Reading Components by Dominique Forbes Taylor

Graphic: Sound Chart

domma0889 — 2025-10-12 20:40:11 UTC

“Phonemic awareness is the ability to hear, identify, and manipulate individual sounds: phonemes in spoken words. It’s an auditory skill, not related to print, and is foundational for reading success.”

Classroom Activity

domma0889 — 2025-10-12 20:42:50 UTC

Students sort pictures into categories by the beginning sounds of each picture available.

Toddlers: Use only 2–3 distinct sounds.
Pre-K/Kinder: Include initial, medial, and final sounds.
Advanced: Students identify the number of sounds in each word.

Family Resources

domma0889 — 2025-10-12 20:46:26 UTC

Free literacy app for families who may not have access to books at home. Playing games like "Super Why" help build understanding of letter sounds which will help in the beginning stages of reading.

Letter Sound Chart

domma0889 — 2025-10-12 20:50:12 UTC

“Phonics is the relationship between letters and the sounds they represent. It bridges spoken and written language, helping children decode words when reading and encode them when writing.”

Classroom Activity

domma0889 — 2025-10-12 20:56:58 UTC

Students build words by matching the sounds to the letters.

Beginners: Focus on single consonants and short vowels.
Intermediate: Include blends and digraphs (e.g., “ch,” “sh”).
Advanced: Practice decoding two-syllable words.

Family Resources

domma0889 — 2025-10-12 20:58:37 UTC

Starfall.com – interactive phonics games for home use. This website helps parents to interact with their children as the learn new words and build their vocabulary.

Fluency Scale

domma0889 — 2025-10-12 21:02:53 UTC

“Fluency is the ability to read with speed, accuracy, and proper expression. It helps connect word recognition to comprehension.” Visual showing progression from slow, choppy reading to smooth, expressive reading.

Class Activity

domma0889 — 2025-10-12 21:05:35 UTC

Echo Reading: the text would be a short poem or predictable text. Teacher reads a line aloud with expression; students repeat it.

Early readers: Short, repetitive texts.
Older or advanced readers: Longer passages with varied punctuation.
Struggling readers: Use shared reading and modeling to build confidence.

Family Resources

domma0889 — 2025-10-12 21:07:36 UTC

Storyline Online (https://www.storylineonline.net) – free video stories read by actors with expressive narration.
Local Library Storytime Events – accessible option for families with limited home literacy resources or no internet access.

domma0889 — 2025-10-12 21:17:12 UTC

Basics: Phonological and phonemic awareness | Reading rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

International Literacy Association. (2018). Reading fluently does not mean reading fast. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf

Hougen, M. C. & Smart, S. M. (2020). Fundamentals of literacy instruction and assessment (2nd ed.). Paul H. Brookes Publishing Co. ISBN-13: 9781681253756

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.

Frayer Model

domma0889 — 2025-10-18 22:25:53 UTC

A Frayer Model graphic organizer (definition, example, non-example, sentence)

Vocabulary Treasure Hunt

domma0889 — 2025-10-18 22:28:44 UTC

Young learners: Use pictures and real objects (show me something “smooth”).
Emerging readers: Read simple vocabulary in context and draw a picture.

Family Resources

domma0889 — 2025-10-18 22:44:51 UTC

Offers simple activities using everyday objects and conversation starters.

Reading Comprehension

domma0889 — 2025-10-18 22:53:52 UTC

“Reading comprehension is the ability to understand, remember, and make meaning from what is read. It involves connecting new information to what you already know, visualizing, making inferences, and summarizing.”

Classroom Activity

domma0889 — 2025-10-18 22:55:25 UTC

Students read a short passage, think about it, discuss with a partner, and write or draw what happened.

Young learners: Draw a picture of what happened first, next, last.
Emerging readers: Use sentence stems: “I think the character felt…”
Advanced learners: Introduce inference and prediction using “Why do you think…?” questions.

Free Resources

domma0889 — 2025-10-18 22:57:17 UTC

Oral Storytelling Routine:

Provide a guidance sheet encouraging families to tell stories from their own culture or daily life and ask children simple “what happened?” and “why?” questions.
This supports comprehension without requiring reading materials.