5 Key Components of Reading Instruction
Phonolog-ical Processing and Awareness
Helps Children Learn to Read and Spell
Sound and Syllable: * Segment * Blend * Isolate * Discrimination * Identify * Rhyme; work with words, syllables, onset-rime, phonemes |
Phonics
Systematic and predictable relationship between written letters and spoken sounds
* Word Recognition * Apply sound patterns to letters, syllables, letter teams * Sight vocabulary * Use letter team patterns * Decode single and multisyllable * Use strategies to determine unfamiliar words |
Fluency
Reading that sounds like natural language and adjusts based on the meaning of the text
* Phrasing * Intonation * Expression * Smoothness * Volume * Pace/Rate * Accuracy Ability to read text smoothly, accurately, and with appropriate pace and expression, to match the text meaning |
Vocab-ulary
Words we must know to communicate effectively orally and in reading
* Make Meaning * Use oral vocabulary to make sense of words in print * Must know meaning of most words before we understand reading * Determine meaning of unfamiliar words and phrases in text |
Compre-hension
Reason for Reading
Good readers are *Purposeful *Actively monitor their own comprehension *Summarize, infer, predict, connect, predict, compare/contrast *Connect New Learning to Prior Knowledge/ Schema *Recognize story structure; identify story elements and/or text features *Visualize what they are reading *Answer and generate questions |
Growing Our Reading, One Book at a Time
Hallie F, grade 8, gifted artist, painted a Reading Tree on our wall in Spring 2014. For every book students read in the Literacy Lab, they complete a leaf for the tree with Book Title, Star Recommendation, and their identifying code (initials, grade)
Hallie F, grade 8, gifted artist, painted a Reading Tree on our wall in Spring 2014. For every book students read in the Literacy Lab, they complete a leaf for the tree with Book Title, Star Recommendation, and their identifying code (initials, grade)