Is it a natural process?

Where does reading take place in the brain?

How does a child learn to read?

What do you know about the reading process?

• Reading is not a natural process

• Steps need to happen for students to read

• Structured and systemic process of teaching reading must take place

• Literacy is writing, listening, speaking, and reading

Foundational skills: encoding of words into written symbols- "nuts and bolts" of writing

Ex. correct spelling, letter formation, handwriting, etc.

Composition- knowledge of the topic and ability to choose words and order the logically

Ex. topic knowledge, vocabulary, sentence formulation, grammar and usage, etc.

-Contains 2 strands: Language Comprehension and Word Recognition

Language Comprehension

-Background Knowledge

-Vocabulary

-Language Structures

-Verbal Reasoning

-Literacy Knowledge

Word Recognition

-Phonological Awareness

-Decoding

-Sight Recognition

*All these work together to create proficient readers

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

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

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

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

• Learning is a social phenomenon and students learn due to social exchanges with others

Gradual Release of Responsibility Mode

• Students learn by modeling instruction, guided practice, and application/independent practice

Cooperative Learning

• Instructional use of small groups to maximize their own and other student's learning

Children who are in the process of learning what reading and writing are and how to do it

Children enter school at various levels

-Language is key to reading comprehension

-Must understand language to comprehend

-Children comprehend before they read

Meaning Processing System- reviews stored vocabulary for possible meaning of a word

Context Processing System- involved background knowledge and language structure

Orthographic Processing System- Print

Word Awareness- knowing how many words are in a sentence

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

Syllable Awareness- counting parts in a word

Rhyming- words that end with the same sounds

PAST test

Phonemic Awareness:

• Spoken language consists of series of small sound units or phenomes and ability to manipulate these phenomes

• Sound out words

• Blend sounds

• Pre-requisite for reading

• Rhyme

• Alliteration

• Sounds and spoken language

Phonemic Awareness

-sounds of language

-language that we hear

-spoken language

Phonics

-actual printed letters

-words

-writing sentences

-anything written

Elkonin boxes (Sound boxes)

Environmental Print PowerPoint

Children begin to read and write before they understand what they're doing

Print awareness of a book

-Front to back

-Left to right

-Top to bottom

(Must be modeled):

• Big books

• Book walks

• Close Procedure

Early Print

• Children read and write before they understand language

• Children may know how to write their names but don't know the letters are their name

• Drawing tell a story

• Teach print with teaching letter of alphabet

Writing Opportunities

• Journals

• Writing Centers

• Shared Writing

• Class books

• Play centers

Exposure: finding words in books, poems, shared writing, word walls

Word Banks- Child's own list of words

Levels of Word Knowledge:

1. Unknown

2. Acquainted

3. Established

Vocabulary Programs Should:

1. Provide children with frequent, extensive, and varied language approaches

2. Includes instruction in individual words

3. Provides students with instruction in learning words independently

4. Fosters and consciousness build students interest in words

5. Involves reading, writing, speaking and listening

Interactive Oral Reading

Wide Reading

-good for vocab growth, fosters automaticity, provides knowledge, and needs to be easy enough where children can understand and enjoy it

1. Learning Based Vocabulary

2. Learning to Read Unknown Words

3. Learning knew words that represent known concepts

4. Learning new words that represent new concepts

What Vocab words do I teach?

1. Tier One words- basic words

2. Tier three words- low frequency words

3. Tier two words- high frequency words

External Context- words and sentences that surround a word

Internal Context- Word Parts

Dictionary Skills- teach how student use it. Exposure

Adept Diction- skillful use of words in speech and writing

1. Model words

2. Word of the day

3. Children's writing

4. Students build their own vocabulary

Assessing vocabulary knowledge-

1. Standardized tests

2. Teacher-Made tests

   
   

• Accuracy: Reading words correctly is essential.

• Rate: Reading at an appropriate speed is crucial.

• Expression (Prosody): Using tone, pitch, and rhythm to convey meaning, much like in natural speech. 

• Repeated Reading: Reading the same text multiple times can help improve accuracy, rate, and expression. 

• Choral Reading: Reading aloud together as a group can improve confidence and fluency. 

• Partner Reading: Reading with a partner and taking turns can provide opportunities for modeling and feedback. 

• Read Alouds: Teachers or parents reading aloud to students can provide models of fluent reading. 

https://www.readingrockets.org/reading-101/reading-and-writing-basics/fluency

Decoding x Language Comprehension = Reading Comprehension.

https://www.readingrockets.org/topics/about-reading/articles/simple-view-reading

https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html

Explicit and Systematic Instruction:

• Structured Literacy: This emphasizes explicit and systematic teaching of phonics, vocabulary, and reading comprehension skills. 

• Phonemic Awareness Instruction:

  Teaching students to recognize and manipulate the individual sounds within words is crucial. 

• Systemic Phonics: A structured approach that teaches the relationship between letters and sounds in a sequential manner. 

Accommodations:

Text to speech

Friendly fonts

Visual aids

Vocabulary pamphlet

Reading Interventions and Guided Reading

Supportive classroom environment

Graphic Organizers

Direct and Explicit instruction

Alphabetic Principle:

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

Phases of Reading:

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

syllable types:

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

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

Spelling: https://www.readingrockets.org/reading-101/reading-and-writing-basics/spelling

Sentence Comprehension:

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

Semantic Features:

https://www.readingrockets.org/classroom/classroom-strategies/semantic-feature-analysis

Semantic Gradients:

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

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

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

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

• an envolving process that begins before a book is opened. Changes as the book is read and continues to change after the book is read

• Some students comprehend better with digital print. They can click around on the digital copy to find unknown vocab words

Components:

1. Knowledge

2. Strategies

3. Metacognition

4. Motivation

Developing Knowledge:

• Comprehension does not occur without knowledge

• Prior knowledge may be best predictor of a students' ability to comprehend

• Construction-integration model states comprehension occurs when an idea in text is linked to another

Comprehension strat. help readers with text. Readers use them to better understand, learn from, and remember what they read

1. Conscious efforts

2. Flexible

3. Lead to High Level Thinking

4. Reflect and Monitor

Set a purpose for reading and ask and answer questions

1. Making inferences

2. Determining what is important

3. Summarizing

4. Dealing with Graphic Information

5. Locating Information

6. Critically Evaluating Information

https://sites.google.com/escneo.org/sst3literacy/theoretical-models-of-reading/the-four-part-processing-model