Five Essential Five Essential Components Components in Reading in Reading

BingoBingo

DirectionsFor each of the five essential components

the following elements will be presented:

definition, examples (activities), high

priority skills, and instructional research.

After each slide, mark the appropriate

spot on your Bingo card until you make a

Bingo.

Blending two and three sounds to make

words.

Segmenting spoken words into individual

Sounds.

Phonemic AwarenessHigh priority skills in kindergarten

In small groups, the students list as many

meanings as they can think of for the

word, main.

VocabularyExample

Keep the end in mind. Have students

apply phonics skills daily in reading

and writing activities.

PhonicsInstructional research

Reads 110 words correct in a minute with

phrasing and appropriate expression.

FluencyHigh priority skill for third grade

Before reading an information passage,

the teacher has students make

predictions about that they think they will

learn.

ComprehensionExample

Teacher places three picture on the

board. She says three individual sounds

out loud that represent the name of one of

the pictures. Students listen and say the

word.

Phonemic AwarenessExample

Blends sounds in printed words together

and reads words as a whole accurately.

PhonicsHigh priority skill in first grade

Teacher models reading of a passage

explicitly teaching smooth reading and

pausing at punctuation.

FluencyExample

Learns and uses unfamiliar words

introduced in stories and informational

text.

VocabularyHigh priority skill for all grade levels.

Retell the main idea of stories or

informational text.

Answers literal, inferential and evaluative

questions about a passage.

ComprehensionHigh priority skill for first - sixth grade

The teacher tells the students that -dge

and -ge both stand for /j/ at the end of

words. Students then sort a group of

twenty -ge and -dge words to determine

when the -dge spelling is used. Students

read the words once they are sorted.

PhonicsExample

Students move three chips into sound

boxes as they say single sounds of the

word /h/ /ou/ /se/ (house).

Phonemic AwarenessExample

During reading, students stop and discuss

at predetermined spots in the passage

what the gist of that section is:

Who or what is the passage mostly

about?

What is important about the who or what?

Tell me that in a main idea statement.

ComprehensionExample

Use relatively brief sessions (15-20

minutes) with texts that students are

reading with 90-95% accuracy.

FluencyInstructional research

Students attempt to define the word

burden by reading this sentence:

the pilgrim’s burden weighed heavily on

his shoulders as he ascended the steep

mountain trail.

VocabularyExample

Understanding that words are made up of

letters, sounds are connected to letters,

and can use these letter and letter

combinations to read and spell unfamiliar

words.

PhonicsDefinition

Children pair up and do repeated

reading of a passage to improve

automaticity and phrasing.

FluencyExample

Complex process of listening/reading and

reacting to spoken/written text in a

meaningful way

ComprehensionDefinition

Make sure students know meanings of

words that are used in sound blending

and sound segmenting activities.

Phonemic AwarenessInstructional research

Understanding and use of words to

acquire and convey meaning (mental

dictionary).

VocabularyDefinition

Explicitly teach rather than mention or

assess. Teaching students to be strategic

will take time.

ComprehensionInstructional research

The teacher points to the written word

matador and asks how many syllables

are in the word.

PhonicsExample

Ability to read words in grade level text

accurately with automaticity and with

proper expression.

FluencyDefinition

Awareness that spoken words are made

up of individual sounds.

Phonemic AwarenessDefinition

Repetitions and multiple exposures (4-12)

to word in a variety of contexts.

VocabularyInstructional research