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Description of Goals

Young readers need to spend time with books independently and with partners to learn book awareness and concepts of print, increase vocabulary and language and to help develop independent reading interest.

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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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Characters are used to help the reader stay engaged and comprehend the text. You need to work to learn, think about and understand the characters.

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Theme is reading between the lines of a text to gain a deeper understanding of what an author is trying to say.

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Description of Goals

Fluency includes word recognition and comprehension, it is important in oral and silent reading. When you improve your fluency you will often your comprehension.

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Regardless of whether the story is completely imagined or rooted in reality, when readers explicitly learn about story structure and the predictable elements of a plot, they are better able to predict, remember, and recall the events and comprehend the narratives they read.

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Text features go beyond identifying. Instead, we should teach their purpose and function. Text features help readers identify main ideas, understand key details, and learn new vocabulary.

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Vocabulary holds stories together, so students must understand the meaning of words for comprehension. Increasing vocabulary increases comprehension. Students learn more vocabulary through reading than vocabulary programs. Additionally, language in books is more complicated than our normal speech. Therefore, we must teach how to decode and understand meaning from context.

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Conversation requires a lot of preparation, so that participants can stay on topic and be held accountable for their thinking! Students need to be able to talk well and also talk well about books.

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They give important information that connects with the main idea in different ways. Key details allow students to use a variety of different skills.

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Writing about reading provides great support to monitor student comprehension, explore deeper thinking, and write well about their reading.

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Students benefit from background knowledge and strategies to explain how to determine main idea.

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Analyze

Inferring

Activating prior knowledge

Synthesizing

Determining importance

Determining key details

Read between the lines

Critical thinking

Making connections

Elaboration

Understand symbolism

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-Retelling/Summarizing

-Inferring

-Self-monitoring

-Activating Prior Knowledge

-Building Knowledge

-Synthesizing

-Visualizing

-Determining Importance

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Self-monitoring

Determining importance

Visualizing

Inferring

Analyzing

Synthesizing

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Synthesizing, inferring, determining importance, analyzing, questioning, background knowledge, application of strategies

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Prior knowledge

Summarizing

Analyzing

Visualizing

Building knowledge

Determining importance

Synthesizing

Self-monitoring

Questioning

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Expression

Self Monitoring

Emphasis

Pacing

Phrasing

Inferring

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Analyzing, visualizing, determining importance, self-monitoring, planning, synthesizing, summarizing, building knowledge

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Note taking- recording information, Determining Importance- rereading, key details, Organizing and categorizing notes, Annotating, Elaborating- thinking to develop ideas and understandings

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-Strongly connected to comprehension

-Requires risk taking

-Consider new ideas

-Show accountability

-Elaborate on their own ideas

-Stamina and flexibility

-Ability to debate, challenge ideas and defend their own ideas

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Build Knowledge and Activate Prior Knowledge

Orthographically Map out a word linking spelling, pronunciation, and meaning

Infer meaning or gist of words

Analyze Word Parts

Apply knowledge of grammar, morphology, etymology

Determining importance

Use outside resources to tackle unfamiliar words

Self monitor to apply strategies

Analyze the author’s word choice

Synthesize information from text, illustrations, and text features

Visualize or use mental imagery to understand words and phrases

Read voluminously with a wide variety of texts

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Book Awareness/concepts of print

Orientation , directionality, page by page, punctuation

Genre- We read each differently

Self Monitoring/ Self correcting- Revise as needed

Comprehension- talk about books, use book language

Synthesizing -connect information across pages in text

Letter- sound knowledge

Inferring- ideas based on what reader notices

Determine Importance -notice details