-It is important to expose learners to English as soon as possible.

Ex: word walls, book shelves, and charts

-The key component to reading comprehension.

• Characteristics: Children rely on visual cues rather than letters (e.g., logos, shapes).

• Example: A child may recognize the word “McDonald’s” by the golden arches without knowing the letters.

• Skills: Limited or no letter knowledge; reading is not truly decoding.

• Characteristics: Children begin to use some letter-sound correspondences, typically initial and/or final sounds.

• Example: Recognizing the word “dog” by associating the “d” and “g” sounds, but possibly guessing the middle.

• Skills: Developing phonemic awareness and letter knowledge, but decoding is still incomplete.

• Characteristics: Children can decode words using complete letter-sound correspondences.

• Example: Reading “frog” by sounding out each letter: /f/ /r/ /o/ /g/.

• Skills: Strong phonemic awareness; can sound out unfamiliar words.

• Characteristics: Readers recognize patterns, chunks (e.g., syllables, morphemes), and can decode multisyllabic words quickly.

• Example: Reading “unhappiness” by recognizing chunks like “un,” “happy,” and “ness.”

• Skills: Word recognition becomes faster and more automatic; reading is fluent and efficient.

Emergent Readers: Children who are in the process of learning what reading and writing are for and how to do it. 

-32% of 4th graders & 24% of 8th graders aren’t reading at a proficient level. 

-393 million children in the world are unable to read.

-Instructional use of small groups. 

-Students work together to maximize their own and each other's learning.

2. Learning to Read Unknown Words: Learning to read words that are already in their oral vocabulary

3. Learning New Words that Represent Known Concepts: These words are not in oral or reading vocabularies, but they have an available concept of the word.

4. Learning New Words that Represent New Concepts:Total unfamiliar words, also different dialects of words.

-print-to-speech tool

-usually seen in younger grades

-have to be interactive

-sound-to-print

-consonant and vowel walls are separate (vowel valley and consonant sound wall)

-allow students to investigate sounds and spellings

Running Records: when students read a certain passage on a certain level then answer some questions

-Established: words known easily and automatically

Tier 3 Words: Low frequency words. Usually found in specific domains of literature. Usually taught in content areas.

Tier 2 Words: High frequency words for mature language uses. These are the words to focus on. 

-Intonation: provides the melody of language that results from the use of stress, picture, and juncture

-Juncture: helps children decide if the sentence/words/phrase says

-Choral Reading: Read passages together as a class or small group. Practice using expressions and fluent reading.

-Voiced: vocal sounds engaged

Stage 0-Emergent Literacy Stage

Stage 1-Formal Reading Instruction

Stage 2-Decoding 

Stage 3-6-Build Fluency Skills

-States that learning is a social phenomenon.

-Students learn in social exchanges with others.

-Alliteration: producing and identifying words that start with the same sound

-Syllable Awareness: counting parts in a word