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Meet students where they are, help them:
-engage with and enjoy books
- make meaning
- acquire vocabulary
- use text features to understand
- connect the pages
- respond to text (writing and talking, practice students, develop identities as confident, engaged, joyful readers)

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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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Reading at an appropriate pace, with proper phrasing and with intonation, expression, and emphasis on the correct words.

- phrasing or parsing
- expression or intonation or prosody
- emphasis
- automaticity
- pace

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-character development is intertwined with plot development
-connect the events of the story
-helps reader stay engaged
-become our friends which helps us learn about lives outside of our own
-help us think differently

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Reading at an appropriate pace with proper phrasing and with intonation, expression, and emphasis on the correct words, a reader both communicates that the text is making sense and makes sense of the reading.

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phrasing: grouping words in meaningful groups within a sentence
expression: reading to match feeling
emphasis: putting emphasis on words in bold, italics, etc to match the author's meaning
automaticity: reading known words automatically
pace: reading at a pace that mirrors the way we talk

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Read fluently at an appropriate pace, with proper phrasing and with intonation, expression, and emphasis on the correct words. Meanwhile, ensuring that comprehension is not lost through automaticity, monotony, or performance.

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To be able to read fluently and understand what you are reading as you are reading, not just word calling. Teachers need to make sure that we don't send the message that performing is what reading is about.

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Thinking about and understanding characters

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Thinking about and understanding characters

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Character development is often intertwined with plot development. Characters are actors and they can become our friends. They can help us to better understand people in our own lives.

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Knowing the character is important to understanding the story. It is vital that we pay careful attention to the things that the author says explicitly and inexplicitly about the character so that we can develop and full understanding of the character. It is vital that we understand the characters' thoughts, feelings, and motivations so that we can fully understand what drives the character to act in the way in which they do in the story.

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We can meet students where they are and help them engage with and enjoy books, make meaning, acquire vocabulary, use text features to understand, connect the pages, respond to texts by writing and talking, practice their fluency, and perhaps above all, develop identities as confident, engaged, joyful readers (even without decoding).

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The goal for Emergent readers is to support and nurture them as readers and thinkers by helping them engage in and enjoy books.

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-linked to reading comprehension
-one of the five core components of reading instruction
-essential for successfully teaching students how to read
-helps students access background knowledge, express ideas, communicate effectively, and learn about new concepts
-to truly understand what is being read, students must be able to understand 95% of the words (not only decode the words)
-best acquired through constant reading and learning strategies to figure out the meaning of words and use them in their writing

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Students need to know who, what, when, where of the story to be able to retell or summarize the text.

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A readers ability to fully understand vocabulary and language in a text has been empirically linked to reading comprehension.

"Vocabulary is the glue that holds stories, ideas, and content together...making comprehension accessible for children"
-Rupley, Logan, and Nichols

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When a student can truly understand the text and make applications to their own lives, they will be able to have a deeper understanding of theme.

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To help students achieve "lost-in-a-book" engagement where reading is enjoyable, they need to be able to visualize plot and setting.

Understanding problem/solution

Retelling/summarizing

Visualizing and understanding setting

Synthesizing cause and effect

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Speaking, Listening, and Deepening Comprehension
-having a productive conversation to deepen the meaning of their text comprehension and how the depth of their thinking can impact conversations about the text

Skills
-ordered from most basic, to beginner, to crucial

Basic
Active Listening- understanding and processing what has been heard
Staying on Topic- saying what is relevant at the right time

Beginner
Elaborating- using strong conversation that is respectful to others
Questioning- asking questions to invite elaboration and clarification

Crucial
Debate- disagreeing in a healthy way to enhance the reader's conversation
Empathy- to look at something from a different perspective

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"We are likely to feel themes in our gut" - different readers interpret theme differently depending on life experiences.

Being aware of social norms is sometimes lacking and students can miss themes in more challenging text.

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The goal of engagement is to motivate the student to read by teaching the student to select books that are a good fit and are interesting.

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Give students adequate time to practice skills such as:
- on task
- eyes on the print
- stamina
- construct meaning
- choice of text
- comprehension

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Students need to be able to analyze and discuss what they're reading and in doing so, through conversation, students will improve in their comprehension skills.

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Support students in the understanding and engagement of plot and setting through the strategies of retelling/summarization, visualization, and cause/effect relationships. Thereby, allowing them to have a deeper comprehension of the story in question.

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problem/conflicts, solution/resolution: understanding as a way to determine what is important
retell/summarize:  sequential telling the most important information of a text
visualizing setting: understanding how setting impacts story events and tracking when setting changes
synthesizing cause and effect: clarity on causes of events and how they relate to the story

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Students have to be able to visualize the "what" and "where" of a story in sequence to comprehend what they are reading. This is why it is important to teach conflict and resolution and where this is happening so the student can understand what they read.

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Improving Comprehension in Fiction and Nonfiction

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Improving Comprehension in Fiction and Nonfiction

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Vocabulary knowledge helps students access background knowledge, express ideas, communicate effectively, and learn about new concepts. Vocabulary is the glue that holds stories, ideas, and content together.

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Reading fluency occurs when students are able to:

1. Putting words together into meaningful groups within a sentence.

2. Reading to match the feeling of the piece, paying attention to ending punctuation and dialogue marks.

3. Emphasizing words in the sentence to match the author's meaning.

4. Reading known words automatically.

5. Reading at a pace that mirrors how we talk, not racing through words or reading at a labored rate.

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-retell the most important events in a story
-understand why events are happening
-determine problem and solution
-visualize the setting
-be able to have conversations about character with peers
-ask questions during conferences

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-Phrasing (independently and with skills below)
-Using/Reading with Intonation
-Using/Reading with Expression
-Reading with Automaticity

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Phrasing independently and with skills below:
*Read with automaticity
*Use intonation and expression

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1. Understand problems/conflicts and solutions/resolutions to determine what is most important.
2. Give an oral summary or the text and summarize the most important information.
3. Visualize the setting and how/when it changes.
4. Understanding cause/effect and recognizing which events took place and how they connect.

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- stamina
- summarizing
- noticing details
- sequencing (story telling)
- sight word automaticity
- monitor for meaning
- inferring
- fluency
- expression
- using transition words and phrases

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- infer a characters feelings, and synthesize change in feelings
- infer character traits, explain a change in traits
- synthesize ideas and articulate character theories or interpretations
- understand main and secondary characters
- infer and explain relationships between characters

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- focus
- monitoring (for engagement)
- monitoring (for meaning)
- retelling
- activate prior knowledge
- stamina
- questioning
- attention
- book choice
- visualizing
- recommending books

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-infer
-determine importance
-synthesize
-compare and contrast

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-describe a character
-infer about character feelings and changes in feelings
-infer about character traits and changes in traits
-understand main as well as secondary characters
-infer to explain relationships between characters

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Engages by searching for a book that is the right fit by looking at cover and inside book to see what might be interesting
Uses details on the pages to summarize
Uses pictures from page to page as stepping stones to retell story
Takes times moving from page to page
Uses finger to linger across the parts of the page

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-define or explain the meaning of previously unknown words using appropriate contextual support
-read for clues and details, and infer or deduce the meaning of the word
-figure out meanings on the run through use of context ( figure out tricky words while reading)
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-Monitoring for meaning (independently and with skills below)
-Retelling
-Determining Importance
-Summarizing
-Predicting/Inferring
-Visualizing
-Questioning
-Synthesizing

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*engaged
*read for extended time
*re-tell story/elaborate
*fluently read (including sight words)
*read with expression
*self-monitor to increase comprehension
*Connect text throughout the whole book
*Infer by looking at picutres

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-Identify an explicit theme stated in text.
-Understand the big idea about what's happening in the story.
-Understand character actions and the outcome
-identify common topics that show up in texts

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*Determine importance
* Retell
*Summarize
*Monitor for meaning
*Predict
*Visualize
*Question
*Synthesize
*Infer

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-define and/or explain the meaning of a previously unknown word that you highlight in a longer text passage

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Choose a just right reading spot tell encourage focusing
Reread when you lose focus
Retells what they remember when they realize their mind is wandering
Asks self, "who, what, where" to monitor meaning
Keeps eyes and mind in books