The Reading Process. Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug,...

The Reading Process

Overview of SessionComponents of Reading Instruction Arch

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

Phonological Awareness

Travelblog.org

Highlands.k12.fl.us Phonics

Educatorsbookbag.com

Strategies for Comprehension

trendsupdates.com

Assessment

Paragon-lead.com

Resources for Instruction

web.pacific.eduSEP Outcomes

doap.wordpress.com

Letter Recognition

Students need to be involved in authentic reading, writing, speaking and listening tasks to develop as readers, writers and oral communicators.

Components of Reading Instruction Arch

Oral LanguagePhonolo

gica

l Aw

are

ness

#2

Lette

r R

eco

gnitio

n

#1 V

oca

bula

ry

Phonic

s

Decoding

Stra

tegie

s for

Com

pre

hendin

g

Text

Comprehension

Reading

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

- Fluency -

Hig

h-

Frequenc

y W

ord

s

Phonics – Letter-Sound Relationships linking letter symbols with sounds blending these sounds to form words

Components of Reading Instruction Arch- Decoding

Phonics

Regular connections Blends Diagraphs Vowel

Combinations

Larger groupings of letters

Assessment – pages 29 - 36

Components of Reading Instruction Arch - Decoding

• Letter Recognition - #1:

- distinguishing features

- purposes (upper-and lowercase) (Fountas and Pinnell, When Reades Struggle, 2009)

Assessment – pages 5-7

Components of Reading Instruction Arch - Decoding

Phonological Awareness

• Sounds in language

Blend

/c/-/a/-/t/ = cat

Segment

Cat = /c/-/a/-/t/

Manipulate

Cat - /m/ - mat

rhyming

•Sentences

•Word Parts (compound words/syllables

•Word Bases (onset/rime)

•Phonemes (smallest unit of sound)

• Word Parts (compound words/syllables)

•Word Bases (onset/rime)

•Phonemes (smallest unit of sound)

Assessment – pages 8-20

Two other pieces to consider: Alphabet Principal – pages 21-23

High-frequency words – can use the Dolch word list – see word list

Components of Reading Instruction Arch - Decoding

Overview of SessionComponents of Reading Instruction Arch

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

Phonological Awareness

Travelblog.org

Highlands.k12.fl.us Phonics

Educatorsbookbag.com

Strategies for Comprehension

trendsupdates.com

Assessment

Paragon-lead.com

Resources for Instruction

web.pacific.edu

SEP Outcomes

doap.wordpress.com

Letter Recognition

Vocabulary: Understanding the meaning of words Using them flexibly and with precision to

help make sense of the text

Assessment - pages 24-28

Components of Reading Instruction Arch - Comprehension

Three Levels of Comprehension: CAMET1. Literal – page 9

2. Inferential/Interpretive – page 10

3. Personal/Critical/Evaluative – page 10

Components of Reading Instruction Arch - Comprehension

ComprehensionStrategies

1. Determining Importance 2. Visualizing 3. Inferring 4. Making Connections 5. Critiquing/Evaluating 6. Asking Questions 7. Retelling, Summarizing,

Synthesizing 8. Self-Monitoring

Components of Reading Instruction Arch - Comprehension

Assessment – ACRA and OCA

Levels of

Comprehension- Literal – 1st

- Interpretative – 2nd

- Inferential – 2nd

- Personal – 3rd - Critical/evaluative – 3rd

- All three

- All three

- Metacognition – GCO 4

Components of Reading Instruction Arch

Oral LanguagePhonolo

gica

l Aw

are

ness

#2

Lette

r R

eco

gnitio

n

#1 V

oca

bula

ry

Phonic

s

Decoding

Stra

tegie

s for

Com

pre

hendin

g

Text

Comprehension

Reading

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

- Fluency -

Hig

h-

Frequenc

y W

ord

s

Fluency: How quickly and accurately a text is read

with proper expression Links word recognition and comprehension Running Records help determine this

Components of Reading Instruction Arch

Essential Components of Reading

Phonemic Awareness

Letter Recognition

Phonics

High-frequency Words

Fluency

Vocabulary

Comprehension Strategies

Identifying words accurately

Identifying words quickly and reading with expression

Constructing meaning once words are identified

Selecting the most effective instructional practices and interventions for students requires educators to be knowledgeable about what works – what students need to be able to do in each essential component of reading so they can become proficient readers.

Dawn Reithaug, 2009

Three Possible Scenarios:Scenario 1

Difficulty with decoding but strong oral vocabularies and oral language

Dawn Reithaug, 2009

Components of Reading Instruction Arch

Oral LanguagePhonolo

gica

l Aw

are

ness

#2

Lette

r R

eco

gnitio

n

#1 V

oca

bula

ry

Phonic

s

Decoding

Stra

tegie

s for

Com

pre

hendin

g

Text

Comprehension

Reading

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

- Fluency -

Hig

h-

Frequenc

y W

ord

s

Scenario 2

Able to decode but have difficulty comprehending grade level text:

a. low vocabularyb. inadequate strategies for comprehending text

Dawn Reithaug, 2009

Components of Reading Instruction Arch

Oral LanguagePhonolo

gica

l Aw

are

ness

#2

Lette

r R

eco

gnitio

n

#1 V

oca

bula

ry

Phonic

s

Decoding

Strategies for

Com

prehending

Text

Comprehension

Reading

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

- Fluency -

Hig

h-

Frequenc

y W

ord

s

Scenario 3

Difficulty with decoding and comprehension

Dawn Reithaug, 2009

Components of Reading Instruction Arch

Oral LanguagePhonolo

gica

l Aw

are

ness

#2

Letter Recognitio

n

#1

Voca

bula

ry

Phonic

s

Decoding

Stra

tegie

s for

Com

pre

hendin

g

Text

Comprehension

Reading

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

- Fluency -

Hig

h-

Frequenc

y W

ord

s

It is very important for educators to know what scenario fits with certain students so time is not wasted on teaching skills and strategies students already know. Getting the right fit starts with assessing students in some or all of the components of reading to find out what instructional practices or interventions each student needs.

Dawn Reithaug, 2009

Four Types of Assessment Screening – all students – teacher

Diagnostic – specific students – R&M

Progress Monitoring – all students – teacher and/or R&M

Outcome – all students – teacher and/or R&M

Overview of SessionComponents of Reading Instruction Arch

(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

Phonological Awareness

Travelblog.org

Highlands.k12.fl.us Phonics

Educatorsbookbag.com

Strategies for Comprehension

trendsupdates.com

Assessment

Paragon-lead.com

Resources for Instruction

web.pacific.eduSEP Outcomes

doap.wordpress.com

Letter Recognition