Professional Documents
Culture Documents
Reading
Skill
Phonemic
Awareness
Examples
Identifying and
producing oral
rhymes
Identifying and
segmenting
syllables in spoken
words
Identifying and
segmenting
individual
phonemes
Fluency
Ability to recognize
words and
comprehend
simultaneously
Do not have to focus
their attention on
decoding words
Instructional
Strategies
Phoneme isolation:
Recognizing
individual sounds in
words
Phoneme matching:
Recognizing the same
sounds in different
words
Phoneme blending:
Combining a
sequence of
phonemes to form a
word
Phoneme
segmentation:
breaking a word into
its separate sounds
Choral or unison
reading: involves
students reading
along as a group or
with the teacher or
other fluent-mature
reader
Partner reading:
students are paired
and take turns
Research
Phoneme
blending and
segmentation
were found to
produce greatest
benefits for
reading spelling
Small group
instruction
effective
Not a complete
reading program
but essential
component to
development of
reading
competency
One of the critical
factors necessary
for reading
comprehension
The amount of
reading a student
does influences
their achievement
as long as they
are guided and
Tools
http://aability.com/s
tyled-3/styled6/index.html
http://pbskids.org/is
land/preview/game
sphonemicawarenes
s.html
http://www.earlychil
dhoodteacher.org/b
log/5-quick-easyand-fun-phonemicawarenessactivities/
http://www.earlychil
dhoodteacher.org/b
log/5-quick-easyand-fun-phonemicawarenessactivities/
http://www.educati
on.com/activity/flue
ncy/
http://www.readingr
Phonics
Phonics can be
form words
Analytic phonics:
taught effectively to
students analyze
small groups, whole
letter-sound
classes or
relationships in
individuals
Approximately 2
previously learned
years of extensive
words to avoid
phonics instruction
pronouncing sounds
is sufficient for most
in isolation
monitored during
that reading
Students do need
more than fluency
to be successful
readers
ockets.org/article/si
x-games-reading
Benefits students
in kindergarten
through 6th grade
for those learning
to read
Systematic and
explicit phonics
instruction has
the greatest
impact on
childrens reading
achievement
when it begins in
kindergarten and
first grade
Phonics must be
http://www.educati
on.com/games/read
ing/phonics/
http://www.kizphoni
cs.com/materials/p
honics-games/
http://www.funfonix
.com/games/
students
Direct explanation:
describing the
strategy and its
purpose
Modeling: thinking
aloud to
integrated with
phonemic
awareness,
fluency, and text
reading
comprehension
skills
The following
types of
instruction were
identified by the
NPR as effective:
Comprehensi
http://www.funengli
shgames.com/readi
nggames.html
http://www.carlisles
chools.org/webpag
es/pluta/teacher.cf
know as units of
organized
knowledge
Constantly relating
what they are
reading to
experiences they
that students
understand and use
when they speak
demonstrate the
strategy
Guided practice:
opportunities for
students to learn
how and when
strategies are used
within the context of
reading actual text
Feedback: students
receive feedback as
they attempt to use
the strategies
themselves
Application: students
assume
responsibility for
determining what
strategy to use and
when to use it
Specific-word
instruction includes
teaching specific
words prior to,
during and after
reading a text
Only possible to
thoroughly teach
eight to ten words
on monitoring
Cooperative
learning
Use of
graphic and
semantic
organizers
Question
answering
and question
generating
Recognizing
text structure
Summarizatio
n
m?
subpage=1265199
http://www.turtledia
ry.com/kidsgames/ela/compreh
ension.html
http://www.vocabul
ary.co.il/
http://pbskids.org/g
ames/vocabulary/
https://www.spellin
gcity.com/spellinggames-vocabularygames.html
Direct instruction
should include the
active
engagement of
the learner
Repetition and
multiple
exposures to
vocab words are
important
Students must
engage in oral
language daily, as
they speak to
adults as well as
their peers