5 Critical Components
for
Resource List
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Phonemic Awareness |
Phonics |
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Information: 1. Phonemic awareness is the ability to hear and
manipulate speech sounds orally. It
can be done with your eyes closed! 2. Phonemic awareness is one type of phonological awareness (other types include: identifying words in a sentence, oral rhymes, & identifying syllables). 3. Phonemic awareness often develops along a continuum similar to the following (from easy to hard): phoneme isolation & identity, phoneme segmentation & blending, phoneme addition/deletion & substitution 4. Teaching blending and segmenting phonemes is thought to provide the greatest benefits. |
Information: 1. Phonics is the relationship between written letters and the spoken sounds they represent. 2. Phonics instruction includes how to relate letters to sounds, how to break words apart, and how to blend sounds together. Students should apply these skills to single words, sentences, and connected text. 3. Students should
apply their knowledge of the sound/symbol relationship to their own writing. |
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Resource Books: 1. Phonemic
Awareness by Creative Teaching Press 2. Phonemic
Awareness Songs & Rhymes (Fall) by Creative Teaching Press 3. Phonemic
Awareness Songs & Rhymes by Scholastic 4. Phonemic
Awareness Through Language Play by Evan-Moor Publishing 5. Phonics:Phonemic
Awareness/Word Recognition by Teacher Created Materials Other: 1. “Count the Sounds” (can
be done with game board, snapping, tapping fingers, or rhythm sticks) 2. “I Spy” (“something with 3 sounds…the first
sound is /b/, the last sound is /k/”) 3. Segmenting song “Here we go round the
Mulberry Bush” (ie This is the way we sound out cat, sound out cat,
sound out cat, this is the way we sound out cat, /c/, /a/, /t/) 4. Bubble Gum Words (stretch out words to hear
each individual sound, students pretend they
are stretching bubble gum). 5. Talk about rhyme (sing songs, rehearse
nursery rhymes, keep a songbook or “I Can Read” notebook filled with
poems/songs that are familiar) |
Resource Books: 1. Making Words by Cunningham & Hall 2. Various word family resources
(mini-books, sliders/wheels, games) 3. Phonics
FUNdamentals Vol. 1 & 2 by Evans 4. Phonics
From A-Z by Blevins (Darcy’s copy) 5. Words
Their Way sorts (for all stages) by Johnson, Bear, & Invernizzi Other: 1. The reading room has lots of games for
phonics skills in the tall cupboard – come check them
out! 2. Phonics Programs: Read Well K (grades K-1), Read Well 1
(grades K-3), Read Well Plus (grades 1-3), Phonics for 4-5), Explode the Code (grades K-5) 3. Reading A-Z 4. Phonics Kits (see a first or second grade
teacher) 5. Read Naturally GATE (Group & Tutoring
Edition – new) |
5 Critical Components
for
Resource List
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Vocabulary |
Fluency |
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Information: 1. Vocabulary refers to the words we must know to communicate effectively (that includes reading, writing, listening, & speaking). 2. Vocabulary knowledge is essential to comprehension. 3. Students may
learn vocabulary indirectly through oral language experiences, listening to
adults read to them, and reading extensively on their own. 4. Students also should receive some direct vocabulary instruction. It is often helpful to pre-teach words before the story, provide practice over time, and offer a variety of contexts for the words. |
Information: 1. Fluency is the ability to read text accurately and quickly. 2. Fluent readers do not have to concentrate on decoding the words so they are able to focus more attention on what the text means. 3. Expressive, properly-phrased reading is also important. 4. Students should practice fluency on text that is at their independent level. Students must be accurate before they work on increasing rate. |
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Resource Books: 1. Easy
Mini-Lessons for Building Vocabulary (Grades 4-8) by Laura Robb 2. Bringing
Words to Life: Robust Vocabulary Instruction by Beck, McKeown,
& Kucan (Darcy’s copy) 3. Vocabulary
Instruction: Research to Practice by Baumann & Kame’enui
(Darcy’s copy) Other: 1. Provide daily encounters with the words
through games such as: BINGO, Tic Tac Toe,
crossword puzzles, concentration, or “I’m Thinking of a Word” 2. Teach the most common prefixes (the
following prefixes make up 97% of ALL prefixed words!
They are in order of frequency) un-,
re-, in/im-, dis-, en/em-, mis-, pre-,
pro- a- 3. Teach the most common
suffixes (the following suffixes make up 83% of all suffixed
words. They are in order of
frequency) -s/es,
-ed, -ing, -ly, -er/or, -tion/sion,
-able/ible, -al/ial 4. “Have you ever?” – Use the target word in a
sentence beginning with “Have you ever..” to
see if students understand the meaning. For example, the target words are meadow
and advice. Have you ever been to
a meadow? What did the meadow look
like? Have you ever given advice
to someone? Tell about the advice
you gave. |
Resource Books: 1. Developing
2. Perfect
Poems with Strategies for Building Fluency (Grades 1-2, Grades 3-4) by Scholastic 3. Readers’
Theater (Grades 1-5) by Evan Moor publishers 4. Good-bye
Round Robin 5. Assessing
Resources for Education and Learning) Other: 1. Read Naturally program 2. Reading A-Z 3. Increase repeated reading opportunities:
choral reading, echo reading, partner
reading, timed re-readings 4. Two general steps to increasing
fluency: 1) model fluent reading and
2) provide opportunities for repeated
readings with corrective feedback 5. Have students pick a favorite page in a
book they can read. Have them re-read
that same page
for 2 minutes. Have select students
read aloud. Discuss how their reading
improved. |
5 Critical Components
for
Resource List
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Comprehension |
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Information: 1.Good readers think about what they are reading as they read. They are active and they even know when comprehension is breaking down for them. 2. Some comprehension strategies are: questioning, summarizing, visualizing, using inference, predicting, and making connections. 3. Interacting with the text in any way helps to increase comprehension. This includes discussion (or other reader response options) or completing graphic organizers. |
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Resource Books: 1. Strategies
That Work by Harvey & Goudvis 2. Reading
with Meaning by Debbie Miller 3. Reading
Strategies That Work by Laura Robb 4. Reading
Comprehension by Susan Glazer 5. Snapshots:
Literacy Minilessons Up Close by Linda Hoyt Other: 1. Students use a post-it note to record a
connection they make with the story they are reading and
another text (or their own life).
Post-its could also be used to mark a
different strategy you are focusing on. 2. Best
Practices by Options Publishing (for grades 3-4) – paired fiction and
non- fiction stories that highlight comprehension
strategies 3. Reading A-Z 4. Use Thinking Maps or other graphic
organizers 5. Ask students to retell or summarize the
selection both orally (maybe with a partner) or in
writing. |