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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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1) Read a page or two.

2) Stop and ask yourself…

—Am I reading the words easily?

—Am I reading smoothly and with expression?

—Am I understanding what I am reading?

3) Decide to apply my strategies and stick with it OR change books.

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Plot and setting work together to help the reader understand the story better. It highlights cause and effect by asking how does the setting effect the mood and plot of the story.

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It’s important to write about reading because it supports student’s comprehension and it prepares conversation with peers and teachers. The Key Point is for teachers to look at the student’s notes and teach reading strategies based on their notes.

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Students are developing the ability to interpret value and judgment statements to find the message the author is conveying. While also developing a personal understanding of how a text influences them. Lesson or Moral

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Emergent readers transition from a pre-alphabetic state, listening to vocabulary they hear at home, studying illustrations, and sharing what they learn from pictures. Emergent literacy has a continuum of spurts and hesitations that’s not uniform. Emergent readers benefit from deepening phonemic awareness and effective letter instruction. The goal is engagement and independence.

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When readers are able to think about and beyond a text, they are also able to converse about it. Conversation about the text can deepen the readers comprehension, enhance their engagement, and improve their conversational skills.

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Understanding the characters in a story is connected to plot development. Making a connection with the characters helps readers to say engaged and better comprehend the story.

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The key details supports and backs up the main idea. We use reasoning and summaries to connect main ideas and details.

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Fluency is a bridge between word recognition and comprehension.

When a student reads fluently, they are making sense of the text and better comprehending what they are reading.

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Fluency is the bridge between word recognition and comprehension. Improvement in fluency is often followed by increased comprehension. Reading plays, poems, early chapter books and texts with special typographical features (Think Mo Willems books, etc.) to practice increasing fluency.

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Vocabulary and language is directly linked to comprehension. This goal can be achieved through a variety of text, read alouds and discussions. Vocabulary and language helps student connect ideas, learn new ideas, and express ideas.

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Topics mental files. Headings or subheadings provide topics. Text’s main ideas depends in part on the amount of background knowledge they have about a topic. Think through a process and apply strategies to construct a main idea. As text get more complex, so do their main ideas.

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Using text features to understand informational texts (ex. Illustrations, maps, side bars, etc.) to identify main ideas, key details, and vocabulary.

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Note Taking is a skill that students can be taught. They can record information on sticky notes or in a notebook from the text that they want to remember. Also, Determining Importance is a skill that students need to decide which parts of the text are most worth writing about. Students can mark or flag certain parts of the text.

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Active Listening- listening and responding respectfully to others and staying on topic

Elaborating- deepen the conversation and comprehension by explaining thinking

Questioning- asking questions to encourage involvement and also to allow elaboration

Thinking Flexibly- having an open mind to learning something new/having your mind changed

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Book awareness

Self monitoring- back up and revise

Talking about books- using “book language”

Determining importance- slowing down

Synthesizing- connect the information in the book

Letter-sound knowledge- the relationship between written letters and spoken sounds

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*Self Monitoring-Attending to fluency and rereading.

*Pacing-Reading at natural rate of speed.

*Phrasing-Pausing after punctuation and meaningful phrases.

*Expression-Reading with feeling and meaning.

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-Develop personal understanding about the lessons, morals, etc. in a text.

-Use prior knowledge from life experiences to increase understanding of a theme.

-Compare/contrast themes or symbolism across different text.

-Can explain their interpretation of the meaning/message.

-Describe multiple themes contained in a text.

-Pinpoint moments in a story that reveal the message or lesson.

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-Activating Prior Knowledge: real life

-Synthesizing: putting together ideas, interpretations, what motivates

-Analyzing: compare and contrast character traits

-Visualizing: imagine

-Inferring: background knowledge

-Determining Importance: paying attention to details

-Self-Monitoring: being aware and relating to the characters

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Synthesizing - put related info together.

Inferring - determine main idea.

Determine Importance - find most important information.

Questioning - curiosity seeking answers.

Analyzing - how parts are related.

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Monitor their own understanding (unknown word)

Use resources (dictionary)

Infer use previous read chapters, books, discussions

Purpose of prefixes, suffixes, etc.

analyze parts of speech

Visualize what is happening

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Respond to prompts and questions,

Visualize and describe details that support/connects to the main idea, and

summarize information.

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Use the information from the text feature to help understand the main idea of the text.

Readers should ask themselves why the author has included the text feature(s) in the text.

Does the text feature add key details to the overall main idea or does the text feature have its own main idea and details?

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*Inferring - when readers explicitly learn about story structure and predictable elements of plot, they are better at:

1. Predicting

2. Remembering

3. Recalling

*Activating prior knowledge and visualizing- imaginative readers are able to:

1. Focus on important parts

2. Link information from text to their background knowledge

3. Teachers can plant questions at key points in their story to have students stop and visualize.

Describe the setting.

What do you picture?

How does the setting impact the characters?

Asking questions in the middle of their reading will expand their thinking.

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Expression-read to match feeling, “reading” punctuation

Inferring-emphasizing important words in dialogue based on feelings

Phrasing-pausing after meaningful phrases and mid-sentence punctuation

Pacing-reading matches your natural speech

Emphasis-stressing that are bold, in italics, or all caps

Self-monitoring-reread to improve fluency and understanding