Key Reading Components

What do teachers need to incorporate while teaching students to read and to learn from reading?

Reading Shift

The focus in grades K, 1, and 2 is teaching students HOW to read. As students enter third grade there is a shift to learning from reading.

Learn to read toRead to learn.

Five Key Components Plus 2Phonological AwarenessPhonicsFluencyComprehensionVocabularyOral communicationWriting

Phonological Awareness Being able to hear and manipulate the

sounds of language

1. Rhyme2. Alliteration3. Sentence Segmentation4. Syllables5. Onset and rime6. Phoneme Awareness

Individual sounds, blending, segmenting, and manipulation

RhymeRecognition - Does cat rhyme

with rat?Production - What rhymes with

bell?Alliteration

Recognizing words that begin with the same sound

Sweet Suzie sits on a soft sofa.Sentence Segments

How many words in a sentence?

SyllablesBlending - side and walk. Now

put together.Segmenting - say the syllables

in yesterday.Deletion - say tomorrow without

the to

Onsets and RimesBlending - What word is this -

/t/ /ap/?Phonemes -

Individual Sounds:What words begin with the same

sound? dog, duck, bed, downWhat is the first sound in man?What is the last sound in man?What is the medial sound in

man?

Phoneme BlendingWhat word am I saying? /m/ /o/ /p/

Phoneme SegmentingHow many sounds do you hear in

tip?What are the sounds in sheep?

Phoneme SegmentationInitial and final deletion: Say sam

without /s/ or without /m/Phoneme substitution: Say tan.

Now say /p/ instead of /t/…./p/ instead of /n/

Phonics

Connecting letters to soundsBegin with initial soundsFollow a continuumEnd with structural analysis

Fluency

Ability to read accurately and with prosody

Bridge between word recognition and comprehension

Comprehension

Gleaning meaning from textThe goal of reading is to

understand what you read

Vocabulary

Understanding and using a wide variety of words to communicate

How many sight words?Ability to use context clues

Vocabulary Instruction Includes:ListeningSpeakingReadingWriting

Wide Reading

Variety of genre, types of textsDaily reading by teacher AND

studentsMatthew Effects

5 minutes/day = 282,000 words/year

21 minutes/day = 1,823,000 words/year

65 minutes/ day = 4,358,000 words/year

Direct or Explicit Instruction

Needs to begin in kindergartenVocabulary graphic organizers

Include synonyms, antonyms, examples, non-examples

Concept Definition MapsSemantic Mapping

Word Walls

Indirect or implicit instruction

Words in ContextRead words in contextHave students create their own

context and relate to background knowledge

Provide opportunities to learn in many contexts

Connect context to definitions

Structural Analysis

Morphemes Prefixes, suffixesBase wordsMulti-syllabic wordsLead into dictionary

instruction

Word Consciousness

AwarenessInterest Promotes an understanding of

how words and concepts are related across different contexts