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Creates a wide variety of reading to keep students interested.

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Vowel Digraphs: combinations of two vowel letters together in words representing only one distinct speech sound (ee, ea ei, oo, ai, ay, eigh)
Dipthongs: combinations of two vowels together in words producing a single, glided sound (ow, ou, oi)
Schwa: vowel letters producing the uh vowel sound (a in America, o in other, e in children

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Creating Optimal Conditions of Assessments in Fluency

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Creating Optimal Conditions of Assessments in Fluency

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* Model reading fluency
*Reading Practice
*Access to appropriately challenging reading materials
*Use of oral and silent reading
*Monitoring and accountability
*Wide and repeated reading

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*Accuracy
*Expression and volume
*Phrasing
*Smoothness
*Pace (during sections of minimal disruptions)

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Digraphs: two consonant letters that represent only one distinct speech sound (ch, th, ng)
Trigraphs: three consonant letters that represent only one distinct speech sounds (tch, dge)

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Combinations of two (blends) or more (clusters) consonant letters whose sounds can be orally blended together that each consonant is still pronounced

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The ability to identify a word and its meanings without having to first decode into smaller parts

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Relates to the phonics and other word-level skills students learn that help the m figure out the pronunciation of an unfamiliar word encountered in print

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- Identifying and making rhymes orally
- Identifying and working with syllables in spoken language
- Identifying and working with onset and rhymes in spoken syllables
- Identifying and working with individual phonemes
- Recognizing individual sounds in words
- Hearing the same sound in different words
- Recognizing the word having a different sound in a group of three or four words
- Understanding how to listen to phonemes spoken separately and blend them together

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Tips for successful phonemic awareness lessons

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Tips for successful phonemic awareness lessons

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1. Focus on the individual phonemes in a lesson.
2. Use analogies, illustrations, gestures, letters, and letter pictures.
3. Ask students questions to help children detect the phoneme
4. Apply the lessons they are learning to reading and writing.

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1. Do oral and listening activities.
2. Model phonemic awareness activities.
3. Rote memorization should be avoided.
4. Group activities so children can interacted should be encouraged.

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Teacher begins the activity but slowly "passes the baton" to the students.
Made up for 4 strategies:
-Predicting
-Clarifying
-Questioning
-Summarizing

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Questions can only be answered by referring to the text

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Discovering the deeper meaning behind a text (similar to an onion - peeling the layers to get to the middle)
-introduce
-read
-annotate
-discuss
-write

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-Description
-Sequence
-Compare/Contrast
-Problem/Solution
-Cause/Effect

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

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Explaining and developing a story
-5 L's
-Text Talks
-Paris
-Literature Circles
-Construction

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Identifying and organizing thoughts/facts

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Fix-Up strategies:
-Rereading
-Highlighting
-Using sticky notes
-Writing down notes (AKA annotation)

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The ability to hear and manipulate individual or single phonemes in spoken language. This is also known as "phonics in the dark" meaning one can hear but not see the letters.

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Students pick out key info; can be a "gist" statement

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Could be a three step freeze frame (AKA "tableau")

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1. Activating Prior Knowledge
2. Questioning
3. Analyzing Text Structure
4. Creating Mental or Visual Images
5. Summarizing
6. Comprehension Monitoring
7. Graphic Organizers
8. Text-Focused Dialogue
9. Multiple Comprehension Strategies

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Phonics is a method for teaching reading and writing by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns that represent them

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If a student says the word "cat" they should be able to recognize that the word has one syllable and rhymes with the word mat.

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Engaging Strategies That Promote Fluency

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Engaging Strategies That Promote Fluency

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*Readers' Theatre
*Radio Reading

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*Choral Reading
*Partner Reading
*Scaffolded Silent Reading

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Fluent readers decode the words in text accurately and effortlessly, as well as read with correct volume, phrasing, appropriate intonation, and at a reasonably rapid rate.

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*Games
*Frayer Model
*Vocabulary Notebooks/Journals
*Word Wall
*Semantic Feature Analysis
*Vocabulary Knowledge Rating Scale

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1. Length of the text passage
2. Text Difficulty
3. Difficulty of the questions

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Step 1: Introduce the word’s pronunciation.
Step 2:  Introduce the word’s meaning.
Step 3: Illustrate the word with examples.        (and non-examples when helpful)
Step 4: Check students’ understanding.

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1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that enable them to play with terms

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Vocabulary Programs:  0.67

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Typically learned through conversation

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High Frequency words

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Best words for targeted vocabulary instruction

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Often pertain to a specific content area

ex: metamorphosis, microscope, neutron

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Low Frequency words

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Refers to a skill that allows kids to recognize and work with words in SPOKEN language. This includes hearing and manipulating units of spoken language such as words, syllables, rhyming, and alliteration.

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Frequently occurring--appear in various contexts and topics and play an important part in verbal functioning across a variety of content areas
ex: mature language learners

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Commonly known words
ex: baby, man, happy

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For older students:
before a story has been read

For younger students:
after a story has been read
1. directly during read aloud
2. context from the story

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Analyze story grammar, and other text features such as:
-Conflict
-Goal
-Resolution
-Plot
-Character thoughts/feelings

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Question the author

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Vocabulary has a direct correlation with comprehension

“Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.”  (Osborn & Hiebert, 2004)

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Discuss:
-Theme of story
-Any knowledge about the text content