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LITERACY COMPONENTS

ssAwarenecPhonemi

What is it?
The ability to blend, segment, and
manipulate the smallest units of
sound (phonemes) in spoken
words

Research-Based
Rationale (Why?)

At school entry, phonemic


awareness and knowledge of
letter names are two biggest
predictors of future success in
reading and spelling.

Phonemic awareness
provides the foundation on
which phonics learning is
built.

Research clearly indicates


that phonemic awareness can
be directly taught.

How do you assess it?

CORE Phonological
Awareness Screening Test

Informal assessments that


ask the child to orally blend,
segment, and delete sounds
in words

How do you teach it?


(List and be able to describe 1-2
specific activities for each type of
phonological awareness.)
Recognizing and generating rhyme:
Oral syllable segmenting:
Oral phoneme blending:
Oral phoneme segmenting:
Oral phoneme deletion:

ConceptsPrint

Concepts about printed text that


emergent readers need to
understand, such as:
Concept of word and
word boundaries
Directionality in reading

Experiences with print help


children to realize that print -- not
pictures -- carries the story and
that there are certain predictable
ways that written language is
structured (top to bottom, left to
right, words separated by
spaces, etc.)

Children come to school with


varying levels of print awareness
due to differences in the amount
of exposure to books at home.

Measures of print concepts


predict future reading
achievement.

Return sweep
Message: purpose of
reading
Punctuation
Parts of book
Etc.

onRecognitiAlphabet

What is it?

Ask students to point to or show


such things as:
Parts of a book
Starting points
Left-to-right
Return sweeps
Words
Punctuation marks
Etc.

Research-Based
Rationale (Why?)

Ability to visually recognize


the letters of the alphabet and
to name letters in their
different contexts and forms

Knowing the names of


the letters can help make
learning their sounds
easier.

Ability to match letter names


to uppercase and lowercase
forms

Knowledge of letter
names and phonemic
awareness are strongly
correlated with success in
learning to read.

How do you assess it?

Show a lowercase and


uppercase alphabet in
random order and ask
student to point to and name
each letter.

Match and name uppercase


letters with lowercase letters.

(List 2 and be able to describe specific


activities, possibly using Big Books, for
getting little ones familiar with how
books and stories work.)

How do you teach it?


(List and be able to describe 2 activities
for developing alphabet recognition.)

Phonics

A way of teaching reading


and spelling that stresses
sound-symbol relationships,
used especially in beginning
instruction.

Readers need to know the


sound of each letter and
spelling pattern in order to
read and spell words.

1. Letter Level: Show student


flashcards, each containing a
letter, and have him tell what
sound each makes.

When word recognition is fast


and accurate, less mental
energy is required to decode
words and more mental
energy can be devoted to
making meaning from text.

2. Word Level:

Explicit, systematic phonics


instruction has been found to
help struggling readers learn
to read and spell successfully.

Reading/writing real or
nonsense words containing
spelling patterns previously
taught.
CORE Phonics Survey
(describe)
Qualitative Spelling
Inventory (describe)
3. Text Level: Student reads
connected text. Knowledge
and use of phonics patterns is
noted and analyzed in
running record or anecdotal
notes

What is it?

Research-Based
Rationale (Why?)

How do you assess it?

(List and be able to describe 2-3


activities for developing ability to
decode and spell words.)
Sound boards using letter tiles to
blend sounds together to make words
Onset-rime cubes
Making Words (Cunningham)
Word sorts by pattern followed by
reading the words
Multisensory (VAKT) approaches:
Other:

How do you teach it?

WordsbleMultisylla

Syllable: A unit of
pronunciation containing a
single vowel sound

Multisyllable Word: Strings


of syllables, each of which
contains an onset and rime

y WordsFrequencHigh-

Syllabication: The process of


analyzing the patterns of
vowels and consonants in a
word to determine where the
word breaks into syllables

A word that appears many more


times than most other words in
spoken or written language.

Noticing syllable junctures in


words helps students to
decode and spell longer
words.

Skillful readers' ability to read


long words depends on their
ability to break the words into
chunks.

Learning the meaning chunks


in words helps students with
word recognition, spelling,
and vocabulary development.

In order to read and write


fluently, students must learn
to instantly recognize and
automatically spell the words
that are used most frequently
in print.
High-frequency, phonically
irregular words should be
taught for automaticity
because only 100 words
account for approximately
50% of the words in English
print.

1. Assess ability to read


multisyllable words or
pseudowords.
o CORE Phonics Survey
Multisyllable word reading
subtest
o Informal observation of
students oral reading
anecdotal notes about
ability to pronounce
multisyllable words
2. Assess orthographic
development through
students spelling.
o Qualitative Spelling
Inventory (Bear, et.al.)
o Informal observation of
students written work with
focus on spelling of
multisyllable words
Student reads words aloud from a
Dolch or Fry list or flash cards to
see if (s)he can pronounce them
instantly. (Goal is automaticity.)

Explicitly teach some of the 6


syllable types (open, closed, vowel
team, consonant-le, silent e, rcontrolled) Be able to describe 2
ways of doing this.

Teach students to circle the


prefixes and suffixes, identify the
vowel sound(s) in the remaining
part of the word, and then decode
each chunk. (Anita Archers
Rewards system)

Practice activities for practicing


reading and spelling words with
prefixes, suffixes (describe):

Massed practice to develop automatic


recognition -- through such activities as:

Board games, Bingo,


Concentration, Fishing, Go
Fish, etc. (describe)
Word banks (describe)
Reading phrases and
connected text containing high
frequency words (describe)

Fluency

What is it?

The clear, easy written or


spoken expression of ideas

A persons oral reading rate,


accuracy, and prosody

ryVocabula

1. Specific instruction in
concepts and word meanings
2. Word learning strategies that
help students to use
information about word parts
to figure out the meanings of
words (morphology)

Research-Based
Rationale (Why?)

How do you assess it?

A fluent reader decodes text


automatically, and therefore
can devote his/her attention
to comprehending what is
read.

1. Assess childs WCPM and


accuracy rate on oral reading
passage.

Child follows a model: choral


reading, echo reading, etc.
(describe)

2. Compare WCPM with norms


to judge how fluent the child
is in relationship to norm
group for grade level and time
of year.

Repeated reading timed reading,


practice, timed reading after
practice (describe)

Phrase-cued text -- written


passage divided into natural
phrasing (describe)

Critchlow Verbal Language


Scales (antonyms)

In-depth vocabulary instruction


not quick once-over!

Peabody Picture Vocabulary


Test (K-1)

List and be able to describe


activities for developing vocabulary:

Teacher-made vocabulary
tests

A fluent reader is more likely


to be motivated to read
independently, providing
additional practice that will
result in improved fluency and
vocabulary acquisition.
Students who are given direct
instruction in word meanings
are better able to figure out
meanings of untaught words.
Teaching meanings of
chunks, such as Greek and
Latin roots and prefixes and
suffixes, enables students to
figure out the meanings of
new words on their own.
Students who have in-depth
word knowledge are more
likely to read with fluency, and
comprehension than are
students who have limited
word knowledge.

How do you teach it?

o Graphic organizers (Semantic


Mapping, semantic feature
analysis, Venn diagram, CD word
map, etc.)
o Antonyms, synonyms
o 4 Corners
o Is/Is Not Chart
o Keyword Method
o Greek and Latin Roots
(Jeopardy, Word Tree, Root
Webbing)
o Prefixes/Suffixes (meanings)

ensionCompreh

What is it?

The reconstruction of the


intended meaning of a
communication

Accurately understanding
what is written or said

Process in which reader


constructs meaning in
interacting with text

Research-Based
Rationale (Why?)

How do you assess it?

How do you teach it?

Research has shown that


strong readers demonstrate a
coordinated and flexible use
of comprehension strategies
when they read.

McLeod Assessment of
Reading Comprehension
(cloze)

Informal Reading Inventory

(List and be able to describe how you


would improve students
comprehension. Be clear about what
would work for narrative and what
would work for expository.)

When less able readers are


explicitly taught these
strategies, their reading
proficiency is comparable to
those who use the strategy
spontaneously.

Teacher-made cloze tests

Retellings (for narrative)

Specific instruction of
metacognitive strategies (prior
knowledge/previewing, predicting,
main idea/summarizing,
questioning, making inferences,
visualizing)

Activities to engage students in


thinking about their reading before,
during, and after reading (DRTA,
Reciprocal Teaching, KWL, Story
Grammar Elements, QAR, Get the
Gist, Note-Taking Bookmark,
Thought Bubble, etc.)

Graphic organizers for organizing


and understanding information and
concepts.

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