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Application of taught phonological awareness and phonics skills, word recognition skills, and decoding skills. Learning to read the words on the page with automaticity and accuracy.

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Reading with focus, building stamina, motivation to read, heart and mind in the book, and choosing books. It is critical to all goals.

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-Uses pictures or other context along with first letters to figure out a word. (partial alphabetic)

-Attends to words, rather than guess.

-Decodes words letter by letter
(full alphabetic)

-Blends sounds to make words.

-Decodes single syllable words.

-Decodes multisyllabic words.
-Monitors for meaning.

-Rereads to correct errors.

-Decodes by analogy.

-Recognizes chunks based on spelling patterns/graphemes.  (consolidated alphabetic)

-Processes letters automatically, doesn’t need to problem solve except in very rare instances, and sounds fluent.  (automatic)

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-Choose books of interest

-Choose books that can be read with accuracy, fluency, and comprehension

-sustain reading for extended periods of time

-visualize reading

-react to reading

-self-monitor

-think while reading

-activate prior knowledge

-focus and refocus when distracted

-read for enjoyment

-plan for reading

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Being able to understand vocabulary and language in a text has been linked to reading comprehension.

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Conversation can support and grow student comprehension

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Learning how to understand a WHOLE TEXT ---> is MOSTLY ABOUT is critical to comprehension as is background knowledge.

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Students can better understand theme when they analyze, infer, use prior knowledge, synthesize, and determine what’s important.

Skills:

-compare and contrast theme

-use information from text and readers background

-use knowledge from other stories and life

-message or lesson

-putting together information

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taking notes that support comprehension and conversation by flagging important parts to elaborate on the text

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Fluency is when someone reads accurately and with automaticity while using skills such as expression, inferring, phrasing, pacing, emphasis, and self-monitoring to communicate that the text is making sense.

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Know the difference between details and key details related to the main idea.

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Characters play a role in comprehension and engagement. Comprehending characters require HOTS such as prioritizing, analyzing, synthesizing, and inferring.

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Text features help readers identify main ideas, understand key details, and learn new vocabulary.

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Pre-alphabetic/emergent readers

-limited understanding of letters, little phonics

-able to read familiar words

-read using clues from environment

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Students who are able to visualize setting will be able to connect background knowledge to decide the plot.

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Note Taking - jotting ideas you want to remember

Determining Importance - marking spots in the story that are the most important

Organizing & Categorizing Notes - find similarities in notes and connections

Elaborating - start with ideas from text and think further about the ideas

Annotating - marking spots in a text with original thoughts

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-noticing/identifying important details

-interpreting details using prior knowledge and experience

-empathizing

-self-monitoring

-determining importance

-asking and answering relevant questions

-visualizing

-synthesizing

-analyzing relationships (compare and contrast; cause and effect)

-inferring

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-Expression by reading to match the meaning

-Inferring by using prior knowledge with details in the text to understand meaning

-Phrasing by pausing after meaningful phrases

-Self monitoring by correcting ones self

-Emphasis by stressing appropriate words as you read them

-Pacing by reading at a speed that matches the natural rate of speech

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Synthesizing: traces relationships between different ideas

Inferring: determining the main idea

Determining Importance: identifying implicit or explicit main ideas to make a statement about a topic

Questioning: have students respond to prompts or questions about the text

Analyzing: identify text structures to compare and contrast main ideas

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questioning to invite elaboration

Preparing for conversation

Keeping conversation going by deepening ideas

Active listening by asking questions

Staying on topic

Being accountable

Elaborating by explaining your thinking

Debating

Thinking flexibility

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Must be able to connect details to main idea whole to part or at the parts.

Use text features that relate to the topic or main idea.

Be able to identify how the author compares and contrasts details.

Search for info beyond the text to gain knowledge in the topic.

Recognize how the details fit together across the text.

Read with focus on seeking answers.

Sort through multiple pages to fine what is important.

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-Book awareness/print concepts (reading left to right, book orientation, punctuation)

-Letter sound knowledge (knowing what the letters look like and their corresponding sounds)

-Self monitoring (making sense of what was read)

-Determining importance (pay attention to details)

-Genre Awareness (understanding different types of books and how to read them)

-Synthesizing (making connections from page to page)

-Talking about books (using “book language” to talk about the text)

-Inferring (using clues or details to come up with ideas about the text)

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-visualizes the setting to feel oriented

-links information from the text to background knowledge

-organizes information in their minds

-actively selects which information in the text is most important to focus on

-determines why the setting matters and the way in impacts the characters and events

-predicts, remembers, and recalls events

-comprehends narratives they read

-asks and answers questions to become aware of the plot and the setting

-explicitly learns about story structure

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-Analyzing- comprare and contrast details within features

-Visualizing: create mental images

-Determine importance: identify key details from features

-Self-Monitoring: use strategies to fix confusion

-Planning: prepare to read a page with features

-Synthesizing: matching information from features

-Summarizing: speaking or writing

-Building knowledge: reading relevant information

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Building Knowledge > Using Resources

Self Monitoring > Being Aware

Activating Prior Knowledge > Background Knowledge

Determining Importance > Information

Visualizing > Mental Picture

Analyzing > Higher. Meaning

Inferring > Probable Meaning

Synthesizing > Putting Words Together