Components of Reading Analysis Lori Masseur Grand Canyon University: RDG 530 07/11/2011

The Components of Reading Phonemic Awareness Phonics Comprehension Vocabulary Fluency

Phonemic Awareness Phonemic Awareness is the knowledge of the individual speech sounds in spoken words and the ability to manipulate those sounds (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.X)

Phonics Phonics is the understanding of the symbol-sound relationship in written language (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.X)

Comprehension Understanding the meaning embedded in text (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.X)

Vocabulary Readers who develop a rich and varied repertoire of word meanings have a greater capacity for understanding the text they read (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.X)

Fluency Fluency is the ability to read a text with automaticity, accuracy, and expression to support comprehension. Fluency is a critical bridge between decoding and comprehension (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.X)

Analyzing Across the Grades For the purpose of this reading analysis the reading components will be examined in grades one, three, and five.

Classroom Demographics For the purpose of this reading analysis we will be using classroom demographics obtained from The New York times article titled Diversity in the Classroom published April 11, 2011. (Diversity in the Classroom, 2011)

Classroom Demographics For the purpose of this reading analysis will be using Peoria Unified School Districts published average classroom sizes by grade. (Javier, J., 2011)

(Diversity in the Classroom, 2011) 1st Grade Classroom The first grade classroom consist of 23 students (Diversity in the Classroom, 2011) (Javier, J., 2011)

(Diversity in the Classroom, 2011) 3rd Grade Classroom The third grade classroom consist of 25 students. (Diversity in the Classroom, 2011) (Javier, J., 2011)

(Diversity in the Classroom, 2011) 5th Grade Classroom The fifth grade classroom consist of 30 students. (Diversity in the Classroom, 2011) (Javier, J., 2011)

Cross Classroom Comparisons In examining the five components of reading, this presentation will look at the standards of each and compare them between a 1st, 3rd, and 5th grade classroom.

Cross Classroom Comparison- Phonemic Awareness 1st Grade Rhyming words Consonant blends Syllable segmentation Phoneme blending Phoneme segmenting Short and long vowels Similarities Similarities Similarities 3rd Grade According to standards phonemic awareness is taught in grades K-2 5th Grade According to standards phonemic awareness is taught in grades K-2. (University of Oregon, 2011) (Arizona Department of Education, 2003, p.4)

Cross Classroom Comparison-Phonics 1st Grade Consonant blends Consonant diagraphs Vowel diagraphs Read words with common spelling patterns Read common contractions fluently Similarities Multi-syllabic words Decoding words Recognize high frequency and irregular sight word syntax Similarities Similarities 3rd Grade Decode four and five syllable words Read common abbreviations fluently Use of prefixes and suffixes Knowledge of common spelling patterns 5th Grade According to standards phonics is taught in grades K-3. (Comparison of the Phonics Developmental Continuum and Words Their Way spelling Stages,2011) (Arizona Department of Education, 2003, p.6-7)

Cross Classroom Comparison- Comprehension 1st Grade Relate information in the reading to the students’ life and life experiences. Similarities Similarities Similarities Making predictions of events and text 3rd Grade According to standards phonemic awareness is taught in grades K-2 5th Grade Use graphic organizers Determine cause and effect Drawing conclusions Similarities Ask questions to help with comprehension (Arizona Department of Education, 2003, p.16-17)

Cross Classroom Comparison- Vocabulary 1st Grade Classify words into categories Identify inflections of base words Similarities Compound words Similarities Similarities Identify words that make up contractions. 3rd Grade According to standards phonemic awareness is taught in grades K-2 5th Grade Suffixes Synonyms Antonyms Homonyms Using dictionary, thesaurus, and technology to help determine the meaning of words Similarities Use knowledge of prefixes to determine meaning of words Knowledge of abbreviations (Arizona Department of Education, 2003, p.8-9)

Cross Classroom Comparison- Fluency 1st Grade Read fluently while retaining natural speech Similarities Similarities Similarities With 90% accuracy read text at that grade level 3rd Grade When reading uses vocal patterns. 5th Grade . “Uses expression relevant to text” (Arizona Academic Content Standards: Reading Standard Articulated by Grade Level, p.13) Similarities Read aloud and in such a manner that reflects rhythm, pacing, and pitch variations (Arizona Department of Education, 2003, p.13)

Reading Success Standards The Reading Success Standards used as a reference source for the purpose of this presentation were derived from The Arizona Department of Education. They were found under the Language Arts heading listed under- Reading Standard Articulated by Grade Level – Reading Strand 1- Reading Process- http://www.ade.az.gov/standards/language-arts/RdgStrand1FINAL.pdf

Developmental Continuum When viewing the developmental continuum for reading for grades 1-5 it is like looking at a ladder. The bottom rung of that ladder is the beginning reader and the top rung of that ladder is the fluent reader. Each rung of that ladder needs to be climbed in order to achieve the goal of being a fluent and proficient reader. Each component of reading serves as a building block in order to help propel the learner up the ladder toward reading proficiently.

Developmental Continuum Uses new vocabulary. Reads with expression, and “between the lines” Knowledgeable of plot, setting, theme, and characters Fluent Reader Can put a story in sequential order Can summarize and recall a story Uses punctuation Developing Reader Uses pictures and print to interpret reading Uses sound segments to read words Beginning Reader Recognizes letters and most letter sounds (Reading Continuum, 2011)

(Early Reading & Language Development, 2011) Reading and Language go hand in hand. Reading aids a person’s language development. Early reading exposure correlates to better foundation of language. Reading Language (Early Reading & Language Development, 2011)

Classroom Activities Phonemic Awareness 1st Grade rhyming word activities syllable clapping for syllable segmentation counting syllables for syllable segmentation using songs for sound substitutions teaching sound isolation phonemic segmentation using clapping, sound boxes, rubber band stretch 3rd Grade compare, contrast, and identify first sounds in a group of words reverse the order or make up a nonsense word substitute words and detect the changes Wall charts 5th Grade Phoneme Segmentation Fluency Test=measures how many individual sounds in a dictated word a child can segment correctly in 1 minute Instructional Approaches to Teaching Oral Language Development and Phonemic Awareness= For older students the practice of stretching out words is also helpful

Classroom Activities Phonics 1st Grade phonics collages Find the letter hunt http://www.newton.k12.ks.us/tech/first_grade_internet2.htm (example of instructional technology resource) Instructional Technology all grades 3rd Grade Syllabification multisyllabic words-bingo game memory with multisyllabic words review diagraphs review word families and rhymes word builders word blends 5th Grade Nonsense-Word Fluency Subtest Names Test- Nifty thrifty fifty cards- make words out of chunks on cards to make a new word. work with prefixes suffixes and root words word detectives

Classroom Activities Comprehension 1st Grade story and sentence sequencing Make predictions about the reading material from book cover describe a favorite event in the story draw a picture and write a sentence about a part of the story. 3rd Grade predict text based on pictures. Matching sentence to picture fill in missing words of passage passed on surrounding text. read passages and answer comprehension questions. chapter books story maps 5th Grade identify elements of a story using a graphic organizer establishing the main idea sequence of events organizational map independent character charts

Classroom Activities Vocabulary 1st Grade sight words word matching word bingo word sorting blending words together contraction matching game 3rd Grade create a story based on vocabulary words wheel of fortune hangman word map word wall draw a picture about the story 5th Grade word search crossword puzzles find interesting words and discuss

Classroom Activities Fluency 1st Grade modeling books on tape buddy reading guided reading choral reading 3rd Grade sight words repeated reading with short sentences-short fluency phrases 5th Grade repeated reading with short sentences

References Arizona Department of Education (2003). Arizona Academic Content Standards. Retrieved July 12, 2011, Arizona Department of Education, Language Arts Standard 1 Reading Articulated by Grade Level: - http://www.ade.az.gov/standards/language-arts/RdgStrand1FINAL.pdf Comparison of the Phonics Developmental Continuum and Words Their Way SpellingStages. (n.d). Retrieved July 12, 2011, from http://www.literacyfirst.com/downloads/Comparison_Phonics.pdf Diversity in the Classroom. (2011). Retrieved July 12, 2011, from http://projects.nytimes.com/immigration/enrollment Early Reading & Language Development. (n.d) Retrieved July 12, 2011 from http://www.ehow.com/about_6381918_early-reading-language-development.html Javier, Jeffrey (Eds.). (2011). Peoria Unified students lobbying for smaller class sizes. Phoenix, AZ: AZ Central.com. Retrieved July 12, 2011, from http://www.azcentral.com/community/phoenix/articles/2011/05/04/20110504peoria-unified-high-school-students-seek-smaller-class-sizes.html Reading Continuum. (n.d). Retrieved July 12, 2011, from http://www.misd.k12.wa.us/parentsfamilies/parentresources/continuums/readingcontinuum.pdf University of Oregon (n.d). Big Ideas in Beginning Reading. Retrieved July 12, 2011, from University of Oregon , Phonemic Awareness: http://reading.uoregon.edu/big_ideas/pa/pa_sequence.php