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- Description of Goal: There is a lot of meaningful work students can do pre-reading. Responding to text, reading pages, and have meaningful interaction with the book without decoding. They can become confident and engaged by learning how to use books. Meet students where they are and encourage them to engage with and enjoy books, make meaning, and develop vocabulary

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Reading with accuracy occurs when a reader:

1.Uses letter-sound knowledge to decode a word through segmenting and blending sounds. cat       /c/ /a/ /t/       /cat/

2.Decodes through analogy.
play         ay /ay/       /play/

enable       able /ābəl/      /enābəl/

3.Predicts a word by using context.  Those who read poorly do not process the detail of the print and tend to _____ over words they are unsure of because they cannot decode them.

4.Know the word on sight, automatically.  the      /thə/

Accurate, automatic reading is the end result when readers actively apply useful strategies as they read. (Serravallo, page 1)

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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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Emergent:
- Decoding
- Stamina
- Sight Word Recognition
- Using pictures to aid in story telling
- Finding patterns in books (I see..., I see....,)

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- Description of Goal: The amount of time students spend reading print is important and teachers help with reading to maintain engagement. Most of the time students aren't understanding what they are reading. If they are engaged they are more motivated.

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Engagement:
- Book choice
- Focus
- Stamina
- Questioning

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purpose it to ensure that students are understanding what they read. It is measured by their ability to read with intonation and attention to punctuation. Skill is not meant for lower level readers.

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- automaticity
-intonation, expression
-phrasing
-pace

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Description of Goal: students must be able to comprehend what they are reading in order to enjoy it. Students should be able to make a "mental movie" in their minds. Understanding plot is the most basic skill of comprehension.

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- determining importance
-visualizing
-predicting
-summarizing
-monitor for meaning
-inferring
-questioning
-synthesizing

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-Character development is pertinent for plot development
- Characters help the actors connect the events of the story
-Characters challenge the readers' ability to understand the characters

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- the reader's ability to understand vocab and language is linked directly to reading comprehension
-vocabulary is one of the five core components of reading instruction and is necessary for successfully teaching students to read and comprehend.
-"vocabulary is the glue that holds stories, ideas, and content together"

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-Inferring
-monitoring for meaning
-word choice
-synthesizing
-visualizing

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- When children are taught to think with more depth about the reading, that is when the reading really begins to matter
- Symbolism starts to appear in some stories around levels P/Q
- Without understanding themes, you could misunderstand or miss a lot of what the story is about.
-stories are interpreted differently based on students prior knowledge and experiences

- what do you think this story is really about?
- what is a message/lesson/theme you take away from this story?
- what did you learn about from reading this story?
- what might the ____ symbolize?

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- primary K/L : know where to look and repeating theme in same language as the author
- M-P: theme isn't explicit so readers must infer to figure it out
- R/S :  multiple themes, looking to see if they picking up more than the dominant theme
- P/Q : look to see if able to find the symbolism and if they are able to articulate how a concrete object represents an abstract idea

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- listening with your whole body, eye contact, conversation, cooperation, saying back what you heard, saying something meaningful

- active listening
- body language
- staying on topic
- conversation worthy topics
- elaborating
- respectful language
- accountability
- balance
- keeping conversation moving
- questioning
- stamina
- flexible thinking
- debate
- empathy

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- active listening
- body language
- talk stamina
- comparing and contrasting
- cooperating
- collaborating
- thinking flexibly
- empathizing
- questioning
- debating
- disagreeing respectfully

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inferring; determining importance, comparing/contrasting; synthesizing