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The Reading Process. Overview of Session. Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ). Assessment. Paragon-lead.com. Travelblog.org. Resources for Instruction. Phonological Awareness. Strategies for Comprehension. trendsupdates.com. - PowerPoint PPT Presentation
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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