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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)

~ Attend to words, rather than guess.

~ Decode words letter by letter
(full alphabetic)

~ Blend sounds to make words.

~ Decode single syllable words.
~ Decode multisyllabic words.

~ Monitor for meaning.

~ Reread 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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Characters help us learn more about lives outside of our own and better understand people in our own lives.

Characters are the actors that connect the events in the story and therefore closely connect to Plot and Setting.

Characters help readers stay engaged.

Unlike people, literary characters are constructed. Readers attend to details to understand them.

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A reader's ability to understand vocabulary and language in texts is directly linked to comprehension. Vocabulary helps readers access background knowledge, express ideas, communicate effectively, and learn about new concepts. Research indicates that most word learning occurs through normal reading, writing, speaking, and listening.

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Reading with fluency occurs when a reader:
1. Reads at appropriate pace
2. Makes sense of reading
3. Uses expression/intonation
4. Recognizes words automatically so that comprehension occurs
5. Emphasizes words appropriately- based on text treatments- bold, italics, all caps...
6. At levels A-C, one-to-one matching and tracking; Level D- some phrasing- scoops up words; Level E- some intonation; Levels E-G practices fluency- phrasing, intonation, expression

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1. Think deeply about the text so a reader can understand the text and make a personal connection.
2. Thinking about theme helps a reader to understand the world and to feel something.
3. Uncover the underlying ideas by using the skills of inferring, determining importance, imagination, and synthesizing all that happens in the text.
4. Important to keep in mind the interection of what the text offers and the task
- up to K/L--explicitly stated
-M-P--inferrence is needed--state as a sentence
-R-S--multiple themes

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Inferring

Synthesizing

Compare and Contrast

Cause and Effect

Visualizing

Monitor for meaning

Support ideas with evidence

Understand and explain changes in behavior, attitudes, feelings

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There is an abundance of meaningful work teachers can do to support readers before conventional reading. They include:
engage 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
develop identities as confident, engaged, joyful readers

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*reads automatically
*uses intonation
*uses expression
*reads in meaningful phrases
*attends to punctuation
*knows when to match voice to character/narrator
*uses pauses and tags
*makes meaning of text
*uses appropriate pacing to mirror speech

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- synthesize
-infer (character, plot, setting--and then infer what is learned)
-imagine
-determine importance
-compare and contrast
-think in depth
-use personal experience
-understand character, plot, and setting
-repeat the theme in same language as author
-understand symbolism at upper text levels
-articulate how a concrete object represents an abstract
-interpreting all of the story, not just parts
-name theme as a sentence

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engage and enjoy books
make and monitor for meaning
acquire vocabulary
use text features to understand
connect the pages
respond to texts by writing and talking
practice their fluency by using expression based on characters' feelings
develop identities as confident, engaged, joyful readers
build stamina
storytelling
elaborating
noticing details

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Engaged readers are motivated to read, strategic in their approaches to comprehension, knowledgeable in their construction of meaning from text, and socially interactive while reading. Without engagement, we've got nothing.

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Readers need to be able to make a movie in their mind when they read. Understanding plot and setting, the actions and events in a story and the time and place of the story and its impact on the plot, is critical to making this movie in their mind (visualizing). Supporting understanding of plot and setting has several parts.

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Chooses books of interest

Chooses books that can be read with accuracy, fluency, and comprehension

Sustains reading for extended periods of time

Visualizes reading

Reacts to reading
Thinks while reading

Monitors for meaning

Activates prior knowledge

Focuses and refocuses when distracted

Reads for enjoyment (is intrinsically motivated to read)

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Understanding problems and solutions
Retelling important events
Visualizing setting
Synthesizing cause and effect

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Monitoring for meaning
Infer meaning
Synthesizing information
Using context
Visualizing

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Conversations play a crucial role in supporting student comprehension and making reading social. Strong conversations support engagement. Students need to be taught skills to have productive conversations and they need to comprehend deeply what they read to inform conversations.

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Active listening
Body language
Staying on topic
Conversation-worthy topics
Elaborating
Respectful language
Accountability
Balance
Keeping conversations moving
Questioning
Stamina
Flexible thinking
Debate
Empathy