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One strategy that I believe encompasses comprehension and writing is a story map. Story maps aide in comprehension by understanding the meaning of text by actively reading with a purpose. Utilizing a graphic organizer, breaks down the visual aspect of what the students are reading. They may be used in either fiction, to define the characters, events, etc. or in non fiction to map the main idea and details. Students then take the information in their story map, and create a summary of the vital information gathered. Graham and Harris (2005) found that "Teachers can enhance the process by engaging students in a discussion of what an author is trying to achieve, and then asking them to apply the same procedures to their own writing" (p.4).

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Goodwin, B. (2020). Cracking the Reading Code: The science of reading instruction is clear. Let’s listen to the research. Educational Leadership, 77(5), 84–85.

Graham, S., & Harris, K. R. (2005). Writing better: Teaching writing processes and self-regulation to students with learning problems. Baltimore: Brookes.

Myracle, J. (2020). A District Leader’s Education in EARLY READING. Educational Leadership, 77(5), 24–29.

Riley, B. (2020). Drawing on Reading Science without Starting a War. Educational Leadership, 77(5), 16–22.

Sikka, M. (2020, February 6). How to teach fluency at every grade level. ASCD. https://www.ascd.org/blogs/how-to-teach-fluency-at-every-grade-level.

YouTube. (2017). National Reading Panel and the 5 Pillars of Reading Instruct. Dr. Andy Johnson https://www.youtube.com/watch?v=czLo0fD7k7Q.

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One strategy that can be all encompassing for assisting with fluency in reading those challenging texts, is chunking or segmenting. As students fluency increases, some tend to skim, or speed read. Thus missing out on sometimes crucial information. Having students pause after reading key content, can help with their fluency and comprehension.  Students can pause after words that describe the characters, setting, plot. Giving them time to absorb what is being read.

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One way of incorporating phonics in grades third and above, would be to listen and read along with a novel study. Myrale (2020) states that "systematic phonics instruction, and knowledge-building opportunities happen in fiction and non-fiction texts" (p.27).  During the read along students can write and focus on the consonante-le syllable. At first listening, and then upon review, write them and divide them immediately. Map/le, stum/ble, gig/le, tur/tle. Students can integrate the words with the consontate-le syllable, in to a poem or narrative writing based off of the novel study.

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To assist students with the vocabulary, I create an interactive notebook. Students read the word, decode, and then write the definition. Students then have to write the vocabulary word in a sentence that correlates with the subject we are discussing. For example, we study the Viceroy butterfly.  Students read the vocabulary word, write it in their notebook, break it apart, and then create a new sentence involving the word.

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A teacher has their students listening to a read aloud of a Dr. Suess book, in which the words are rhyming.  For example, Fox In Socks, a student can hear the rhyming words, make the connection as to which sounds, syllables, and rhymes they hear. This helps with the knowledge that the words are a combination of sounds. Students could then sound out and write out the rhyming words in to a story.

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Text comprehension is the connection, or interaction that occurs between the reader and text. It is a purposeful target that happens as a student reads. Learning to read is a progression from decoding text to fluent reading to deeper inference and comprehension (Riley, 2020.)

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Vocabulary are words that we must use in order to communicate effectively within reading, spoken, and written words.

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Fluency is the ability for a student to read text accurately and smoothly. Fluency stems from reading practice, without which a student will have a more challenging time in a text that is less familiar. One way to increase fluency, is practice.  The use of repeatedly reading a familiar text, will help with a students fluency. Fluency is more than just giving a student a one minute read, or having them partner read. Mannua Siika (2020) found that "essential fluency skills need to be continually taught in all grades" (n.p). As students progress through the formative years of their education, the text becomes more challenging.

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Phonics is a relationship between a specific letter and its sound, only as it related to the written word. For example, if a student comes across an unknown word in their reading, they can try to to read the word by focusing on the specific sound or combination of letters. (Learns, pg. 1) The introduction of spelling, can benefit from proper phonics teaching. As Learns states "an early phonics learner often achieves a close approximation of correct spelling rather than complete accuracy" (p.2). An importance placed on just phonics, as oppose to all five pillars of reading, would not be sufficient for all encompassing learning (Dr. Johnson).

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Phonemic Awareness is described as the knowledge that words are made up of a combination of individual sounds (Learns; pg.1). As a student reads, the instructor could ask them to break apart the word that was just read. For example, if the student read the word funny, the teacher could ask them to say it backwards.  While I do not believe this to be on level, it would allow the instructor to tell if the student is at an advanced level in phonemic awareness.

According to Graham and Hebert (2008), "Writing challenges students to think about the print (pg. 3). Students who are able to sound out the word using their phonemic awareness, will find it easier when spelling the written word.