BEGINNING READING Megan White 2016

WHEN DOES BEGINNING READING BEGIN? For most students, this stage of development begins during the last part of first and the beginning of second grade. It is not unusual; however, for students to begin this stage of development in the first grade. For students who may have deficits in reading, this stage may come later.

8 MAJOR AREAS IN READING LANGUAGE DEVELOPMENT Beginning Reading Behaviors:  Continued development of the previous stage (emergent reading)  Knowledge of letters and sight words  Use of phonics and structured elements  Use of context to determine meaning and build vocabulary  Use of comprehension strategies  Increased fluency  Confidence in reading  Use of research tools

KNOWLEDGE OF LETTERS AND SIGHT WORDS Behavior: Students can recognize and name letters in random order Strategies:  sound/letter/picture instruction  matching upper and lower case letters  the read aloud of alphabet books – illustration discussion  have children name letters when writing  utilize your teacher’s manual to assist with different games associated with curriculum

USE OF PHONICS AND STRUCTURED ELEMENTS TO DETERMINE PRONUNCIATION OF WORDS Behavior: Students can recognize and name many sight words Strategy:  explicit phonics routine  literacy lesson  mini-lesson

USE OF CONTEXT TO DETERMINE MEANING AND BUILD VOCABULARY Behavior: Students can use appropriate skills and strategies to identify unfamiliar words Strategy:  place notes over key words in texts- ask students to read the text aloud, supplying covered words  discuss letter-sound associations  context clues mini-lesson  synonym and antonym instruction

USE OF COMPREHENSION STRATEGIES Behavior: The students can visualize, predict, identify important information, self-question, monitor, summarize, synthesize, and evaluate. Strategies:  model strategy use frequently  provide opportunities to use with increasingly difficult text  literacy lesson  mini-lessons  explicit comprehension routine

INCREASED FLUENCY Behavior: The student can exhibit fluency and comprehension of a variety of materials. Strategies:  encourage the re-reading of familiar stories  encourage students to apply skills and strategies to reading texts  model fluent reading.  provide a wide range of reading materials

CONFIDENCE IN READING Behavior: The student takes risks, reads independently during free time, sees themselves as readers, enjoys reading to others. Strategies:  create an exciting, print rich environment  support reading and writing  encourage children to take risks  help children to see the importance of reading

USE OF RESEARCH TOOLS Behavior: Uses glossary, table of contents, dictionary, Encyclopedias, the Internet, and the library Strategies:  research mini-lessons based on short projects related to theme  create projects that encourage use of the Internet  practice safe-searching Internet skills  create activities designed to familiarize students with the dictionary and Encyclopedia

REFERENCES Cooger, J.D., Kiger, N.D. (2001). Literacy assessment: Helping teachers plan instruction. Belmont, CA : Cengage Learning.