Planning for Literacy within a Multidisciplinary Unit Plan
M6U3A1
01
The process and purpose of reading
02
The role morphology and contextual analysis have on vocabulary development
03
Evidence-based practices for teaching phonemic awareness to English learners
Guess-the-word game
Objective: Students will be able to blend and identify a word that is stretched out into its component sounds.
Segmentation activities
Objectives: Students will be able to segment various parts of a word.
Change-a-name game
Objective: Students will be able to recognize words when the teacher says the word with the first sound removed.
04
How an English Learner’s home language be utilized to support and strengthen the development of foundational phonics in English
05
The necessary components to achieve effective comprehension, including well-developed language, multiple higher-order thinking processes, and self-correction
1. Well-developed Language:
Strong Vocabulary、Fluency
2. Multiple Higher-Order Thinking Processes:
Analysis、Synthesis、Evaluation、Inference、Metacognition
3. Self-Correction:
Monitoring comprehension、Questioning、Adapting learning strategies、Reflecting on learning、Interconnectedness
06
How evidence-based best practices can be utilized to improve comprehension in English learners, including those with reading difficulties and dyslexia.
1. Targeted Instruction on Language Skills:
Explicit phonics instruction
Vocabulary development
Grammar and syntax
2. Multisensory and Engaging Instruction:
Integrate multiple modalities
Use of decodable texts
Interactive activities
3. Supporting Struggling Learners:
Individualized instruction
Explicit instruction in comprehension strategies
Technology-based interventions
4. Building Background Knowledge:
Activate prior knowledge
Culturally responsive instruction
Use visuals and graphic organizers
