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The Reading Process. Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ) Phonological Awareness.

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Presentation on theme: "The Reading Process. Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ) Phonological Awareness."— Presentation transcript:

1 The Reading Process

2 Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ) Phonological Awareness Travelblog.org Highlands.k12.fl.us Phonics Educatorsbookbag.com Strategies for Comprehension trendsupdates.com Assessment Paragon-lead.com Resources for Instruction web.pacific.edu SEP Outcomes doap.wordpress.com Letter Recognition

3 Students need to be involved in authentic reading, writing, speaking and listening tasks to develop as readers, writers and oral communicators.

4 Components of Reading Instruction Arch Oral Language PhonologicalAwareness #2 LetterRecognition #1 Vocabulary Phonics Decoding Strategies for Comprehending Text Comprehension Reading (Dawn Reithaug, 2002, adapted by Julie Acott, 2009) - Fluency - High- Frequency Words

5 Phonics – Letter-Sound Relationships  linking letter symbols with sounds  blending these sounds to form words Components of Reading Instruction Arch- Decoding Phonics Regular connections Blends DiagraphsVowel Combinations Larger groupings of letters Assessment – pages

6 Components of Reading Instruction Arch - Decoding Letter Recognition - #1: - distinguishing features - purposes (upper-and lowercase) (Fountas and Pinnell, When Reades Struggle, 2009) Assessment – pages 5-7

7 Components of Reading Instruction Arch - Decoding Phonological Awareness Sounds in language Blend /c/-/a/-/t/ = cat Segment Cat = /c/-/a/-/t/ Manipulate Cat - /m/ - mat rhyming Sentences Word Parts (compound words/syllables Word Bases (onset/rime) Phonemes (smallest unit of sound) Word Parts (compound words/syllables) Word Bases (onset/rime) Phonemes (smallest unit of sound) Assessment – pages 8-20

8 Two other pieces to consider:  Alphabet Principal – pages  High-frequency words – can use the Dolch word list – see word list Components of Reading Instruction Arch - Decoding

9 Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ) Phonological Awareness Travelblog.org Highlands.k12.fl.us Phonics Educatorsbookbag.com Strategies for Comprehension trendsupdates.com Assessment Paragon-lead.com Resources for Instruction web.pacific.edu SEP Outcomes doap.wordpress.com Letter Recognition

10 Vocabulary:  Understanding the meaning of words  Using them flexibly and with precision to help make sense of the text Assessment - pages Components of Reading Instruction Arch - Comprehension

11 Three Levels of Comprehension: CAMET 1. Literal – page 9 2. Inferential/Interpretive – page Personal/Critical/Evaluative – page 10 Components of Reading Instruction Arch - Comprehension

12 Comprehension Strategies 1. Determining Importance 2. Visualizing 3. Inferring 4. Making Connections 5. Critiquing/Evaluating 6. Asking Questions 7. Retelling, Summarizing, Synthesizing 8. Self-Monitoring Components of Reading Instruction Arch - Comprehension Assessment – ACRA and OCA Levels of Comprehension -Literal – 1st -Interpretative – 2 nd -Inferential – 2 nd -Personal – 3 rd -Critical/evaluative – 3 rd -All three -Metacognition – GCO 4

13 Components of Reading Instruction Arch Oral Language PhonologicalAwareness #2 LetterRecognition #1 Vocabulary Phonics Decoding Strategies for Comprehending Text Comprehension Reading (Dawn Reithaug, 2002, adapted by Julie Acott, 2009) - Fluency - High- Frequency Words

14 Fluency:  How quickly and accurately a text is read with proper expression  Links word recognition and comprehension  Running Records help determine this Components of Reading Instruction Arch

15 Essential Components of Reading Phonemic Awareness Letter Recognition Phonics High- frequency Words Fluency Vocabulary Comprehension Strategies Identifying words accurately Identifying words quickly and reading with expression Constructing meaning once words are identified

16 Selecting the most effective instructional practices and interventions for students requires educators to be knowledgeable about what works – what students need to be able to do in each essential component of reading so they can become proficient readers. Dawn Reithaug, 2009

17 Three Possible Scenarios: Scenario 1 Difficulty with decoding but strong oral vocabularies and oral language Dawn Reithaug, 2009

18 Components of Reading Instruction Arch Oral Language PhonologicalAwareness #2 LetterRecognition #1 Vocabulary Phonics Decoding Strategies for Comprehending Text Comprehension Reading (Dawn Reithaug, 2002, adapted by Julie Acott, 2009) - Fluency - High- Frequency Words

19 Scenario 2 Able to decode but have difficulty comprehending grade level text: a. low vocabulary b. inadequate strategies for comprehending text Dawn Reithaug, 2009

20 Components of Reading Instruction Arch Oral Language PhonologicalAwareness #2 LetterRecognition #1 Vocabulary Phonics Decoding Strategies for Comprehending Text Comprehension Reading (Dawn Reithaug, 2002, adapted by Julie Acott, 2009) - Fluency - High- Frequency Words

21 Scenario 3 Difficulty with decoding and comprehension Dawn Reithaug, 2009

22 Components of Reading Instruction Arch Oral Language PhonologicalAwareness #2 LetterRecognition #1 Vocabulary Phonics Decoding Strategies for Comprehending Text Comprehension Reading (Dawn Reithaug, 2002, adapted by Julie Acott, 2009) - Fluency - High- Frequency Words

23 It is very important for educators to know what scenario fits with certain students so time is not wasted on teaching skills and strategies students already know. Getting the right fit starts with assessing students in some or all of the components of reading to find out what instructional practices or interventions each student needs. Dawn Reithaug, 2009

24 Four Types of Assessment  Screening – all students – teacher  Diagnostic – specific students – R&M  Progress Monitoring – all students – teacher and/or R&M  Outcome – all students – teacher and/or R&M

25 Overview of Session Components of Reading Instruction Arch ( Dawn Reithaug, 2002, adapted by Julie Acott, 2009 ) Phonological Awareness Travelblog.org Highlands.k12.fl.us Phonics Educatorsbookbag.com Strategies for Comprehension trendsupdates.com Assessment Paragon-lead.com Resources for Instruction web.pacific.edu SEP Outcomes doap.wordpress.com Letter Recognition


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