Multilingual learners (MLs) who are not literate in their home languages, as well as MLs whose home language is not alphabetic, will need instruction in the foundational literacy skills of English. These foundational skills include print concepts, phonemic awareness, phonics, word recognition, and fluency. MLs need systematic instruction and multiple opportunities to practice these skills (August, Shanahan & Escamilla, 2009). • Directionality English is read from left to right. The horizontal arrangement of print is a critical component of written English. Directional tracking involves looking at and processing letters in this order (Student Achievement Partners, 2017). Some MLs’ home languages are not oriented this way (e.g., Arabic is read from right to left). Connect includes Literacy resources in the online teacher resources for students to practice directionality both visually and in writing. • Letter-sound recognition Some MLs home languages (e.g., Chinese) use a logographic system with characters that symbolize words or morphemes. These students will need work isolating, identifying, and manipulating sounds. They will also need to learn sound-symbol associations and patterns. Students will also need to learn to write the 26 letters of English, using both uppercase and lowercase. The Literacy resources in the online teacher resources offer opportunities for practice. Once students can speak and process both letters and sounds, they can put them together to form words. MLs need explicit practice with phonics as they develop early literacy skills. They must practice decoding using meaningful text. Decoding connects phonics to fluency. References August, D., Shanahan, T., & Escamilla, K. (2009). English Language Learners: Developing Literacy in SecondLanguage Learners—Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41(4), 432–452. Instructional routine • Explore and learn Ensure that students who need to develop foundational skills in English complete the Literacy resources in the online teacher resources as well as Connect to Phonics PLUS at the back of the book.Offer multiple opportunities to match oral sounds and words to print. Use available audio segments to reinforce soundsymbol associations. • Practice Incorporate hands-on activities. Add manipulatives, such as letter tiles or magnets, sound boxes, or counters. MLs can also create their own materials using art supplies, a computer, or tablet. • Communicate Help students make connections between their home language and English. Have them notice sounds that are the same or similar. Teach what cognates are so they can be used as assets. • Assess Include sufficient time for informal assessments. Observe as students are doing oral or written tasks or reading decodable readers. Document your observations. Then reteach in small groups to address the needs of MLs who are not progressing and/or those who have been absent (Student Achievement Partners, 2017). FOUNDATIONAL LITERACY Txx
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