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Younger students:
--> After a story has been read. Or can address while reading the story aloud.
Older students:
--> Before you read the story

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Choose to teach these words more explicitly than the other two tiers.

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These words are content specific and aren't used frequently.
Examples: Tectonic plate, meiosis, lithosphere

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These words appear frequently in topics and are important for a lot of different content areas.
They are seen more in writing rather than used in speech
Examples: Explain, summarize, predict.

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This knowledge helps students to decode words in print, and identify high frequency sight words.

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Don't usually have to teach these words.
They are commonly known.
Examples: man, happy, party, etc.

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In order for students to be college ready after high school, they should know roughly 80,000 words

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In average, children learn about 3,000-4,000 words per year. The average number of words taught in a year is only 300-500

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The National Reading Panel (2000) states that students who are taught phonics explicitly and systematically learn to read quicker, and with fewer missteps than those who aren't taught phonics.

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In order for a students to be able to comprehend readings, they must have the vocabulary knowledge equal to the reading content.

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1. Accurate and fluent decoding
2. Vocabulary knowledge
3. Background Knowledge

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Comprehension is defined as an individual’s ability to understand text which is influenced by their skills and their ability to process information.  Effective student comprehension has its roots in explicit instruction, but there are ways that students can individually enhance their comprehension quality.

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Setting and Social Contextual Comprehension

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Setting and Social Contextual Comprehension

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Understanding that letters and letter combinations represent specific speech sounds in spoken words

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Instantly identifying a words as wholes, without resorting to analyzing every letter and blending them together. High frequency sight words fall under this category.

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A phonics skill students learn to pronounce an unfamiliar word in print.

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1.) Question asking and answering:

1. Literal (Low Level)- Knowledge, Comprehension

2. Inferential Level (Higher-order thinking- Application, Analysis, Synthesis)

3. Evaluative Level (Higher-Order Thinking)- Evaluation

2.)  Understanding The situational context

1. The setting and social context that reading takes place in

2. Talk around texts should give students a chance to think, reflect, and respond beyond simple answers to simple questions- I.e. giving students the opportunity to collaborate with their peers and the teacher.

3.)  Some direct questions and some clarifying questions: Look forward to what could happen, and then go back to see what happened already

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Decoding, Word Recognition, and the Alphabetic Principle are all important concepts in Phonics.

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Phonics is a teaching method that relates spoken sounds to written symbols.

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Being able to distinguish individual sounds within a word
(E.g.  How do we say "dog"? "Dddddd-aaahhhhh-ggggg)
(E.g. Say "teeth"... take away the /th/, whats our new word?)

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Ability to focus on & manipulate individual sounds (phonemes) in spoken words

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Blending & Segmenting Individual Phonemes 

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Blending & Segmenting Individual Phonemes 

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Determining onset & rime
(E.g. It starts with /l/ and ends with /ight/ put it together and it says /light/

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Blending syllables to make a word
(E.g. bum/py)
Onset = /bum/
Rime = /py/
Blended together = bumpy

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Separating words into natural chunks
(E.g. hap/py & cel/a/brate)

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How many words are in a sentence?
(E.g. I like red = 3 words, Do you like to draw? =5 words)

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Book & Look, Book & Light?
What qualifies a word to rhyme? What hints can letters give that show a words rhyme?

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Cat & Cat, Cat & Ran
How do these words compare in letter and word formation?

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The student can delete the initial or final sounds of words.

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Determining the number of words in a sentence by listening to the sentence being read aloud.

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State two words and ask students if the words are the same.

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To the left are a few examples and below is a chart with more ways

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Phonemic Awareness is the essential building block for reading.  Students who have not developed phonemic awareness will not benefit from reading instruction.

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Phonemic awareness relates to the ability to distinguish and manipulate individual sounds

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It is having mastered word recognition skills, along with gaining Fundamental skills that are "automatic" and require no conscious attention is needed allowing an individual to develop fluency.

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There are three ingredients that make up fluency...
1. Accurate reading of connected text
2. Appropriate rate
3. Appropriate Prosody

Critical gateway to Comprehension (frosting on the cake)

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Poetry, Narrative, and Expository texts.

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Even Dwight Schrute knows.

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The picture attached is a word bubble that incorporate the key characteristics that come with Fluency.