• Arguably the most important part of the reading process

• It is the reason for reading

• Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.

Active Readers

• Students to make sense of what they read, they need to think about and actively engage with text.

• By talking and writing about what they read, students deepen their understanding of the text and they are more likely to remember what they’ve learned.

• Good readers automatically engage in critical thinking by asking themselves questions to make sense of what they read.

Teaching Comprehension

• Begin by teaching students that there are multiple levels of thinking that range from low-level remembering to high-level synthesizing and evaluating.

• Using Blooms levels to ask prompting questions

Remembering

• where is

• what did

• who was

• when did

Understanding

• tell me in your own words

• what does it mean

• give an example of

Applying

• what would happen of

• find information about

Analyzing

• what other ways could

• what are things that are not real

• what caused that

Evaluating

• rank the events in importance

• what character would you want to meet

Creating

• what if

• what would happen if

• pretend you are

• Decoding (word recognition)

  • understanding letter to sound

• Language comprehension

  • understand spoken language, vocab, syntax, and background knowledge

Formula

• Decoding x Language Comprehension= Reading

• A weakness in either decoding or language comprehension will make it very hard to be a successful reader

• Made up of 2 main sections

  • Language Comprehension

  • Word Recognition

Word Recognition

1. Phonological Awareness - The ability to recognize and manipulate the sound properties of words

2. Decoding - The ability to read words

3. Sight Recognition - automatically recognize words

Language Comprehension

1. Background Knowledge - Previous gained knowledge

2. Vocabulary - Knowledge and meaning of words

3. Language Structures - Rules for how language is formed

4. Verbal Reasoning - Form of problem solving based around words and language

5. Literacy knowledge - Understanding concepts pf print

   
   

• Students vocabulary grows immensely thorough school age years

• Can gain 3,000 to 4,000 new vocabulary words every year

• Most vocabulary words aren't directly taught - learning is from exposure and reading

  
  

Levels of Word Knowledge

• Unknown - Unfamiliar words

• Aquatinted - Know the basic meaning

• Established - Word and definition is known and recalled easily

  
  

Teaching Vocabulary Words

1. Expose student everyday to new and unfamiliar words - Variety of language experiences are needed

2. Talk about the unknown words

3. Read a variety of material

4. Give them knowledge about different topics

   
   

Kinds of Vocabulary Words

1. Tier 1 - Basic words, don't really need to be taught. Ex - Dog, Chair, Table

2. Tier 2 - Bigger words for more mature language. Ex - Magnitude, Generous

3. Tier 3 - Words related to other subjects in school. Ex - Science. Social Studies, Math

• Foundational Writing of Writing x Composition = Skilled Writing Expression

• The foundational skill of encoding words into written symbols. This is called the nuts and bolts of writing

• Composition - Knowledge of the topic. The ability to chppse words that fit the thought and order them logically.

  
  

Handwriting

• https://www.readingrockets.org/topics/writing/articles/writing-assessment

• https://media.zaner-bloser.com/handwriting/pdfs/ZB_HW_Manuscript_Practice_Package.pdf

• https://www.youtube.com/watch?v=2pnQwVo8DUg&t=1s

• https://www.studenthandouts.com/handwriting-worksheets/primary-writing-paper-horizontal.htm

Stage of Writing

1. Pre-phonetic - places letters on the page with no regard to words - Ex - scribbles

2. Semi-phonetic - Represents some phonemes with graphemes or single sounds (beginning sounds)

3. Phonetic Stage - Nearly every phoneme is represented by a grapheme

4. Transitional Stage - Students realize that words can not always be written or spelled how they sound

Syntax

• Study and understanding of grammar - Grammar is the arrangement of the words phrases and clauses that make a sentence

• Word order matters - Subject - Verb - Object pattern

• Syntax is first understood by listening to language - read alouds, peer reading

• Students need instruction on how to form correct sentences and the different parts of sentences

Semantics

• The study of word and phrase meanings and relationships. The meaning and interpretation of words, signs, and sentence structure. Ex - the word Rank can be used many different ways.

• Semantics help children express themselves more clearly. It can also make reading more visual or fun to read.

• Ex - Synonyms, antonyms, homophones

Grammar

• Set of rules that explain how words and different symbols are used to create correct sentences

• 8 main parts of speech - noun, pronoun, verb, adjective, adverbs, prepositions, conjunctions, interjections

• 4 main punctuations and their rules

  1. Period - ends complete thoughts , used in abereviations

  2. Comma - seperates items in a list, sets off clauses, used with coordination conjunctions

  3. Question mark - ends question sentences

  4. Exclamation point - shows strong emotion or emphasis

  
  

What is it?

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

-Fluency is important because our brain can only do one thing at a time and reading demands that we do 2...decode words and understand what we are doing.

Stages of reading development:

• Stage 0-Emergent Literacy Stage

• Stage 1-Formal Reading Instruction

• Stage 2-Decoding-reading word by word, begin fluency skills

• Stage 3-6-Build fluency skills

Guiding students to become fluent readers:

• provide time to read

• provide print-rich opportunities and wide range of books

• encourage reading outside of school

Repeated Reading

1. Nonaccurate Stage-children have difficulty recognizing and reading words. Reading is “choppy”

2. Accuracy Stage- students are able to read and recognize words accurately but it takes them time and effort to do so. They tend to read slowly and without
   expression. May not understand what they are reading.

3. Automatic Stage- Students read accurately and without much effort.

Other Ways to Practice Fluency

1. Audio Books

2. Partner Reading

3. Computer Assisted reading or reading games

• Sight word games

• Word wall games

• Reading groups

Prosody - reading with proper expression, volume, phrasing,
intonation or stress.

Intonation - provides the melody of language that results from the
use of stress, pitch and juncture.

Juncture helps children decide if the sentence/words/phrase says:
- Light housekeeper or lighthouse keeper

A syllable is a unit of pronunciation that is organized around a vowel. It may or may not have a consonant after the vowel

6 Types of Syllables

1. Closed - Has a vowel followed by a consonant. The vowl usually makes the short vowel sound. Ex - Cat, Bed, Pig, Dog, Sun

2. Open - ends with a single vowel. The vowel is "open and free". The vowel usually makes a long sound. Ex - He, Me, Go, No

3. Magic E - Uses a Vowel, Consonant, E pattern (VCE). The E is silent and usually makes the other vowel say its name Ex - Cake, These, Bike, Nose, Cube

4. Vowel Team - When letters work together or make a team to form one vowel sound. Ex - Rain, Read, Pie, Fruit

5. R Controlled - Has a vowel followed by and "R". The r controlls the vowel and changes the sound it makes. Ex - Car, Bird, Fur

6. Consonant -le - Consonant followed by -le. The final e is silent and creates the schwa sound (uh) which makes the -le sound like ul Ex - Bubble, Table, Wiggle, Pickle

Morphemes:

• smallest unit of sounds

• Words can have more than one morpheme

• Free morphemes stand on their own

• Bound morphemes rely on others (-es, prefixes, suffixes)

Inflectional- do not change the part of speech

Derivational- helps determine part of speech

• Having an awareness of sound properties in words. Having the ability to hear and manipulate sounds in words

Word Awareness

• Knowing how many words are in a sentence

• Clap it out, push up counters for words

Alliteration

• Producing and identifying words that start with the same sound

• Name games or fun phrases

Syllable Awareness

• counting parts in a word

• clapping, counters

Rhyming

• words that end with the same sound

Phonemic Awareness

• Spoken language consists of series of small sound units or phonemes and the ability to manipulate these phoneme

• Sound out words - sound of language, what we hear

• Blend sounds

• Sounds and spoken language

Phonics

• Actual printed letters

• Words

• Writing sentences

• Anything written

• 4 Phrases of word reading

  1. Pre-alphabetic phase - little knowledge of letter sounds, use pictures to represent letters

  2. Partial alphabetic phase - learning that letters represent sounds, and the shape of letters.

  3. Full alphabetic phase - decoding harder words, unfamiliar word patterns

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

• the study of how people learn to read and the best ways to teach reading based on research.

• Reading is not a natural process, many steps and connections that must happen in the brain for a student to learn to read

Structured Literacy

• The structured and systematic process of how to teach a child to read

• Literacy is not just reading. It is also writing, listening, and speaking.

Phonological Processing System

• hears and recognizes words in sentences

• Activates the meaning process system

• Process spoken language

Meaning Processing System

• reviews stored vocabulary

• looks for possible meaning of word

Context Processing System

• used background knowledge and language structure

Orthographic Processing System

• Print and evaluating print

• The sounds in spoken words or phoneme match directly to the letters in written words

• Every word can be broken apart into phonemes (smallest parts of speech)

• Every written word is made up of specific symbols from the alphabet

• Every sound in a spoken word is represented by letters

Other things Dyslexia can affect

• Learning to speak

• Retention of phonological and phonemic awareness tasks

• Learning letters and their sounds

• Reading words in isolation

• Organizing written and spoken language

• Decoding words

• Memorizing number facts

• Reading quickly enough to comprehend

• Persisting with and comprehending longer reading assignments

• Spelling

• Learning a foreign language

https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

https://www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development

https://www.readingrockets.org/topics/spelling-and-word-study/articles/six-syllable-types

https://www.readingrockets.org/blogs/shanahan-on-literacy/what-should-morphology-instruction-look

https://www.readingrockets.org/blogs/shanahan-on-literacy/what-teachers-need-know-about-sentence-comprehension

https://www.readingrockets.org/classroom/classroom-strategies/semantic-gradients

https://www.readingrockets.org/topics/comprehension

https://keystoliteracy.com/wp-content/uploads/2020/02/The-Strands-That-Are-Woven-Into-Skilled-WritingV2.pdf

https://www.readingrockets.org/topics/writing/articles/writing-assessment

Strategies for Supporting EL Students:

• Allow extra time for assignments and tests.

• Take more time when planning and teaching lessons.

• Include vocabulary from students’ native languages in the classroom.

• Encourage involvement from parents and siblings in the learning process.

• Keep in mind they may not be struggling with the content, just understanding and speaking a different language

Assessment and Teaching Tips for EL Students:

• Adapt assessments when needed

• Use pictures and real life objects

• Use the child's peers to help. Could benefit both children

• Provide additional time to complete tests and bigger projects

• Read the assessment aloud if allowed.

• Provide practice tests beforehand.

• Clearly document any accommodations

• Spelling is closely related to reading and writing

• Being good at spelling makes for better readers

• Spelling depends on recall - recognition task

• Student must map out word using sound and symbol relationships

How to teach spelling

• Use phonics, word study lessons, and high frequency practice

• Frequent practice of spelling words

• Introduce no more than 5 words a week (younger)

• Go over syllables within the words as well as letter patterns and sounds

• Write words in sentence and do hands on activities