Students need to be taught what to do to become fluent readers.

Language is a natural process.

These must work together.

literacy is also listening, speaking, reading, and writing.

letter formation, handwriting, correct spelling, and punctuation.

syntax, common sense, etc.

Contains 2 strands

Language Comprehension and Word Recognition

Language = background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge.

Word Recognition = phonological awareness, decoding syllables and sounding out, and sight recognition.

high frequency = do not follow normal spelling patterns and have to figure out how to read

Partial - learning letters that represent sounds and the shape of letters

Full- decoding harder words and unfamiliar words

Consolidated Alphabetic phase- learn more about words, syllables, etc.

support

value

student-driven

responsible

differentiation

respectful

no favoritism

humility

flexible

planner

organized

willing to adapt

empathy

growth mindset

communication

modeling

vs. over-stimulating environment

books, charts, words, and poems, especially relating to what you're teaching at the time.

word walls, bookshelves, book boxes, poems, charts, student work, jokes, quotes, comic books, newspaper articles, magazines, labels, etc. Label EVERYTHING for littles. It helps them learn and they can use the labels to understand meaning.

KBOR science of reading lesson plan

syllables

alliteration

rhyming

picture sound match

sound box

sound games

what's in the bag

i-spy

start for preschool/kinder

only fill out the green highlight

ABCD order - objectives

Antecedent

Behavior

Demographics

Objective: Given puzzle pieces, the student will match rhyming pieces with 95% accuracy. or Given rhyming puzzle pieces, the students will match 6/7 rhyming cards.

Standards - KSDE form

Under assessments, write the directions and instructions. PROCEDURE.

Children need to know that the story means something to them. When you teach how to read, you teach how to write. Print means something. Start teaching right away.

This should start at home as they hear you reading, singing, talking, etc. But we can't control what happens at home.

Itsy Bitsy Spider - Iza T

I'm a Little Teapot

Twinkle Twinkle Little Star

Hey Diddle Diddle

Rhyming + familiar books.

Activities with each book.

• Language is a key component of reading comprehension.

• Must understand language to comprehend.

• Children often comprehend long before they can read.

Children can comprehend far before they can read.

Meaning Processing System - processes the language and sounds heard and gives it meaning. In the middle of the brain.

Context Processing System - involves background knowledge and language structure.

Orthographic Processing System - print. back of the brain.

ACTIVITIES

Word Awareness - push up a cube for every word I say; clap for every word I say.

Alliteration

Syllable Awareness

Rhyming

Every word has sounds and letters.

spoken words (phonemes)

written words (graphemes)

They might be able to write their names, but not know what the letters are in their name.

Their drawings tell a story.

When the child begins to write, do not discourage them by correcting their writing.

Early Alphabetic -> ct, lt, br

Later Alphabetic -> cat, letr, brthr

Consolidated Alphabetic -> cat, letter, brother

Asks and answer questions-the reader poses questions before and during
reading. This makes reading an active process.

Making inferences-readers can infer meanings by using information in text and using
background knowledge to help understand what they are reading. (connect ideas
together)
Determining what is important-readers have to figure out what is important in what
they read, especially with digital text
Summarizing-realize what is important about text and state it in their own words
Dealing with Graphic Information-readers need to understand how to use this
information and what it is for
Locating Information-learning where to find information in book (table of contents,
glossary, internet)
Critically Evaluating Information-reader must assess the credibility of information
(print and digital)

3. Text-structure knowledge (knowledge about the text)