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EARLY READING STRATEGIES
PHOLOLOGICAL AWARENESS
Knowledge of the sounds in language Ability to identify and make rhymes Ability to hear syllables in words Ability to hear parts in words
– Onsets – initial consonant(s)– Rimes – from the first vowel to the end on the
word
PHOLOLOGICAL AWARENESS
Ability to hear individual sounds in words Phonemic Awareness
– Ability to identify, isolate, and manipulate individual sounds in words
Taught orally
PHOLOLOGICAL AWARENESS
Phonics– Connecting sound(s) to the corresponding
letter(s)– Alphabet chart– 26 = 44– Writing
HIGH FREQUENCY WORDS
“… islands of certainty in a sea of print.”
~ Marie Clay
HIGH FREQUENCY WORDS
Appear frequently in simple text Use to check accuracy Resources for solving other words Must become automatic
– Repeat– Construct– Write
Cumulative
HIGH FREQUENCY WORDS
Sort the words in the envelope.
Be prepared to explain your reasoning.
HIGH FREQUENCY WORDS
the black
of stop
to it
one ride
been mail
are phone
was eat
they with
have than
young them
HIGH FREQUENCY WORDS
Sight words– Non-decodable
Word Walls/Folders– Added to gradually– Alphabetized by first letter– Configuration often featured– Practiced daily reading, writing, chanting/rapping/
clapping/snapping/dancing/movement
GUIDED READING
“It is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty.” ~ Fountas and Pinnell
GUIDED READING
Small differentiated groups – Every student every day– Flexible
Instruct
Assess
Plan
GUIDED READING
Strategy instruction Think Aloud Discussion/Reflection
GUIDED READING
Components– Familiar Reading– Fluent Writing– Setting the Purpose– Book Introduction– Guided Practice
GUIDED READING
– Pause, Prompt, Praise– Revisit Lesson Focus– Comprehension– Word Work– Interactive Writing
Making Words Cunningham & Hall
Guided discovery lessons Develop phonemic awareness American English phonics & spelling system Three part lessons
– Manipulate letters to make words– Sort words into patterns– Transfer learning to reading and writing
Making Words Cunningham & Hall
eat team netseat steam met
neatset meat
“Interactive writing is a dynamic literacy event in which reading and writing come together.” ~ Andrea McCarrier
Interactive Writing
Can be used to: demonstrate concepts about print, early strategies,
and how words work. provide opportunities to hear sounds in words and
connect sounds with letters. teach students how written text works. teach students about the connections between what
we say, and write.
Interactive Writing
The teacher and the student : compose a sentence cooperatively. collaborate in the construction of text. use the conventions of print.
Interactive Writing
The teacher: writes what the students can’t. facilitates the students’ efforts to write and read. makes on-the-spot decisions based on the
immediate needs of their students.
Interactive Writing
The students: write what they can. read and reread the text. search, check, and confirm while writing and reading.
Interactive Writing
Keep the lessons short Text length depends on the ability level of the
students Use white boards to engage all students Reference the word wall when appropriate
Interactive Writing
Model in the beginning but eventually let students do all the work they can
Incorporate into all content areas Reinforce word work strategies Can be use with a whole group
Interactive Writing
As the students become more capable writers and readers, interactive writing should transfer to more independent writing tasks such as Writing Workshop.