Reading Instruction

Natalie CzechCharlie Borak

Rita Skolasinski

The Big Five http://

reading.uoregon.edu/big_ideas/

Phonemic Awareness

Alphabetic Principal

Fluency with Text

Vocabulary Comprehension

Phonemic Awareness Sound Isolation: Example – The first sound in

sun is /ssss/. Give multiple words that start with m: mountain, mop, Miranda

Blending: Example – /fff/ - /uuu/ - /nnn/ is fun. Using short words and pictures is a great help.

Segmenting: Example – The sounds in fun are /fff/ - /uuu/ - /nnn/. The only difference between blending and segmenting is weather children can produce or hear a segmented word, as blending is much easier.

Phonemic Awareness Activity

Alphabetic PrincipalLetter-Sound Correspondence: Example –

(Teacher points to letter m on board). "The sound of this letter is /mmm/. Tell me the sound of this letter." –Use consistent and brief wording

Sounding Out Words: Example: (Teacher points to the word map on the board, touches under each sound as the students sound it out, and slashes finger under the word as students say it fast.) "Sound it out." (/mmm aaa p/) "Say it fast." (map) –start by having students sound letters/words out in their heads, then as a class produce the word orally

Alphabetic Principal Cont.Reading Connected Text: Once students have mastered

CVC (mom) and VC (at) words, short controlled sentences (mom is at home) should be introduced. Prompts and procedures should be used for this, as it is sometimes difficult for students to move quickly from lists of words to passages.

CVC Chart

http://reading.uoregon.edu/big_ideas/au/au_what.php

Alphabetic Principal Activity

Fluency with TextLetter-Sound Fluency: Example: Given a set

of letters, the student can produce the associated sound within one second. Target goal = 50 letter sounds per minute by mid first grade

Irregular Word Fluency: Example: Given a set of irregular words in a set or in a passage, can identify words in 1 second or less.

Oral Reading Fluency: Example: By the end of grade 2, students should read 90-100 words per minute fluently.

Fluency with Text Activity

Vocabulary1. Provide students with skills/opportunities to

learn words independentlyVocabulary Literature-Contextual Analysis: A strategy readers use to infer

or predict a word from the context in which it appears.

Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.) Root Ex. Cap (take, seize): capture, captivate, capacity…

Storybook Literature - oral language experiences (listening to books

Vocabulary Cont.2. Teach students the meanings of specific

wordsSelect words that are important for text

comprehension and choose words that functionally important (words that students will encounter often)

Use both context and definitions to teach words

Encourage “deep” processing of word meanings (i.e., synonym, antonym, make up a new sentence with a word, group words, relate definitions to personal experiences)

Vocabulary Cont.3. Nurture a love and appreciation

of words and their useVocabulary Literature – "Word Awareness" - Good vocabulary

teaching makes students excited about words and leads them to attend more closely to them (ex. Science and Math)

Storybook Literature - It is important to choose stories that

attract and hold children's attention.

Vocabulary Activity

Comprehension Before Reading - Set comprehension objectives (Identify the

main character and setting)Preteach difficult to read words Preview text and prime background knowledge

(predict after reading a short passage, think about what you know and what you want to learn from story/topic – KWL charts)

Chunk text into manageable segments (appropriate stopping points for asking questions, vocab review, point out text structure elements, summarize main ideas)

Comprehension Cont.During Reading – Identify text structure elements

(characters, settings, problems/solutions, theme, include narrative and informational books) infer

Answer literal, inferential, and evaluative questions (factual, assumed/deduced, opinion based)

Retell stories or main ideas of informational text (summarize, retell using illustrations)

Comprehension Cont.After Reading – Strategic Integration (use read text to teach new

concepts, increase difficulty of questions asked, go from retelling paragraphs to whole chapters orally and written)

Judicious Review (prepare numerous activates for practice of newly learned concepts, teach structure maps for planning writing assignments)

Formal and Informal Assessment (discussions/conversations about text that includes open-ended more complex questions, observe as students read and respond, monitor retelling of stories for accuracy and completeness of responses.

Comprehension Activity

Extras from Chapter 8

Phonics Instruction (pg 285)From the National Reading Panel – six

phonics instructional approaches:Analogy Based Phonics – (jump = stump)Analytic Phonics – (build = guild)Embedded Phonics Phonics though SpellingOnset-rime phonics instructionSynthetic Phonics

Fluency/Stages of Reading Devlopment (pg 287)

1. Prereading (Emergent Literacy) – Kindergarten

2. Decoding – Grades 1-23. Confirmation of Fluency – Grade 34. Reading to Learn – Grades 4-85. Reading for Multiple Viewpoints – Grades

9-126. Reading to Construct New Knowledge

Vocabulary Instruction (pg 288)Oral Vocabulary vs. Reading

Vocabulary

- Oral: auditory processing of spoken words

Listening Vocabulary Speaking Vocabulary

- Reading: visual processing of printed words

Reading VocabularyWriting Vocabulary