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When deciding what to put under this section I wanted to make sure I not only take into consideration the students in general ed, but English language learners, and students with various types of disabilities because I feel that the approach to reading instruction will greatly differ from case to case.

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 Teaching students who are hard of hearing or deaf how to read

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 Teaching students who are hard of hearing or deaf how to read

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How do deaf or hard of hearing children learn to read?

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Fluency is the ability to read rapidly, smoothly, without many errors, and with appropriate expression.

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A phoneme is the smallest unit of sound in a specific language.

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Silent reading fluency is similar to fluency, except it's not an oral phenomenon. Silent reading still requires the reader to read rapidly, smoothly, without many errors, and with appropriate expression. You're able to tell if a child is proficient in silent reading fluency because he/she is able to read without any visible struggle and can demonstrate that they fully comprehend what they just read.

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Describes the sort of classroom, school, and home in which literacy is fostered, nurtured, and necessary. In a literary environment people read and write on papers and screens to themselves and others.

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A print rich environment is an environment with a diverse option of print, such as books, text created by the teacher, ad text created by the students. A print rich environment is highly important and should be prioritized because it goes hand-in-hand with a student’s reading comprehension.

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The act of repeatedly demonstrating an action, such as reading to students or also reading during independent reading time instead of going on your phone or grading papers.

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An assessment that collects data based on student’s motivation to read.

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Students who are learning English as a second language, in the classroom.

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Phonemic awareness refers to the insight that spoken words are made up of a sequence of somewhat separable sounds, called phonemes.

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Unlike phonemic awareness, phonological awareness is the ability to recognize, consider, and work with the phonemes in words.

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A younger child’s approach at spelling where they make an educated guess on how a word is spelled based on the sounds in the word. A common example of invented spelling is writing “iz” for the word “is”.

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The Alphabetic principle refers to the understanding that each letter and every word has a sound to represent it when spoken.

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A instructional tool that is used in the earlier elementary grades to help students become phonologically aware by breaking down words into sounds and/or phoneme.

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Is a whole language approach that combines the abilities to listen and speak about personal experiences in order to improve reading and writing skills.

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A whole group instructional activity where the text is read aloud and then discussed as a group/class.

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The acknowledgement and understanding of how a text is organized and its different parts.

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The ability to not only recognize words, instinctively remember the meaning behind does words, but also be able to use these words in your speech smoothly.

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A specific approach to teaching students to read and write based on the sounds, syllables, and letter grouping.

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Meet the Phonics - Blends (FREE) | Preschool Prep Company

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Letters added to the beginning and/or end of a root word to change the meaning.

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An affix added after the original word.

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An affix added before the original word.

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A short sound in speech. A, E, I, O, U

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CECE Early Childhood Videos at Eastern CT State U.

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Supporting English Language Learners in the Preschool Classroom

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The Vowel Song: Long and Short Vowel Sounds | English Songs | Scratch Garden

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A long sound in speech.

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The long string of letters that usually begin with a vowel and end in a consonant.

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The initial phonological unit of a word, basically the first letter.

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A specific pronunciation a string of certain letters together has, usually made up of a vowel and a couple consonants.

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A symbol that represents a vocal sound.

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The smallest unit in which a word can be broken down into/divided.

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The special education initiative called Response to Intervention (RTI) is meant to provide increasingly more explicit and supportive small group instruction so that all students learn to read.

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Accessing a student’s progress through data collection, not only can this apply to the curriculum but targeted behavior.

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Special Education  - The Basics of Progress Monitoring

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Progress monitoring - real world example

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Progress monitoring - real world example

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What do I do after I collect student data? | Progress Monitoring with Mrs. D

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The zone of proximal development is the space in which at one extreme resides what a student can do independently and at the other end, what the student needs to do with assistance from the teacher. (There is a gray area for both of these).

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A text that is carefully made with patterns so that students can have very specific practice with certain phonic patterns.

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Age range - between 6 months - 6 years
Grade - Preschool
Definition - During this stage, the child "pretend" reads, is able to retells a story when looking at pages that were previously read to them, is capable of naming letters of the alphabet, can write their name down in print, and plays with writing utensils and paper.

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Age range - between 6 - 7 years old
Grade - From 1st grade to the beginning of 2nd grade
Definition - During this stage, the child learns the relationship between letters and the sounds they make, The child also understands the relationship between words that are printed and words that are spoken. Child is able to "sound out" new one syllable words. Lastly, the child is able to simple text containing high frequency words and phonically regular words.

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Age range - between 7 - 8 years old
Grade - From 2nd grade to 3rd grade
Definition - During this stage, the child is able to read simple, familiar stories/selections with an improving sense of fluency. The child is able to build up his/her fluency by learning decoding skills, gaining sight words, and applying context in text.

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Age range - between 9 - 13 years old
Grade - From 4th grade to 8th grade
Definition - During this stage, reading is now used to gain knowledge, create new ideas, think critically, learn different opinions/attitudes, and learn new feelings. Generally, the reading done in this stage is only from one viewpoint.

Phase A - Intermediate 4th - 6th grade

Phase B - Junior high school 7th - 9th grade

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Age range - between 15 - 17 years old
Grade - From 10th grade to 12th grade
Definition - During this stage, students are reading from a wide range of complex materials (both expository and narrative), view a variety of viewpoints.

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Stage 5 - Construction and reconstruction

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Stage 5 - Construction and reconstruction

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Age range - between 18+ years old
Grade - From college and everything beyond that
Definition - During this stage, reading is now done for own's own needs and purposes. (both professional and personal). The purpose of reading in this stage is to synthesize the reading in order to create new knowledge.

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Formative assessments are designed by teachers for classroom decisions (such as how fast or slow a lesson can go or if there needs to be reteaching). Strongly linked to the curriculum and instruction. Given continuously/as needed.

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Summative assessments are designed by experts for policy makers. These type of assessments are stand-alone, single indicators, and independent of the curriculum or instruction. Usually given once or twice a year.

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Summative vs. Formative assessment comparison

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Summative vs. Formative assessment comparison

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Compare formative and summative assessments

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Any assessment used to make very important decisions about a students educational course, teachers, schools, districts, etc. Used to make sure schools are effective and well-ran.

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Also known as interim assessments, are in between formative and summative assessments. They are fixed assessments that evaluate student's abilities to meet things such as grade-level standards and objectives. (Unlike formative assessments that mostly check for understanding or where the student is currently at)

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Tests that are designed to compare the test taker to a standard score. For example in the STAAR test, some students perform below the set requirements, others right at the requirement, and others surpass the requirement (commended). It can also be used to compare scores of all students who took a particular test.

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A diagnostic tool given by the teacher in the form of an assessment to students in order to determine a student's strengths and weaknesses to determine their reading level and comprehension.

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A tool used for coding, scoring, and then analyzing a child's precise reading habits. Typically, the results of a running record are used to determine the effectiveness and to analyze on the teaching and learning of schools.

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The gradual release of responsibility model explains that cognitive work for students should shift slowly in an intentional way done by the teacher. Student's should go from observing the teacher model it, to doing it with the teacher, to doing it together among peers, to doing it alone and mastering the concept/task.

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Learned helplessness in a classroom environment refers to when a student is a phycological state of mind so they begin to disengage and don’t tend to work although they are capable of doing so with help and support from the teacher and peers.

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The Mathew Effect is the phenomenon where students who begin literacy education earlier than other students will be more successful in the curriculum, not only in the present but also further on in their education than students who don’t have a head start. A very common example of the Mathew effect has to do with the family’s income level, meaning if a student comes from a family that is well off; then it’s more likely that there will be books in the home, this will give that child a head start to literature. At the other end of the income spectrum is a student whose family income is low, resulting in a lack of books in the home, putting that child behind in the curriculum.

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Words that are instantly and effortlessly recognized. (In fact when reading sight words, readers will only see the first and last part of the word.)

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Download and print flash cards from the Dolch, Fry, and Top 150 Written Words lists, or make your own Custom Sight Words Flash Cards. The cards are available in three sizes full-page (1-up); half-page (2-up); and quarter-page (4-up). We recommend printing the flash cards on card-stock paper, to make the cards stiffer and more durable.

Write your own words into these blank sight words flash cards. Download (PDF)

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Write your own words into these blank sight words flash cards. Download (PDF)

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Write your own words into these blank sight words flash cards. Download (PDF)

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Q: Why is there an arrow under each word in the flash cards? A: The arrow serves multiple purposes. It reminds teachers to place their index finger on the circle and move it from left to right under the word to lead the student's eye across the word. The arrow also helps students orient the flash card and helps them remember to read from left to right. Q: How do I hold the flash cards? A: Hold the flash card so that it is directly in front of your child at your child's eye level. When you move your finger across the arrow, make sure that it does not obstruct your child's view of the word as this distracts attention from the words. Q: The flash cards don't print correctly - why do they go over the edge of the paper? A: The one-to-a-page and four-to-a-page flash cards need to be printed in landscape. To do this, go to your printer settings and select "landscape" (not portrait). ↑ Top
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Download and print flash cards from the Dolch, Fry, and Top 150 Written Words lists, or make your own Custom Sight Words Flash Cards. The cards are available in three sizes full-page (1-up); half-page (2-up); and quarter-page (4-up). We recommend printing the flash cards on card-stock paper, to make the cards stiffer and more durable.

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Free Resources to Teach Your Child to Read

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The ability to not only recognize words, instinctively remember the meaning behind does words, but also be able to use these words in your speech smoothly.

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A theory that supports the idea that reading has two major factors, language comprehension and decoding (also known as word recognition).

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In speech and reading, automaticity is a part of fluency in which the person can read or speak without much thought to it if it makes sense. An example to better describe what I mean is the ability to be able to effortlessly and smoothly start reading the page of a book without having to think about it.

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Refers to the practice of reading aloud in simultaneously in a whole class environment or between a group of students.

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Wide reading refers to when students are able to independently read novels, books, magazines, instructions, and other types of print for an extended period of time whether it's in the home or in school. The idea behind wide reading is that the more students read, the better they get at reading.

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Gradual Release Model for English classrooms sample lesson