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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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Using text features allows readers to understand main idea and key details in text along with learning new vocabulary. It's more than identifying, it's using it as a reader.

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Symbolism

Social Issues

See the World

We understand more text when we connect to outside the surface.

Theme is what the Author wants you to take from the story.

Conceptual

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Helps give students mental images while reading. The setting anchors them to the plot. Readers must be able to visualize the story to feel oriented.

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When a student is able to read with automaticity, at an appropriate rate and make sense of their reading.

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Understanding of text at a conceptual level. This is to attain what the Author wants the Reader to take away from the text.

Themes are often generalized statements that connect to the world, social issues, and/or symbolism.

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Students are able to study illustrations for details and use pictures for higher level inferring about the character or event. Students are also able to track and name things beginning with different letters. Students are beginning to decode and break apart words.

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Writing about reading  can be a great support for student comprehension. Students may also use writing as a tool to prepare for conversation with peers or with their teacher. It begins with teaching students that their thinking about books MATTERS ENOUGH TO WRITE IT DOWN.

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Writing about reading  can be a great support for student comprehension. Students may also use writing as a tool to prepare for conversation with peers or with their teacher. It begins with teaching students that their thinking about books MATTERS ENOUGH TO WRITE IT DOWN.

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Understanding the characters in a story helps you:

1. Engages the student in the story

2. Allows you to view the story from their perspective

3. Creates a mental image to place yourself in the story

4. Make connections with the character

5. Knowing the characters makes them relatable

6. Helps you learn empathy

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It gives a better understanding of the story, connects you to the main idea, and improves the overall understanding of the author's purpose.

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Children are more likely to learn and remember what they read when they can create mental files, storing and organizing the details inside categories.

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“Vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children.”

Research shows that most word learning occurs through reading, writing, speaking, and listening as opposed to isolated vocabulary programs. Vocabulary and figurative language learning goals can be achieved by providing content rich books, a range of texts, and read alouds.

Children may struggle with decoding, but can take meaning through morphological awareness and/or determine a likely meaning to not interrupt their comprehension.

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Conversation is a critical goal for good readers as it’s a component of comprehension and makes the reading process social and engaging. This is a reciprocal relationship between conversation & comprehension. It allows for students to actively think about & beyond the text.

Interactive read alouds & Book clubs are great example of applying the conversation strategy.

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Skills a reader might work on with this goal

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Skills a reader might work on with this goal

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1. Visualizing

2. Synthesizing

3. Building knowledge

4. Activating prior knowledge

5. Self monitoring

6. Inferring

7. Retelling/summarizing

8. Determining importance

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Skills a reader might work on as part of this goal

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Skills a reader might work on as part of this goal

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1. Analyzing text structure

2. Questioning

3. Determining importance

4. Inferring

5. Synthesizing

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Building knowledge

Self-monitoring

Activating prior knowledge

Visualizing

Determining Importance

Analyzing

Inferring

Synthesizing

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Questioning

Active listening

Staying on topic

Being accountable

Balancing conversation

Elaborating

Debating

Thinking flexibly

Keeping conversations growing

Preparing for conversation

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Determine important moments in text

Activating prior knowledge

Infer to create personal understanding

Analyze across text and ideas

Synthesize to put together a theme statement

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Expression

Inferring

Self-monitoring

Emphasis

Pacing

Phrasing

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Analyzing

Building knowledge

Summarize

Synthesize

Visualize

Determine importance

Self monitoring

Planning

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Genre awareness

Book awareness and print concept

Self-monitoring

Talking about books

Determining importance

Inferring

Letter sound knowledge

Synthesizing

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1. Activating Prior Knowledge

2. Synthesizing

3. Analyzing

4. Visualizing

5. Self -Monitoring

6. Determining Importance

7. Inferring

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1. Summarizing

2. Activating Prior Knowledge

3. Questioning

4. Self-Monitoring

5. Synthesizing

6. Determining Importance

7. Building Knowledge

8. Visualizing

9. Analyzing

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Note taking

Determining Importance

Organizing and Categorizing Notes

Annotating

Elaborating

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7.2 Give advice to the character.

notice when a character acts surprised or worried.

Think about what your reaction would be.

Come up with a statement of what you would tell the character to help.

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7.11 Label the Theme: Summarize and Capture

1) Post-it note of sequence and plot line points

2) Summarize into one paragraph

3) Condense paragraph to sentence statement

4) From sentence develop one focus idea

5) From idea write a theme

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11.14 Get Help From Cognates

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11.14 Get Help from Cognates (ESOL Focus) / Cross Curricular

1. 👀Look at the English word

2. 💭Think of a word that looks/sounds like this word in Spanish. (Or their first language)

3. 💭Think- “What does this word mean in Spanish?” (Or their first language)

4. ✅ Check - does this word have the same meaning?

5. IF the student is still unsure THEN they can use Google Translate as an additional resource to make that connection.

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12.4 Jot Follow Fit (p396)

✏️ Jot an idea (ideas)

👂 Follow (listen)

🗣️ listen for when what you wrote down FITS the conversation