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1.) Phonemic Awareness: one of the earliest skills developed in the reading process. It's the ability to hear, identify, individual sounds (phonemes) in spoken words.

2.) Phonics: Phonics teaches readers how to decode (read) and encode (spell) words by connecting letters to sounds. Helps children make the connection that letters represent sounds.

3.) Fluency: has three parts. Accuracy, Rate, and Expression. Fluency helps free up focus that is needed for comprehension. It includes prosody and automaticity.

4.) Vocabulary: involves learning the meaning of words and how to use them properly in context. Vocabulary growth is closely tied to reading comprehension.

5.) Comprehension: Comprehension involves not only understanding the meaning of words but also integrating information, making inferences, and thinking critically about the text. If a student cannot understand the text, then they cannot benefit from it.

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Definition - enables learners to understand and use language effectively for communication and learning.

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Differentiation considers a students different needs, strengths, and challenges then tailors instruction to benefit that student.

In order to recognize differentiation in a classroom, practicing "Getting to Know You" activities help develop a relationship with students. A few examples: "Two Lies, One Truth" ; "Classmate Interview and Presentation" ; "Four Corners with favorites" ; or "Beach Ball". All of these include reading & writing, plus oral presentation.

Maintaining classroom motivation by creating an engaging environment is a key element to differentiation. A classroom should have a proper library with variety in genres, instructional level, and diversity. Having a print-rich classroom also benefits differentiation. Providing teacher made print, hanging students work, and having a word wall.

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"We have to provide opportunities for students to learn about changing technology because of the impact it may have on their future" - Edutopia Article

With the use of technology in the classroom comes a big responsibility for teachers - to encourage students how to use it properly and ethically.

Technology provides tools for teachers that take administrative tasks off their hands so they can focus on engaging with students.

An example of technology in the classroom is the app called "Seesaw". This app is used for communication between teacher and parents, teacher and students, interactive assignments, videos, content links, and a tool for differentiation.

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Understanding and interpreting the meaning of what is read.

What students understand while they read has a profound impact on their entire lives.

Comprehension is essential for students to be able to:

Retell or summarize key points of a text.

Make inferences and draw conclusions based on evidence in the text.

Analyze the author's purpose, tone, and use of language.

Apply knowledge gained from the text to other situations or contexts.

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Grammar can

1.) Improve reading comprehension

2.) help students become more efficient writers

3.) create confident communicators

4.) enhance writing skills

When teaching Grammar, be sure to model and teach one skill at a time. Grammar is the vessel that allows students to express their ideas. Provide time for practice, and teach sentence combining, punctuation, and etc.

Writing can

1.) break down any barriers between thoughts and letter formation

2.) clarification between alike letters (d,b, and q,p)

3.) assist in letter sounding correspondence

Assessment for Grammar/Writing could vary from oral, to written. More than just a worksheet of tracing and sentence fillers. Students that need more support can use technology to show what connections they have made. Those who are more advanced can be challenged by requesting more details.

www.readingrockets.com

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Contrary to popular belief Dyslexia is not when words are read backwards. Dyslexia - a neurological disorder which causes difficulties with recognition of words, poor spelling, and decoding abilities.

Supporting ELL's (English Language Learner)

Reading to students daily is essential. Text that contains little text, supporting illustrations, and repetitive/predictable phrases. Work on comprehension by using using props, pointing to words as you read, and ask open ended questions.

Recent studies show, focusing on oral and spoken language is key to helping students reading comprehension.

Using sources such as Newsela supports students reading the same article, just at different reading levels. This activates engaging small and large group discussions.

When working with gifted students, providing them leadership in their learning helps promotes higher level thinking and emphasizes research skills.

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Guidance on Explicit Vocabulary Instruction

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Guidance on Explicit Vocabulary Instruction

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Intentional Vocabulary Teaching

~Specific Word Instruction, selecting words to teach, rich and robust instruction

~Word-learning strategies = dictionary use, morphemic analysis, cognate awareness (ELL), contextual analysis

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is how information within a written text is organized. This can help students monitor their comprehension.

Text structure is the way a piece of writing is organized.

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Read Aloud:

Reduces cognitive load to comprehend text

Makes content accessible

Models reading fluency

Models thinking processes for using reading strategies

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Handwriting - The formation of letters and words with the proper spacing. It is a cognitive process that connects the brain's ability to form letters and words with fine motor skills & language development.

Enhancing Literacy - Includes developing vocabulary, fluency, comprehension, writing skills, and the ability to communicate ideas clearly.

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Academic Word List - provides a practical starting point for building the needed academic language skill.

Evidence Based Instruction - refers to teaching practices that are grounded in scientifically supported research, demonstrating that they consistently lead to improved student outcomes.

Vocabulary Development - building a child's word bank through exposure to new words

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Phonics are making a connection with the relationship between letters and sounds. 

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·         Stages of Spelling Development -

1.) Pre-Commutative Spelling Age: 3-5. Children may write random letters, numbers, and symbols that have no connection to the sounds in a word.

2.) Semi-Phonetic Spelling Age: around 4-6. Awareness of the correspondence between sound-letters. Children use 1-2 letters to represent sounds at the beginning and end of words.

3.) Phonetic Spelling Age: 5-7. With the exception of blends and vowels, spelling is closer to correct form. A higher form of understanding phonetic structure.

4.) Transitional Spelling Age: around 6-8. Children grasp common spelling patterns, but still make errors with irregular words and complex vowels. Children start to make connections with word families.

5.) Correct Spelling/Conventional Spelling. Children spell words correctly, and occasionally make mistakes with more complex spelling. At this stage, they are learning to spell with prefixes and suffixes. They also use more complex spelling rules such as silent letters and past tense.

·         Stages of Reading Words -

1.) Pre-reading/Emergent Readers. Children are exposed to literature, words, and make a connection that the text produces a sound.

2.) Early Word Recognition/Beginner Readers. Ages 5-7. Children recognize sight high-frequency words (sight words/dolch words). They use decoding skills for CVC words, and start connecting letters to sounds.

3.) Phonetic Decoding/Transitional Readers. Ages 6-8. Children have confidence in decoding words, and recognize common spelling patterns. Irregular words/spelling patterns, silent letters, and complex words may be a struggle.

4.) Fluent Word Recognition/Fluent Readers. Ages 7-9. Children can read and recognize many words fluently and without much trouble. Relying less on sounding out, and more on recognition.

5.) Advanced Word Recognition/Proficient Readers. Ages 9-12. At this stage, children are decoding complicated words, and reading near fluent. They are activating their critical thinking, comprehension, and understanding of deeper content.

·         Consonants - 25 consonant sounds in English. Some sounds are spelled with two letters, known as digraphs.

·         Vowels - there are about 16 vowel sounds in English. Each vowel sound has a variety of spellings.

·         Patterns - the pattern between sounds (phenomes) and letters or group of letters in words. For instance CVC (consonant vowel consonant)

·         Syllabic Analysis - when students are able to say one syllable alone, yet not able when put into a two syllable word.

Instructional Strategies

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Contrary to popular belief, dyslexia is NOT a "special type" of reading disability. "Most individuals with dsylexia have normal visual-spatial skills, and they do NOT see things backwards."

Reversal - a letter is written backwards or misread as the backward version of that letter

Transposition - refers to reading or spelling words with the

letter order tranposed, such as reading the word on, as no, saw as was, or spelling said as siad.

Dyslexia and Struggling Students:

Nature and symptoms

Evidence-based instructional strategies

Interventions

Resources

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Context which is either or both "window" or "mirror".

Window - seeing parts of other worlds, cultures, and identities through storytelling and books.

Mirror - seeing your own world, culture, and identity through storytelling and books.

Culturally Diverse Texts sets students up for

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Phonological Awareness Screening Test - best used with students as part of a whole class screening in K-2 or a formal reading assessment.

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The use of technological tools and the explosion of knowledge have greatly increased the level of literacy that is required of today's society.

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Large number of students that are reading below a basic level + the gap between the reading achievement of poor and middle-class students is substantial = federal regulations for programs that are evidence based.

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The process of which students learn words by using their long-term memory. The purpose of orthographic mapping is to store words in the brain.

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Reading Fluency has three parts:

1.) Accuracy

2.) Rate

3.) Expression

Fluency is more than just the list above. Speed is not what is important when it comes to fluency and reading. Fluency helps free up focus that is needed for comprehension. Fluency also includes prosody and automaticity.

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are words that are most common in print.

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Common words that students recognize instantly without sounding them out.

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1.) Syllable Level - children learn to separate (or segment) syllables.
2.) Onset-rime Level - onset = sound that comes before the vowel in that syllable. rime = the part of the syllable that includes the vowel sound and any consonant sounds that follow the vowel sound, within that syllable.
3.) Phoneme Level - in order to become a good reader, a student must master syllable, onset-rime AND phoneme levels.

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1.) Dyslexia 2.) Hyperlexia 3.) Combined/Mixed type 4.) Compensator type

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Observations should be broad-based, and should focus on what the child can do.

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Learning the alphabetic = name uppercase only, name lowercase only, and both upper and lowercase, write alphabet letters, and learn common sounds of most letters.
Using student's names, exploring a keyboard, and finding letters games, use sayings to help students write letters, and read as many alphabet books as possible!

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Consists of rhyming, alliteration, blending, segmenting, and manipulating. This includes syllable awareness, first sound awareness, word awareness, and phoneme awareness.

Phonological Awareness looks like playing word games, reading books that have fun with words.

The ability to recognize and manipulate sounds in spoken language, such as rhymes, syllables, and individual sounds (phonemes).

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Understanding and manipulating sounds in spoken words.

It's an essential skill for reading, as it helps with decoding words.

The ability to identify, isolate, blend, segment, and manipulate.

Strategies include asking students questions such as: "What is the beginning sound in the word dog?" /d/

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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A great source for many literacy components.

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Launching Young Readers is a public television series designed for teachers, parents, caregivers, and anyone else interested in helping children learn to read. Photo by Allison Shelley/The Verbatim Agency for EDUimages

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For a student to thrive in school, providing a literate environment is essential.
School environment - variety of books at different reading levels, trustworthy support from teacher, classroom rules that produce a safe environment, encouraging curiosity and self exploration
Home environment - finding literacy in everyday happenings. Reading out recipes, singing, grocery lists, reading books together (even if it's the same one).

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WORD RECOGNITION X LANGUAGE COMPREHENSION = READING COMPREHENSION

The Simple View of Reading takes the ability to transform print into spoken language, and the ability to understand spoken language.

1.) Understand the reading process
2.) Make sense of reading difficulties
3.) Organize assessments
4.) Make instructional decisions

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Is an approach to teaching reading and writing that is based on the science of how the brain learns to read.

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includes explicit, systematic, direct instruction in their lesson plans to improve students' reading.
Effective Literacy Instruction helps individualize students learning.

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identifies the main ingredients of the reading process and has helped scientists understand both skilled reading as well as reading difficulties
1.) understand the reading process
2.) make sense of reading difficulties
3.) organize assessments
4.) make instructional decisions

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Broken down to visualize all components of skilled reading. This includes Word Recognition - decoding, phonological awareness, sight recognition
and
Language Comprehension - vocabulary knowledge, background knowledge, language structures, literacy knowledge and verbal reasoning

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EDUCATION + PSYCHOLOGY + NEUROSCIENCE + LINGUISTICS = Science of Reading
The Science of Reading includes how things are stored in memory, the kinds of practice that promotes learning, and how we organize and retrieve information.
The Science of Reading = understand how people learn helps us understand how we teach. The neuroscience part of The Science of Reading = structure, function and patterns of activation and development.

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Behaviorism:

Definition – learning consists of the acquisition of new behaviors. Praising good behavior and avoiding poor behavior.

Importance – students repeat behaviors that are good, and help establish routine with classroom management.

Cognitivism:

Definition – the inner workings of the mind. Mental processes exist and can be studied.

Importance – realizing how students process information can help teachers by individualizing content to specific student needs.

Constructivism: Jean Piaget

Definition – children construct their own understanding of reality and do not simply reproduce what they see and hear.

Importance – children use what knowledge and life experiences to make connections with new content

Social Constructivism: L.S. Vygotsky

Definition – stresses the importance of social factors in cognitive development (Piaget & Vygotsky) believed that children need to interact with the world around them.

Importance – what would knowledge (new or old) be without world experience.

Interactionist:

Definition – provides plenty of opportunities for students to experience the holistic nature of reading and writing by having them read whole books and write for real purpose.

Importance – by not overdoing it, interactionists give students a bit more flexibility

Reader Response:

Definition – focuses on the personal impact on the reader (Aesthetic stance, efferent stance)

Importance – emphasizes individual reader response

New Criticism:

Definition – emphasizes focusing on the text, rather than any connections the reader might make between the text and self

Importance – the meaning and emotional impact of text is carefully analyzed

Critical Literacy:

Definition – texts are examined in terms of their fairness to all groups and adhere to equity

Importance – recognizing what has been left out, and who is disadvantaged (or advantaged)