Welcome to

Literacy Night

November 19th , 2024

Meet the Literacy Team

Bri Cornell - Kinder & 1st

Tabitha Jones - 2nd & 3rd

Lindsay Blew - 3rd & 4th

Agenda

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• What literacy looks like at Swigert
• What is dyslexia and how to support
• Materials and strategies for families to use at home
• How to encourage reading at home

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Historically there have been different approaches to teaching reading….do these terms sound familiar?

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Whole Language

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Balanced Literacy

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Phonics

Science of Reading

is the converging evidence of what matters and what works in literacy instruction, organized around models that describe how and why

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Science of Reading- How has that shifted our approach at Swigert ?

Provided strategic and systematic phonics and phonemic awareness instruction ECE-5th Grade

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Increased the number of teachers trained in Orton Gillingham and Heggerty

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All teachers K-3 are required to be trained in the science of reading

Adjusted our assessments including screening for dyslexia

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Literacy At Swigert - Instruction

Literacy Block

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60-90 Minute Literacy Blocks

Whole Group Instruction

Small group or differentiated time

Language Block ECE-5th Grade (OG and Heggerty)

Small Group Intervention (OG, Heggerty, LETRS, Lindamood-Bell)

Beginning of Year, Mid Year and End of Year Assessments

*Ongoing progress monitoring

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Dyslexia

Literacy Night 2024/2025

Tabitha Jones

What is Dyslexia?

According to International Dyslexia Association:

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

About Dyslexia

• Dyslexia affects the brain areas associated with processing speech sounds
• Dyslexia is very common: 15-20% of people are dyslexic
• across borders and languages
• about 5 in every classroom of 25 students
• Dyslexia is genetic: parents who are dyslexic are more likely to have children who are dyslexic
• Children who are dyslexic can learn to read

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About Dyslexia Continued

• Dyslexia has a range of severity, running on a spectrum from mild to severe (some students require more supports than others)
• Not all dyslexic children will require an IEP or 504 Plan
• Students with dyslexia may be perceived as “lazy” but actually are experiencing fatigue when it comes to decoding words
• Dyslexia is about 40% comorbid with ADD/ADHD
• Dyslexia cannot be cured or outgrown

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Myths about Dyslexia

MYTH: Dyslexia is a visual problem.

FACT: Dyslexia is associated with brain-based phonological impairments; as such it is related to language

MYTH: Those with dyslexia cannot learn to read.

FACT: Most individuals with dyslexia learn to read. Those with dyslexia typically require explicit instructional support.

MYTH: Dyslexia impacts intellect, imaginative, or emotional functioning of an individual.

FACT: The reading impairments associated with dyslexia are unexpected and occur in people of all intellectual levels

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Common Strengths and Challenges

Strengths:

*Dyslexic strengths are often overlooked

• Strong problem solving skills
• Creative
• Empathetic
• Observant
• Good at making connections
• Strong narrative reasoning and storytelling
• Oral comprehension
• Big picture thinkers
• Visual thinking skills/ability to visualize scenarios and manipulate images in their minds (spatial awareness)
• Out of the box thinking/Innovative

Challenges:

• Difficulty with phonological processing
• Manipulating the sounds in a word
• Decoding letters and blending sounds to form words
• Slow, inaccurate, or labored reading
• Spelling/Writing
• Time awareness
• Rote Memory (memorizing words, dates, multiplication facts, etc.)

Famous Dyslexics

• Albert Einstein: Often described as a late talker, he struggled with communication in his early years. He loved math and science but struggled with grammar and spelling. His unique thinking approach contributed to groundbreaking scientific insights.

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• Whoopi Goldberg: In her youth she struggled with learning; labeled “dumb” and “lazy” she became a highschool dropout at the age of 17. With low self-esteem, she became involved in drugs. Yet remarkably she overcame all of this and became an actress, comedian, television host and author.

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• Keira Knightley: Diagnosed at a young age, she faced significant challenges in school due to dyslexia. She used her passion for acting to motivate herself to improve her reading and writing skills, using scripts as practice material.

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• Dav Pilkey: American author and illustrator of children’s literature claims dyslexia his superpower. Because of his experience with dyslexia, he has become a more effective writer and role model for kids.

And SO MANY MORE!

Common Fields for Dyslexic Thinkers

• Architecture
• Graphic Design
• Engineering
• Business
• Innovation
• Software Development
• Creative writing, music, film and television
• Research
• Sports/coaching
• Carpentry

*This is NOT an exhaustive list!

Screening and Early Identification

• Early screening and identification are crucial

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• The smaller the literacy gap, the easier it is to make-up instructionally

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• If students are not provided supports early on, there is a larger risk for developing anxiety, depression, and behavioral challenges

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Screening and Early Identification Continued

• Screening at Swigert
• We screen all Kinder-3rd grade students as well as new 4th and 5th graders
• A minimum of 3 assessments
• District Literacy Screener (DIBELS/Istation)
• Rosner Test of Auditory Analysis
• Words Their Way Spelling Inventory
• Classroom observations and teacher notes
• Parent Survey for family history and parent perspectives
• Special considerations for multilingual learners and students already on an IEP
• We send out a letter to families for students who are flagged with dyslexia markers
• We do not formally diagnosis dyslexia, but do recognize markers
• We provide intervention services and continue to progress monitor

Screening and Early Identification Continued

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• Early screening allows for teachers to provide evidence -based instruction and interventions as well as accommodations

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• At Swigert we provide in-class methods that support dyslexics
• Heggerty
• Orton Gillingham based skills instruction

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• We also provide intervention services for students in need
• Phonemic Awareness Drills
• Orton Gillingham based phonics instruction at a deeper level
• Small group setting with frequent diagnostic assessments to measure growth and offer feedback to students
• Focus on the 5 components of literacy (phonemic awareness, phonics, fluency, vocabulary, comprehension)

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• All Swigert students have a Lexia Core 5 Account

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Screening and Early Identification Continued

• A formal diagnosis is not required for in-school interventions and accommodations

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• Some families prefer a formal diagnosis for peace of mind
• A formal diagnosis can be costly
• Completed by a psychologist (not the school-based psychologist)

Intervention Supports

• Explicit, systematic instruction
• Multisensory instruction (hear it, say it, feel it, read it, write it)
• Consistent and frequent
• Phonemic awareness and phonics based
• Individualized feedback
• Emotionally reinforcing
• Grounded in The Science of Reading (Orton Gillingham methods)

Common Classroom Accommodations/Teaching Moves:

• Use of computer for speech-to-text or typing when completing writing assignments and assessments
• Audio texts to support with decoding and keeping up with the pace of reading (Learning Ally Account)
• Use of the teacher notes or a classroom note-taker
• Encouragement and positive reinforcement for efforts
• Teaching the big picture and encouraging students to make connections

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Common Classroom Accommodations/Teaching Moves:

• Not over-correcting (especially in spelling) to preserve self-esteem
• Providing picture clues, experiences, realia to help support knowledge around information in texts
• Breaking work into manageable chunks/steps
• Allowing students to talk through ideas before writing/recording
• Providing extra time to complete assignments and assessments

How to Support at Home

• Celebrate progress (even small steps)/ Reward effort and growth, not grades
• Listen to your child’s frustrations and honor their feelings
• Encourage your child’s areas of strength (academically, socially, athletically, etc.)
• Read out loud to your child each day/evening or use audio texts
• Allow your child to read/reread easy books

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How to Support at Home

• Share the reading with your child (every other page or paragraph)
• Encourage your child to use their tools while completing assignments/Homework (technology, texts, etc.)
• Encourage your child to choose texts they enjoy
• Visit the library (foster a love of books)
• Model reading as a part of your daily routine

Resources

• Books:
• The Dyslexic Advantage by Brock L. Eide
• The GIFT of Dyslexia by Ronald D. Davis
• Overcoming Dyslexia by Sally Shaywitz

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• Online Resources/Websites:
• International Dyslexia Association - …until everyone can read! (dyslexiaida.org)
• Colorado Dyslexia | CDE (state.co.us)
• The Many Strengths of Dyslexics | Dyslexia Help at the University of Michigan (umich.edu)
• 6 Strengths of Dyslexia - Braintrust (braintrusttutors.com)
• Famous People With Dyslexia (thefamouspeople.com)
• List of Dyslexic Achievers | Dyslexia the Gift
• Made By Dyslexia – Redefining Dyslexia
• DenCoKid- Dyslexia | Denver | DenCoKid

Materials and Ideas you can do at home

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Letters names and sounds:

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• Letter puzzles (large or small)
• Matching uppercase letters to lowercase letters
• Matching lower case letters to lower case letters. Ask your child “What is this letter name?” and “What sound does that letter make?”
• Putting magnet letters in order form A-Z
• Tracing letter cards
• Practicing letter formation
• Write out the names of important people in their lives and cut the name up with one letter on each strip of paper. Put the letters in a baggie or envelope. Then have the student put the letters in order of that special person. Have them tell you the letters names and then they can practice writing the letters on paper.

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Phonemic Awareness

(beginning sounds, ending sounds, rhyming words, ect)

• Go on an alphabet scavenger hunt
• Read books that have a rhyming pattern (see additional handout)
• Sing songs that have rhymes in them (example: Down by the bay)
• Ask your child what sound do you hear at the beginning of the word _______?
• Ask your child what sound do you hear at the end of the word _______?
• Ask your child what words rhyme?

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Comprehension, vocabulary, and Fluency:

• Read together (see separate handout for more information)
• Have your child listen to audio texts
• This provide great exposure to vocabulary, a variety of sentence structures, fluency, and it’s joyful
• Storylineonline is a great resource for listening to and watching picture books
• Asking questions as you are reading.
• Who is one of the characters?
• What just happened in the story?
• What do you think is going to happen next?
• Who was your favorite character? Why?
• Did this story make you think of anything?
• Have your child read easy to medium level books out loud
• Harder texts should be saved for school when a teacher can support
• We don’t want students feeling frustrated while reading at home
• Children and adults can take turns reading (every other page)

Snap words from the Seeing Stars word list (high frequency words)

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• Put 3-5 sight words on a note card. Have them practice reading them as fast as they can.
• Try to find the snap words in a book.
• Have them write the words a a tray filled with sand or another fun material (i.e. shaving cream, rice, beans, ect)
• Get a bucket of water and a paintbrush. Have them go outside on the sidewalk and write the snap words on the ground with the paintbrush and water. Then the can read it as it evaporates.
• Use letter beads and string to make bracelets with the snap word letters. Then they can wear the word for the day.
• Chalk writing. Write snap words on the ground
• Hopscotch. Create a hopscotch and write snap words in the boxes. Have the student read the word when they hop in the boxes.

Spelling and reading words:

• Explode the code workbooks (You can find these on Amazon)
• Work at a pace that makes sense for your child/your family
• Encourage your child to work independently
• Building words using magnet letters based upon the phonics skill they are learning in class or intervention.

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Overall General ways to support:

• Repeat, repeat, repeat.
• Repetition is key for helping make connections in your child’s brain. (example: Even if they have all their letter names and sounds it is important to continue practicing saying the sounds, identifying the letter name, and finding objects that begin or end with those sounds. )
• Consistency is key.
• Make sure they get enough sleep.
• Praise their success and effort.
• Dyslexia does not mean your child is lazy or not trying. They are working just as hard, if not harder than other students. Let them know you are proud of the successes you are noticing when you are with them.
• Carve out time for your child to read to you (end of Kindergarten and on)

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Remind them (and yourselves) that everyones brains are different. Reading may be challenging for your child, but they are building perseverance and will be able to read. It is going to take a lot of repetition and a lot of practice. For others reading comes easy because of the way their brain is wired, but point out what skills your child is really good at. “Wow! I notice you are ____________. You are really good at ____________.”

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How to encourage reading at home:

1.Reading together

Great for: All grades and ages

There’s something special about listening to a book being read out loud. It can capture your attention in a unique way. Whether your child is a baby or fully grown, it’s always a good time to read together.

Take turns reading chapters from a favorite story, or just read to your child. Enjoying good stories is a huge motivator in learning to read.

2. Silly voices reading

Great for: Kindergarten to 4th grade

Kids love to laugh and joke, so play into this with a crazy story and silly voices. Get really high-pitched, speed it up like a chipmunk, and then pitch your voice low.

Your kids will love seeing these stories come to life with your words, and you’ll all share a good laugh. To get them involved in the fun, ask them to do their own silly voice! Next, ask them to do their own silly voice!

3. Dialogic reading

Great for: Kindergarten to 2nd grade

The word dialogic means to have a dialogue, and that’s exactly what this activity is designed to do. Instead of reading to your child while they passively listen, invite them into the story. Ask them what they think may happen next, or at the close of the book invite them to create a completely different ending. This is a great way to stretch your little storyteller’s imagination.

4. Reading outside

Great for: Kindergarten to 2nd grade

Kids thrive outdoors. They can run, climb, and dig in the dirt. Outside is also a great place to practice reading and letter writing. Invite your child to help you create words in a sandbox or take a stick and dig a letter into the dirt.

Older kids can simply take their reading outside. It’s amazing how refreshing a change of setting can be.

5. What word starts with…

Great for: Kindergarten to 1st grade

Letter sounds are an essential early reading tool. With this game, ask your child to think of words that start with “B” (or any other letter).

Give an example, like b-b-butterfly, then think of more “B” words together. Choose your child’s favorite things to keep the game fun and exciting. Early readers especially love to talk about the letters in their names.

6. Try nonfiction

Great for: All ages

You never know what a child may love to read. Though many kids enjoy a good princess or dragon story, others will prefer non-fiction books.

If your attempts at fiction are met with indifference, try a book about their favorite animal (sharks, dinosaurs, or lemurs are popular here), learn about space or strange weather events. Whatever your child is into, and whatever their reading level, there’s a book for them.

7. Create a “book nook”

Great for: All ages

A cozy spot dedicated to reading can add joy to the activity. Load up a corner or top bunk space with comfy pillows and blankets, make sure it has good lighting, and include some sticky notes and a dictionary. All your child needs to bring is their favorite book! Even better, snuggle in together and discover a new favorite with your child.

8. Who’s coming over?

Great for: Kindergarten to 5th grade

This game can be played in a couple of different ways, and both are great for reading comprehension. First, try giving clues so your child can guess their favorite characters. These favorites can be from books or TV. You can mention physical characteristics, some of their best friends, or things that happen to them. Keep giving clues until they guess correctly.

The second way to play is to invite a favorite character over and then discuss what you’ll need for their visit. A special kind of bed, their favorite foods, or a place for their pet to stay are all things to consider. This is a fun way to create your own story around your child’s favorite characters.

9. Take turns reading

Great for: Kindergarten to 4th grade

As your child begins to read you can invite them to read to you. Don’t push if they don’t want to, but as their confidence builds they’ll be excited to share their new skill with you.

This may look like you both taking turns reading a new chapter book, or they may want to share all the creature descriptions from their favorite new computer game. No matter the topic, do your best to listen intently and congratulate them on their reading skills.

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10. What happens next?

Great for: Kindergarten to 4th grade

Keep reading fun and active when you step outside the book and asking your child what happens next:

• What do they think will happen?
• What would you like to see happen?
• What’s something funny that could happen?

Any question that gets them thinking through the story on their own is both fun and helpful for reading comprehension.

11. Talk about the pictures

Great for: Kindergarten to 2nd grade

Pictures are a great way for kids to follow along with a story. When your child​​ is beginning to read, have them look at the pictures and ask what they think is going on. As they unravel the story, point out the words they are discovering in the text. Or just let them enjoy creating their own unique version of the story based on the pictures.

12. Try new reading apps and websites

Great for: All ages

There are some amazing reading apps for both reading instruction and digital reading libraries. If your child enjoys spending time on their tablet, give some of our favorite reading apps a try and watch them learn while they play.

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Swigert Reading Incentives

1. Pizza Hut BookIt! Incentive

https://www.bookitprogram.com/programs/book-it-homeschool

2. Lexia: students earn certificates for completing units at home/school (ongoing all year)

3. Two school wide Lexia challenges (Dec 2-20th and another one in the Spring (stay tuned for dates)

4. Summer reading program (stay tuned for dates)

5. Read Around the World with Mrs. Mosley (more details and sign up below)

https://docs.google.com/forms/d/e/1FAIpQLSeQiiLGqU0NgcSnDfotexvaB_Ml9A234lBYjszvZtT5YCZYhQ/viewform

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Resources:

Early Literacy At Home Ideas

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CDE Strategies for different ages

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Sold A Story Podcast