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The 5 Domains of Literacy Foster Grandparents 2015
Reading Partners’ Mission To help children become lifelong readers by empowering communities to provide individualized instruction with measurable results. Why this matters… Nationally only 20% of low-income students, and 34% of all students, are reading proficiently by the fourth grade. These numbers have not changed significantly in the past 15 years.
Source: 2013 National Assessment of Educational Progress Report http://nationsreportcard.gov/reading_math_2013/files/Results_Appendix_Reading.pdf
A look inside our program…
Objectives
Learn techniques to help teach the 5 Domains of Literacy 2
Be able to define each of the domains in the 5 Domains of Literacy 1
By conclusion of this training, participants will:
In 2000 the National Reading Panel Report identified five components of
comprehensive reading instruction.
The 5 Domains
Phonological and Phonemic Awareness
Comprehension Vocabulary
Phonics Fluency
Phonemic awareness is the ability to notice, think about, and work with the
individual sounds (phonemes) in spoken words.
The Difference Between Phonological and Phonemic Awareness
Phonological awareness is the ability to notice, think about, and work with
groups of sounds in spoken words.
A phoneme is the smallest part of spoken language that makes a
word.
What is a phoneme?
Phonemic Awareness Vocabulary • Blend – taking individual sounds and putting them
together to form a single word. (/b/ /a/ /t/ becomes bat) • Segmenting – breaking apart the individual pieces of a
word (bat becomes /b/ /a/ /t/) • Isolation – identifying the sounds that come at the
beginning, middle, and end of the word (/b/ is the first sound in the word bat, /a/ is the middle sound, /t/ is the end sound)
• Substitution – being able to make a new word by changing one sound (what word would be made if we changed the /b/ sound in bat to the /c/ sound? cat)
• Deletion/Addition – add or subtract the /t/ sound to change sand to stand and vice versa.
The 5 Domains
Phonological and Phonemic Awareness
Comprehension Vocabulary
Phonics Fluency
Phonics Phonics is the understanding of letter/sound
relationships. The reader begins to match sounds to letters or spelling patterns.
2 3
1
4
First, students learn the letter names
Next, students learn the sounds represented by letters and combination of letters.
Then, students blend the le-ers together to read words.
Last, students read unknown words in context.
a b c d e f g h i j k l m n o p q r s t u v w x y z
12
Phonics Practice
The 5 Domains
Phonological and Phonemic Awareness
Comprehension Vocabulary
Phonics Fluency
Recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound
like spoken language.
What is fluency?
Repeated Readings
Guided Oral Reading
How to Support and Improve Fluency
Echo Reading: When a fluent reader reads a portion of the text, usually a sentence, and then the student reads the same sentence.
Choral Reading: When a student and fluid reader read a text in unison.
Guided Oral Reading
The 5 Domains
Phonological and Phonemic Awareness
Comprehension Vocabulary
Phonics Fluency
Words we need to know to communicate
with others
What is a vocabulary?
Vocabulary Instruction Best Practices Vocabulary should be taught directly
• Providing explicit, clearly written definitions and well-chosen examples.
• Reading aloud to students: – Talking about new words before,
during, and after reading will help students connect those words to the text.
Repeated exposure to vocabulary
• The frequency with which a word is encountered increases new word learning.
• Once a word is introduced to a student, they must revisit that word multiple times before it becomes part of their vocabulary.
Restructuring vocabulary tasks
• Rewriting definitions to make them easier to understand.
• Using the new word in a sentence. • Having the student put the definition
into their own words. • Use new words in a different context.
Active engagement with vocabulary
• Students are engaged in conversation using the new word. – Restructuring vocabulary tasks is an
example of active engagement. • Pausing throughout a text to engage
with vocabulary instead of only introducing before or after reading.
The 5 Domains
Phonological and Phonemic Awareness
Comprehension Vocabulary
Phonics Fluency
Constructing Meaning While Reading
Prior knowledge is a combination of the reader’s preexisting attitudes, experiences, and knowledge. Experiences include any activities that provided a reader with a base of understanding. Attitudes include a reader’s beliefs about themselves as learners/readers, an awareness of their interests and strengths, and their motivation to read a particular text. Knowledge includes that of the reading process, content, topics, concepts, text structures, text styles, and reading goals.
Activating Prior Knowledge
Constructing Meaning While Reading
Text to text connections Text to self connections Text to world connections
Why is it important to make connections? It helps readers understand how characters feel and the motivation behind their actions.
It helps readers have a clearer picture in their head as they read.
It sets a purpose for reading and keeps the reader focused.
Readers can see how other readers connected to the reading.
It forces readers to become actively involved.
It helps readers remember what they have read and ask questions about the text.
Making Connections
Constructing Meaning While Reading
Purposefully create mental images during and after reading. Adapt images as they continue to read. Fill in missing information. Merge prior experience and the text to create images. Use all the senses to comprehend text. Use images to be a part of the reading and details as they read.
This makes the text more memorable.
Visualizing
Constructing Meaning While Reading
Students who can make predictions and inferences are able to: Remember and reapply what they have learned. Create new background knowledge for themselves. Critically analyze text and authors. Engage in conversations and/or other analytical or reflective responses to what they read.
Making Predictions and Inferences
Constructing Meaning While Reading
Readers make decision or form opinions based on information they have read. When readers make an inference or draw a conclusion, they try to figure out something by using clues from the text and what they know from previous experiences. The conclusion is reached after thinking about details and facts from the selection. Thoughtful readers synthesize and evaluate information based on prior knowledge. Readers examine an author’s conclusion and evaluate the support details.
Drawing Conclusions
Constructing Meaning While Reading: Asking Questions
Generate questions before, during and after reading.
• Ask questions as we read with students.
• Students can ask themselves questions as they read.
Questions pertain to the text’s content, structure and language.
• When asking questions, make sure they are specific so that the student has to think about the text they are currently reading.
Ask questions for different purposes including those that clarify their own developing
understanding.
• Questions should be age appropriate. • Questions can be directly related to
the text or to help students connect to different topics.
Reader’s wonder about the choices the author made when
writing.
• As students skills develop, they should be considering WHY the author made certain choices about the plot or characters.
Sample Questions Generate questions before, during
and after reading.
• Before: What do you think this story is about?
• During: How do you think “character’s name” felt when _______ happened?
• After: What was your favorite part of the story? Why?
Questions pertain to the text’s content, structure and language.
• Informational Text: What are three new things you learned about sharks from this book?
• Literature Text: Why do you think “character’s name” decided to _______ when ________ happened?
Ask questions for different purposes including those that clarify their own
developing understanding. • To check for understanding: What
was the problem “character’s name” was trying to solve?
• To connect to another topic: This book reminds me of _______, what does it remind you of?
Reader’s wonder about the choices the author made when
writing. • Why do you think “character’s name”
said/did _______ at the end of the book? • What would have happened if he had
______ instead?
Amelia Reeder
For more info:
www.readingpartners.org Craig Reinauer, Baltimore Program Manager [email protected] Matt Aguiar, Chief of Staff [email protected]
Thank you for your time!
