Email: myocom@esc11.net
Website: https://www.esc11.net/Page/719#calendar13881/20200304/month
Phone: 817-740-7563
Twitter: @myocomesc11

I hope you all find the issues beneficial. I would love to hear how I can better serve you and your students. Email me with your ideas!

Warning Signs Even If a Student is an English Learner

• Is there a family history of trouble with reading and writing in their first language?
• Did the child speak on time?
• Did the child start using words on time and produce the words with clarity? if you have trouble hearing and speaking sounds in your first language, you will have that same trouble reading and writing.
• Is the student having trouble with phonemic awareness in his or her first language?
• Are students struggling in other subjects? Does the student learn math quickly and easily?
• Does the student have trouble learning the English alphabet?
• Does the student struggle with writing?
• Is the student participating in RtI and not making adequate progress?

Diagnosing Dyslexia in English Learners

• If possible, check for phonemic awareness problems in the first language.
• If possible, check for spelling and reading fluency in the first language.
• Keep in mind that culture, formal instruction, and trauma are factors that make a diagnosis tricky.

• When possible, work on literacy in the student's native language first.
• Explicitly teach phoneme awareness and sound-symbol connections.

Sources:

• https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners

• https://www.lexialearning.com/blog/english-learners-and-dyslexia-guide

• Phonological awareness
• Phonemic awareness
• Sound-symbol relationship
• Letter knowledge
• Decoding skills
• Spelling
• Listening Comprehension
• (First Grade) Reading rate
• (First Grade) Reading accuracy

• Dyslexia instruction should align with the program model in which the student is participating (Bilingual/ESL). Dyslexia interventionists should have additional training on the specialized needs of ELs.
• Build on first language to transfer that knowledge to the second language.
• Provide direct, systematic instruction for reading and explicit instruction of similarities and differences of sounds, syllable structure, morphology, orthography, and syntax between the first and second language.
• Instruction should emphasize oral language development.
• Expand oral language by using cognates that exist in the native language and English.
• Incorporate ESL strategies during intervention, and implement the English Language Proficiency Standards (ELPS) to address English proficiency in listening, speaking, reading, and writing.

• Establish routines so ELs know what to expect.
• Provide native language support when possible.
• Repetition and rehearsal are needed for mastery of new content.
• Slow the rate of speech based on the proficiency level of the student.
• Simplify complex language based on the proficiency level of the student.
• Provide extra time for processing.
• Allow extra time for ELs to respond both in an oral and written response. Tip: Allow the student to write out his or her response before sharing orally.
• Explicitly teach the structure of the text.
• Explicitly teach vocabulary.

A: There is no fixed amount of time before considering an EL for assessment. Setting a fixed timeframe might lead to a delay in services.

Q: Does an LPAC member need to be involved in the dyslexia identification process?

A: Yes, a member of the LPAC who is knowledgeable in second language acquisition should be included.

lmelton@esc11.net

https://www.esc11.net/Page/8454

• Texthelp https://www.texthelp.com/en-us/products/free-for-teachers/
• TalkingPoints - Reach all your students' families in their home language https://talkingpts.org/
• Read, Write, Speak https://thinkalong.org
• Make Beliefs Comix https://www.makebeliefscomix.com/
  
• Digital Tool https://www.tes.com/lessons
  
• Digital Tool https://padlet.com
• Promote listening & speaking https://flipgrid.com/
  
• Create class lists, activities, assignments, and assessments https://www.vocabulary.com
• Classroom Screen https://classroomscreen.com/
• Interactive classroom in real time https://www.classkick.com
  
• K-5 Reading Student Centers http://www.fcrr.org/resources/resources_sca.html
• Free Content Power Points & Interactive activities http://www.pppst.com/
• Transform lessons to make learning impactful and engaging, or allow students to create animated products to show mastery https://www.powtoon.com/edu-home/
• Current event articles to promote critical reading, writing, and speaking http://wordgen.serpmedia.org/
  
• English Learner Teacher Support http://www.colorincolorado.org/
  
• Writing Guru Gretchen Bernabei http://trailofbreadcrumbs.net/
  
• Free reading passages & literacy resources https://www.commonlit.org/
  
• 2,000+ multidisciplinary wonders https://wonderopolis.org/
  
• Free reading passages by lexile level and content https://www.readworks.org/
  
• Lead4ward.com http://lead4ward.com/resources/

I am not perfect, so if you see errors or find broken links, please give me grace.

LB 03.11.21