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Five Essential Components in Reading

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Five Essential Components in Reading Bingo Directions For each of the five essential components the following elements will be presented: definition, examples ... – PowerPoint PPT presentation

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Title: Five Essential Components in Reading


1
Five Essential Components in Reading
  • Bingo

2
Directions
  • For each of the five essential components
  • the following elements will be presented
  • definition, examples (activities), high
  • priority skills, and instructional research.
  • After each slide, mark the appropriate
  • spot on your Bingo card until you make a
  • Bingo.

3
  • Blending two and three sounds to make
  • words.
  • Segmenting spoken words into individual
  • Sounds.

4
Phonemic Awareness
  • High priority skills in kindergarten

5
  • In small groups, the students list as many
  • meanings as they can think of for the
  • word, main.

6
Vocabulary
  • Example

7
  • Keep the end in mind. Have students
  • apply phonics skills daily in reading
  • and writing activities.

8
Phonics
  • Instructional research

9
  • Reads 110 words correct in a minute with
  • phrasing and appropriate expression.

10
Fluency
  • High priority skill for third grade

11
  • Before reading an information passage,
  • the teacher has students make
  • predictions about that they think they will
  • learn.

12
Comprehension
  • Example

13
  • Teacher places three picture on the
  • board. She says three individual sounds
  • out loud that represent the name of one of
  • the pictures. Students listen and say the
  • word.

14
Phonemic Awareness
  • Example

15
  • Blends sounds in printed words together
  • and reads words as a whole accurately.

16
Phonics
  • High priority skill in first grade

17
  • Teacher models reading of a passage
  • explicitly teaching smooth reading and
  • pausing at punctuation.

18
Fluency
  • Example

19
  • Learns and uses unfamiliar words
  • introduced in stories and informational
  • text.

20
Vocabulary
  • High priority skill for all grade levels.

21
  • Retell the main idea of stories or
  • informational text.
  • Answers literal, inferential and evaluative
  • questions about a passage.

22
Comprehension
  • High priority skill for first - sixth grade

23
  • The teacher tells the students that -dge
  • and -ge both stand for /j/ at the end of
  • words. Students then sort a group of
  • twenty -ge and -dge words to determine
  • when the -dge spelling is used. Students
  • read the words once they are sorted.

24
Phonics
  • Example

25
  • Students move three chips into sound
  • boxes as they say single sounds of the
  • word /h/ /ou/ /se/ (house).

26
Phonemic Awareness
  • Example

27
  • During reading, students stop and discuss
  • at predetermined spots in the passage
  • what the gist of that section is
  • Who or what is the passage mostly
  • about?
  • What is important about the who or what?
  • Tell me that in a main idea statement.

28
Comprehension
  • Example

29
  • Use relatively brief sessions (15-20
  • minutes) with texts that students are
  • reading with 90-95 accuracy.

30
Fluency
  • Instructional research

31
  • Students attempt to define the word
  • burden by reading this sentence
  • the pilgrims burden weighed heavily on
  • his shoulders as he ascended the steep
  • mountain trail.

32
Vocabulary
  • Example

33
  • Understanding that words are made up of
  • letters, sounds are connected to letters,
  • and can use these letter and letter
  • combinations to read and spell unfamiliar
  • words.

34
Phonics
  • Definition

35
  • Children pair up and do repeated
  • reading of a passage to improve
  • automaticity and phrasing.

36
Fluency
  • Example

37
  • Complex process of listening/reading and
  • reacting to spoken/written text in a
  • meaningful way

38
Comprehension
  • Definition

39
  • Make sure students know meanings of
  • words that are used in sound blending
  • and sound segmenting activities.

40
Phonemic Awareness
  • Instructional research

41
  • Understanding and use of words to
  • acquire and convey meaning (mental
  • dictionary).

42
Vocabulary
  • Definition

43
  • Explicitly teach rather than mention or
  • assess. Teaching students to be strategic
  • will take time.

44
Comprehension
  • Instructional research

45
  • The teacher points to the written word
  • matador and asks how many syllables
  • are in the word.

46
Phonics
  • Example

47
  • Ability to read words in grade level text
  • accurately with automaticity and with
  • proper expression.

48
Fluency
  • Definition

49
  • Awareness that spoken words are made
  • up of individual sounds.

50
Phonemic Awareness
  • Definition

51
  • Repetitions and multiple exposures (4-12)
  • to word in a variety of contexts.

52
Vocabulary
  • Instructional research
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