018 ). Phonology Phonology covers the organization or system of sounds within a language. Once the phonological system has been acquired for essential listening and speaking, children begin to develop phonological awareness of words in sentences or syllables in words. Other aspects of phonological awareness include rhyme, alliteration, onset rhyme word families, blending, segmenting, and manipulating sounds. At the most complex level is phonemic awareness, blending, segmenting, and manipulating words at the individual sound or phoneme level. Vocabulary (Semantics)

The development of vocabulary focuses both on expressive and receptive vocabulary. Expressive vocabulary represents the words a student actively uses when talking, writing, or communicating. Receptive vocabulary represents words a student understands based on context and background experiences but may not necessarily use when speaking or writing. A common misconception is that vocabulary can be measured simply by the sheer number of words an individual can understand and use, although this pertains only to the breadth of vocabulary knowledge. To measure the depth of vocabulary knowledge, a broader definition also includes a focus on such areas as: multiple meanings of words (homonyms), shades of meaning, figurative language, and relationships between words (synonym, antonyms, analogies). Morphology Sometimes considered to be a subset of syntax and sometimes considered as part of vocabulary (semantics), morphology is focused on the smallest units of meaning within a word, as well as the rules about how those words are formed. For example, if we were to examine the word “cats,” a basic analysis would show there are four phonemes: /k/, /a/, /t/, and /s/. However, the word only has two morphemes (meaningful word parts): “Cat” is a feline animal, and “s” tells us that there is more than one cat. Morphology can also include the study of structural analysis —how words are joined together and build vocabulary by analyzing the morphological structure of the word (prefix, root, and suffix)—which then helps build upon the child’s foundation in vocabulary. Grammar (Syntax) As children develop their oral language skills, they also create an understanding of grammar— the set of structural rules that govern the combination of words and phrases into sentences and how sentences are combined into paragraphs. Knowledge of these rules helps children understand the relationship among words and apply vocabulary and abstract thinking to their oral language comprehension. Pragmatics Considered by some reading experts as the “hidden curriculum” in a classroom, pragmatics requires the understanding of the social use of language. This includes social norms regarding conversational turn-taking, personal space, and appropriate behavior with peers and authority figures in a variety of common social situations. In some classroom settings, students lacking background experience—which can be attributable to cultural differences in some instances— don’t understand group dynamics and expectations regarding behavior. Understanding a variety of situations prepares students for more successful comprehension at later stages, including both listening and reading. Discourse Oral and written communication, also known as discourse, is a critical skill. For example, narrative storytelling follows a very specific format: Stories typically have a beginning, middle, and end. They describe the main characters and the setting in which they live, the conflict, and the resolution. An understanding of story structure is essential in order to read, understand, and write narrative. In contrast, consider the structure of expository, or informational text. These

forms of writing also follow certain structures, such as: persuasive, cause and effect, compare and contrast, and procedural. It is critically important that students understand these structures through listening comprehension before they even begin to focus on reading comprehension. Before they can write these kinds of stories, they need to understand and tell stories in those formats.  Describe the characteristics of thought by defining metacognition and explaining the pyramid of cognitive development. Metacognition , sometimes described as thinking about your own thinking, refers to knowledge about one's own thoughts and cognitive processes as well as the cognitive regulation involved in directing one's learning. Cognitive learning theory focuses less on what a student is learning and more on how they are learning. It is the difference between mindlessly memorizing facts to pass a test and building sustainable, repeatable, and substantive learning patterns that will allow for long-term growth. . Metacognition and The pyramid of cognitive development. Knowledge The first level of the taxonomy is Knowledge. This is where the learning journey starts. It’s about remembering and recalling basic facts and information names, dates, places, and ideas. This is the seed of knowledge, the foundation upon which all other learning is built. Comprehension Next comes Comprehension. It’s more than just knowing facts. It’s understanding them. It’s when a seedling first breaks through the surface and reaches towards the sunlight, starting to take in its environment. Application At the Application level, things start getting interesting. Here, you begin to use what you’ve learned in new ways. This is the stage when the plant begins to spread its leaves, using the sunlight it’s absorbing. Analysis The fourth stage, Analysis, is where the understanding becomes more profound. It’s about breaking their relationship how a botanist might dissect a flower to better understand its structure. Synthesis

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Synthesis, the second-to-last stage, is where creativity comes into play. It’s about combining information in new ways, like a gardener arranging different flowers to create a beautiful bouquet.  The characteristics of the written language (or complexity of text) include word level and text level. Define each and provide at least 2 examples of each. Text complexity can be defined as the level of difficulty in reading and understanding a text based a series of factors: the readability of the text, the levels of meaning or purpose in the text, the structure of the text, the conventionality and clarity of the language, and the knowledge demands of the text (NYS.ed, n.d.). The characteristics of written language are Permanence, Production time, Distance, Orthography, Complexity, Vocabulary, and Formality. According to TKI, 2009 most written language has some distinctive characteristics. It is usually planned, organized, and durable. It is not bound by any physical setting, and it is often read by people unknown to the writer. Some kinds of informal writing, such as diaries, letters, notes, and shopping lists, are not extensively planned and are usually written for the writers or someone they know well. These types of writing often have characteristics of both spoken and written language. Word level relates to the spelling of individual words. Text level relates to structuring a text, for example, writing a beginning, middle, and end, using paragraphs, and remembering an introduction for a report, to name a few. Word-level word choice, spelling, morphology Text-level organizational structure, coherence, and cohesiveness Cite sources to support your assignment. Include a reference page. Citations and reference page should be formatted according to APA guidelines. Visual Appeal: In addition to content, your brochure/handout will be graded on visual appeal (color, graphics, headings, images, etc.). Review the rubric for expectations of proficiency. Submit your assignment.

Language and Literacy Angela Brown University of Phoenix APE/536 Sandra Cooke 4/5/2024 References ASHA. (n.d.). Written Language Disorders. Retrieved from https://www.asha.org/practice-portal/clinical-topics/written-language- disorders/#:~:text=Word%20level%E2%80%94word%20choice%2C%20spelling,organizational%20structure%2C %20coherence%20and%20cohesiveness. HMH. (2023, April 27). What Is Orthographic Mapping? Retrieved from https://www.hmhco.com/blog/what-is-orthographic-mapping-in- reading#:~:text=Orthographic%20mapping%20is%20the%20cognitive,learn%20new%20vocabulary%20when%20reading. Lexia Learning. (2018, March 3). What Is Oral Language? Understanding Its Components and Impact on Reading Instruction. Retrieved from https://www.lexialearning.com/blog/what-oral-language-understanding-its-components-and-impact-reading-instruction. Murray, D. (2022, July 7). Cognitive learning theory: benefits and examples. Retrieved from https://www.go1.com/blog/cognitive-learning- theory. NYS.ed. (n.d.). Complex Text and English Language Learners (ELLs) and Multilingual Learners (MLs). Retrieved from https://www.nysed.gov/bilingual-ed/topic-brief-3-de-mystifying-complex-texts-what-are-complex-texts-and-how-can-we- ensure#:~:text=What%20is%20a%20%E2%80%9CComplex%20Text,language%20conventions%20and%20clarity%3B%20and. Puiu, T. (2023, May 23). What is Bloom’s Taxonomy: the pyramid of true learning. Retrieved from https://www.zmescience.com/feature-post/resources/school- study/what-is-blooms-taxonomy-the-pyramid-of-true-learning/.

Shared Teaching. (2023, May 10). Building Writing Skills With The Science Of Reading. Retrieved from https://sharedteaching.com/writing- science-of-reading/#:~:text=The%20science%20of%20reading%20is,reading%2C%20and%20they%20are%20interrelated. Templeton, S., & Gehsmann, K. (2022). Teaching reading and writing: The developmental approach (2nd ed.). Pearson Education Limited. Retrieved from https://bibliu.com/app/#/view/books/9780134985015/epub/OPS/xhtml/fileP7001017697000000000000000000650.html#page_19. TKI. (2009, February 25). Written Language. Retrieved from https://englishonline.tki.org.nz/English-Online/Planning-for-my-students-needs/ Exploring-language/Written-Language#:~:text=Most%20written%20language%20has%20some,people%20unknown%20to%20the %20writer . WEEK 2 Response Respond to the following questions in a minimum of 200 words: The reading block has many components, as outlined in Chapter 3. Choose one of the components and explain its purpose and structure. The reading block components that I'm focusing on are small-group instruction, conferring, and independent reading practice. The total instruction time for small-group instruction is forty-five to sixty minutes. It consists of at least thirty minutes of independent, purposeful reading practice and fifteen to twenty minutes of small-group instruction two to five days per week, depending on the stage of development and student needs, one-to-one conferring at least once per week for each child. Small-group instruction groups students according to their development level. The approaches used in small-group instruction are teacher-guided reading, strategy lessons, and reading conferences. The teacher-guided reading lesson has three parts: before, during, and after the students read. Before reading, the student is given a book on his/her reading level; the teacher will preview it, provide a brief synopsis, and set a purpose for reading the book. During reading, the student will practice reading, and the teacher will observe and coach. The students will read to themselves silently. The teacher listens and coaches students according to their needs. After reading the book, the teacher will discuss the meaning of the text. The teacher will choose a teaching strategy to help the students read better. The teacher will model the approach with the students and have them use it for their independent reading time. What does word study instruction look like? Why is it an important component of the literacy or reading block? Word study is teaching phonics, spelling, and vocabulary. It is planned according to the student's stage of development. Word study is designed as interactive lessons that help students understand words when learning their sounds, patterns, and meanings—the layers of spelling.

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Word study is vital because it provides the student with developmental hands-on exploration of words, their parts, their meaning, and how to read, spell, and understand them. Explain how the writing block mirrors and complements the reading block. The writing block mirrors and complements the reading block because it will have some of the same components as the reading block. The reading and writing blocks are connected by content and structure. What role do content standards play in reading instruction? Why is it important for a teacher to know the standards for the grade levels below and above the one they teach? Content standards are what the students should learn and be able to master by the end of the school year. The students should design lessons to help them student reach their goals. The teacher Alstad, C. (2021, February 22). What role do standards play when teaching students? Retrieved from https://resumes-for-teachers.com/blog/interview-questions/what-role-do-standards-play- when-teaching-students/#:~:text=Content%20standards%20indicate%20what%20students,school %20effectively%20meets%20the%20standards. Stewart, L. (n.d.) The science of reading: Evidence for a new era of reading instruction. Zaner- Bloser. Retrieved from https://bibliu.com/app/#/view/books/9780134985015/epub/OPS/xhtml/fileP70010176970000000 000000000010B1.html#page_97. Reply #1 Reply #2

WEEK 2 Summative Assessment: Language Learning and Literacy Presentation Address the following components in your presentation:  List and describe at least 3 characteristics of highly effective literacy teachers. Slide #2 According to Templeton & Gehsmann 2022, Highly effective literacy teachers are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching regularly. They can adjust their teaching strategies to fit the students and the material, recognizing that different students learn differently. The most effective teachers also dedicate a significant amount of time to teaching literacy each day, and most of this time is spent in small- group instruction. They are knowledgeable and can explain their instructional decisions, teach students how to recognize and read words effortlessly and teach them to read for understanding. They can connect word study instruction to meaningful reading and writing activities and engage students in authentic and extended reading and writing practice.  Evidence of current language acquisition and literacy theories, standards, and research Slide #3 #4 Four significant theories about language acquisition exist: behaviorism, nativism, constructivism, and social interactionism. The first theory is based on the concept of stimulus-response behavior, and the theories of nativism and constructivism are based on the way cognition supports language development. The theory of social interaction is based on the principles of sociopsychology and sociolinguistics (Vaidya, 2020) . The standards and research create a roadmap to guide learners in developing competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and worldwide (ACTFL, n.d.).  Meaningful classroom or at-home activities and interactions that influence children’s language acquisition and reading Slide #5 According to British n.d., Word games can expand your children’s vocabulary. Telling age- appropriate jokes can also help foster good humor and creativity in children, which will encourage wordplay and imagination. Riddles are fun ways to use words and paint pictures of scenes or situations. The repetitive chanting, reading, writing, or hearing of rhymes promotes good listening and Storytelling. While storybooks provide ample entertainment, sharing real or make-believe stories can provide a good bonding time with your children while helping develop their communication skills and memory retention, in addition to developing speech. Homonyms

promote listening and comprehension skills by playing with words that sound the same but have different meanings. Allow your children to think of words that sound alike, and let them try to define each one.  The roles that sight words, the alphabet, and phonological awareness play in children’s transition from oral to written language Slide #6 Phonological awareness and alphabet knowledge form part of the inside-out processes that make up emergent literacy. These two knowledge sets are believed necessary for developing literacy but not individually sufficient. Each has a different role to play in the development of literacy. However, together, they form the basis for the acquisition of the alphabetic principle, which is the understanding that graphemes in print represent speech sounds in spoken words. The combined knowledge means that children can use letters and their sounds to make phonemically correct representations of words when both reading and spelling ( Gaab, n.d.).  Support for the conversational and academic language development of English learners Slide #7 According to Lexia (2017), a four-pronged approach to teaching academic language to ELs allows these students to learn the terminology through listening, speaking, reading, and writing. This is best practice for all students, but especially for students who are not native English speakers.  Research and describe the following approaches to reading and writing instruction that are supported by the Science of Reading:  The Simple View of Reading Slide #8 The Simple View of Reading is a theory that defines the skills contributing to early reading comprehension . According to the original theory, an individual's reading comprehension is the product of their decoding skills and language comprehension (MDES, 2022).  Scarborough’s Rope Model Slide #9 The Reading Rope consists of lower and upper strands . The word-recognition strands of phonological awareness, decoding, and sight recognition of familiar words work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice (International Dyslexia Association, 2018).  Explicit and Systematic Phonics Instruction (Structured Literacy) Slide #10 #11 Explicit phonics instruction involves teaching children phonics by clearly explaining their learning skills. In contrast, implicit phonics instruction involves teaching children phonics through exposure to language instead of through teaching explicit rules ( Study.com, 2015). Systematic Phonics refers to phonics instruction organized around a well-developed scope and sequence . The scope is the range of skills and content to be covered, and the sequence is the order in which they will be covered ( ODE, 2023).

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Slide #12 References References ACTFL. (n.d.). What Are the World-Readiness Standards? Retrieved from https://www.actfl.org/educator-resources/world-readiness-standards- for-learning-languages. British Council. (n.d.). Fun activities that help develop language learning in children. Retrieved from https://www.britishcouncil.my/english/courses-children/resources/fun-activities-that-develop-language-learning. Gaab, N. (n.d.). How Phonological Awareness Contributes to Reading Development. Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/fluent-word-reading/phonological-awareness.html. Harn, B., Simmons, D. C., & Kame’enui, E. J. (2003). Institute on Beginning Reading II: Enhancing alphabetic principal instruction in core reading instruction [PowerPoint slides]. Retrieved from http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/enh... International Dyslexia Association. (2018, April). Scarborough’s Reading Rope: A Groundbreaking Infographic. Retrieved from https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/#:~:text=The%20Reading%20Rope%20consists %20of,automatic%20with%20repetition%20and%20practice. Lexia. (2017, January 17). 3 Strategies for Teaching English Learners Academic Language. Retrieved from https://www.lexialearning.com/blog/3-strategies-teaching-english-learners-academic-language#:~:text=Experts%20suggest%20taking%20a %20four,are%20not%20native%20English%20speakers. Massachusetts Department of Elementary and Secondary Education (MDES). (2022, December 29). What is the Simple View of Reading? Retrieved from https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html#:~:text=The%20Simple%20View%20of%20Reading %20is%20a%20theory%20that%20attempts,Gough%20%26%20Tunmer%2C1986). Ohio Department of Education (ODE). (2023, July 5). Explicit and Systematic Phonics Instruction. Retrieved from https://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Literacy-Academy/Literacy-Academy-on-Demand/Grades-K-5/Explicit-and- Systematic-Phonics-Instruction#:~:text=Systematic%20Phonics%20refers%20to%20phonics,that%20they%20will%20be%20covered. Study.com. (2015, December 17). Explicit & Implicit Phonics Approaches to Literacy. Retrieved from https://study.com/academy/lesson/explicit- implicit-phonics-approaches-to-literacy.html#:~:text=Explicit%20phonics%20instruction%20involves%20teaching,of%20through%20teaching %20explicit%20rules. Templeton, S., & Gehsmann, K. (2022). Teaching reading and writing: The developmental approach (2nd ed.). Pearson Education Limited. Retrieved from https://bibliu.com/app/#/view/books/9780134985015/epub/OPS/xhtml/fileP7001017697000000000000000000CA4.html#page_72. Vaidya, G. (2020, March 29). Language learning: Various stages & theories. Retrieved from https://www.linkedin.com/pulse/language-learning- various-stages-theories-gayatri-vaidya#:~:text=There%20are%20four%20major%20theories,way%20cognition%20supports%20language %20development.

UOP­ WEEK 1-6 RESPONSE_REPLY APE_536_Introduction To The Science Of Reading_April 2024

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