Ready4Reading Evidence Portfolio
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• Conduct three rounds of reading. For purposes of helping students process the content in each short read, the program guides multilingual learners through two rounds of reading. In subsequent reads, students (1) identify the overall content of the read, (2) define its purpose, and (3) gather critical information. This process is aimed at allowing multilingual learners to participate more fully in other classroom activities, such as Before Reading and After Reading tasks. • Group students of different English language proficiencies or shared home languages. Ready4Reading is designed to encourage providing opportunities for students to engage in small-group work with students who share a home language. • Differentiate phonics instruction. The program includes strategies aimed at helping students separate confusing letters in writing (such as b-d, m-n, u-v ) and confusing sounds in speech (such as /a/, /e/, and /b/, /p/).
• Provide targeted scaffolds and support. All modules identify ways to support multilingual learners as well as students who may benefit from specific scaffolds.
• Leverage Home Language. The program provides materials that are aimed at providing strategic language support in Spanish, Cantonese, Vietnamese, and Hmong. Additional language supports in these areas are discussed below: o Wiley Blevins ’s Teaching Phonics offers multilingual learner scaffolds at the lesson level, with one or more language supports per target skill. Lessons guide sound transfers and spelling matches for select languages in sidebars called “Language Supports.” The program also provides unique support on linguistic variations for students speaking through different dialects in the “Linguistic Variations” section in the sidebars. o The program’s Short Read Decodables are designed to provide explicit recommendations to support multilingual learners, with one set of supports (4 – 8 tips) per group of 10 student cards. These recommendations guide teachers on how to help students compare the linguistic features of English to their home languages. These supports aim to build students’ skills and confidence in sounding out letters and words in short texts. The materials provide additional supports for challenge areas (e.g., long vowels) as well as “confidence boosters” (e.g., continuous consonants and cognates) to encourage language transfers for select, high-need target skills. The guides also provide support for building background knowledge with unfamiliar elements of English, such as homophones, metaphors, and idioms.
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