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1. Introduce the word's pronunciation
2. Introduce the word's meaning.
3. Illustrate the word with examples.
4. Check students' understanding.

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1. Provide a description, explanation, or example of the new term.
2. Ask students to state the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the therms with one another.
6. Involve students periodically in games that enable them to play with terms.

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Accurate and fluent decoding
Vocabulary knowledge
Background knowledge

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Example: recognizing which words in a set of words begin with the same sound. "Bell, Bike, and Boy all have /b/ at the beginning.

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Knowledge of a large bank of high frequency words

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Strong understanding of the alphabetic principle

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Blend sounds together

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Use other cues to the identity of words in text.

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One needs word reading accuracy, which is the ability to recognize or decode words correctly. Factors that affect this are...

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Word Comparison
Rhyming
Sentence segmenting
Syllabus segmenting and blending
Onset and rime blending and segmentation
Blending and segmenting individual phonemes
Phoneme deletion and manipulation

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3. Also, using appropriate prosody

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2. Using an appropriate rate

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The ability to focus on and manipulate phonemes, which are the smallest units of spoken language.

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1. accurate reading of connected text

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The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.

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-Reading words with no noticeable cognitive or mental effort.
-Having mastered word recognition skills.
-Fundamental skills do not require conscious attention because they come automatically.

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Made up of three elements

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mapping speech sounds to print, "What letter is this? What sounds does it make? Lets write AND say it.

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4 skills needed for comprehension

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Motivation

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Strategies

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Vocabulary

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Fluency

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Tier I: Commonly known
Tier II: Frequently occurring-appear in various contexts and topics and play an important role in verbal functioning across a variety of content areas.

General academic words-have high utility across a wide range of topics and contexts.

Tier III: Low frequency. Specific domains

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A teaching method that helps students relate sounds to symbols. Begins with letter-sound correspondence.

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Ability to distinguish individual speech sounds;
begins K-1;
Includes rhyming, sentence segmentation, syllable segmentation, syllable blending, onset and rime,