1. The Reading Process
Begin with my journey towards learning about the reading process

2. Overview of Session Components of Reading Instruction Arch Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Assessment
Paragon-lead.com
Travelblog.org
Resources for Instruction
Phonological Awareness
Strategies for Comprehension
Go through the overview of the session
Will use the Abecedarian Assessment to determine the missing pieces!
trendsupdates.com
SEP Outcomes
web.pacific.edu
Phonics
Highlands.k12.fl.us
Letter Recognition
Educatorsbookbag.com
doap.wordpress.com

3. Students need to be involved in authentic reading, writing, speaking and listening tasks to develop as readers, writers and oral communicators.
What are the implications of this statement? What does this look like in the classroom?
Take time to discuss this statement at their tables.
In reflection on this what does that mean about worksheets and having students copy writing?
We have to ask ourselves:
What are students actually learning when they are doing worksheets?
Why are we giving them worksheets? What is the purpose?

4. Components of Reading Instruction Arch
Decoding
- Fluency -
Comprehension
High-Frequency Words
Strategies for Comprehending Text
Phonics
Letter Recognition #1
Vocabulary
Go through the components of reading instruction!
Reading is both decoding and comprehending – if one is missing then the student is not reading!
Phonological Awareness #2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

5. Components of Reading Instruction Arch- Decoding
Phonics – Letter-Sound Relationships
linking letter symbols with sounds
blending these sounds to form words
Phonics
Larger groupings of letters
Decoding on the assessment – more specific phonics assessments available through Linguisystems – Elementary literacy leads have been trained on this and can be used as a resource for this assessment.
NMS, NHS, WMS, WHS, CNHS, PAMS, SVHS – do not have access to the Linguisystems assessment but the rest do
Read page 29 and highlight key points of the Abecedarian assessment.
There are five pieces in phonics and the outcomes need to be specific to refer to one of the 5 if assessments have shown that phonics is the missing piece.
Resource - ILF
Regular connections
Blends
Diagraphs
Vowel Combinations
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
Not to be confused with letter sound correspondence – read page 5 and highlight important points (Abecedarian assessment)
How they look
distinguishing features
how to detect them in text
How to use them in words
Resource – assessment gives you a spot to go – talk to literacy lead or elementary R&M teacher or literacy lead

7. Components of Reading Instruction Arch - Decoding
Phonological Awareness
Assessment – pages 8-20
Sounds in language
rhyming
Blend
/c/-/a/-/t/ = cat
Segment
Cat = /c/-/a/-/t/
Manipulate
Cat - /m/ - mat
Explain what each of these pieces in PA mean – be sure to highlight the slashes and review the sounds!
Read page 8 and highlight key points (Abecedarian Assessment)
Read page 15 and highlight key points
We do have a District assessment that will probe further!
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)

8. Components of Reading Instruction Arch - Decoding
Two other pieces to consider:
Alphabet Principal – pages 21-23
High-frequency words – can use the Dolch word list – see word list

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

10. Components of Reading Instruction Arch - Comprehension
Vocabulary:
Understanding the meaning of words
Using them flexibly and with precision to help make sense of the text
Assessment - pages 24-28
Refer back to the assessment – read pg. 24 and highlight key points (Abecedarian Assessment)
Always do the vocabulary piece regardless of how they did with the decoding piece

11. Components of Reading Instruction Arch - Comprehension
Three Levels of Comprehension: CAMET
Literal – page 9
Inferential/Interpretive – page 10
Personal/Critical/Evaluative – page 10
These pages came from the teacher resource for the ACRA.

12. Components of Reading Instruction Arch - Comprehension
Levels of
Comprehension
Literal – 1st
Interpretative – 2nd
Inferential – 2nd
Personal – 3rd
Critical/evaluative – 3rd
All three
Metacognition – GCO 4
Comprehension
Strategies
Determining Importance
Visualizing
Inferring
Making Connections
Critiquing/Evaluating
Asking Questions
Retelling, Summarizing, Synthesizing
Self-Monitoring
After looking at 1 – complete chart of what we might see and hear and what questions you might ask to determine whether or not the student is using this strategy.
The descriptors for the strategies came from the ACRA teacher resource. #5 #3 #4 #2 #8 #6 #7
#1 – metacognition with both decoding and comrpehension
Resources – literacy leads have some- Comprehension Toolkit!
Check it out on-line
Assessment – ACRA and OCA

13. Components of Reading Instruction Arch
Decoding
- Fluency -
Comprehension
High-Frequency Words
Strategies for Comprehending Text
Phonics
Letter Recognition #1
Vocabulary
The piece that is missing – that we haven’t touched on is fluency and oral language – First Steps resource has some great activities if oral language and vocabulary are an issue for the student.
Phonological Awareness #2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

14. Components of Reading Instruction Arch
Fluency:
How quickly and accurately a text is read with proper expression
Links word recognition and comprehension
Running Records help determine this
Text is read in an effortless manner
The proper expression piece is a sign of comprehension (most likely actively construction meaning)
It links word recognition and comprehension – enables students to process meaning
When students spend so much energy on sounding out words in text, there is little left over to concentrate on meaning and understanding
No more worksheets! What are students actually learning? We know that students need to be involved in authentic reading, writing, speaking and listening tasks to develop as reader, writers and oral communicators. Authentic means – meaningful to them – actually reading, writing and speaking and listening – not in a contrived manner

15. Essential Components of Reading
Phonemic Awareness
Letter Recognition
Phonics
High-frequency Words
Identifying words accurately
Identifying words quickly and reading with expression
Another was to look at the reading process
Fluency
Constructing meaning once words are identified
Vocabulary
Comprehension Strategies

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
Read and reflect

17. Three Possible Scenarios:
Difficulty with decoding but strong oral vocabularies and oral language
Dawn Reithaug, 2009
This is where SEP outcomes come in!
These students are able to comprehend a grade appropriate passage when it is read to them but are not able to read the passage on their own.
If this is the case what do we do? refer to arch

18. Components of Reading Instruction Arch
Decoding
- Fluency -
Comprehension
High-Frequency Words
Strategies for Comprehending Text
Phonics
Letter Recognition #1
Vocabulary
Here is an example of what your testing may have revealed – the student is struggling with decoding and the block in the decoding pillar that is missing is phonics, so the SEP outcome needs to be very specific in what part of phonics is going to be and needs to be addressed. In this case a very specific phonics assessment will have to be given in order to determine this.
Phonological Awareness #2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

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
These students can decode well but when asked the 3 levels of questions – are not able to respond properly to them.
If this is the case – what do we do? – refer to arch

20. Components of Reading Instruction Arch
Decoding
- Fluency -
Comprehension
High-Frequency Words
Strategies for Comprehending Text
Phonics
Letter Recognition #1
Vocabulary
Here is an example of what your testing may have revealed that will fit this scenario. The students assessments have shown that this student is struggling with comprehension and it is not vocabulary that is an issue – it is the levels of questioning that are a problem. The student is not able to answer a specific level of questioning so the SEP outcome will target a specific comprehension strategy that will target the level of questioning that is missing.
A resource to help target this in the “The Comprehension Toolkit”.
Phonological Awareness #2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

21. Scenario 3 Difficulty with decoding and comprehension
Dawn Reithaug, 2009
These students are struggling in all aspects of reading. If this is the case what do we do?
Refer to arch – go for fluency first!

22. Components of Reading Instruction Arch
Decoding
- Fluency -
Comprehension
High-Frequency Words
Strategies for Comprehending Text
Phonics
Letter Recognition #1
Vocabulary
Even though the student is struggling with decoding and comprehension (the student needs to have the piece read to them and the student needs to be allowed to answer questions orally in order to read a grade level text). Students need to know how to decode first!
This student is missing 2 blocks of the decoding pillar – you always start with the lowest block first so the outcome needs to focus on letter recognition. Once the student has met that outcome a new outcome needs to be added that will reflect a specific phonic skill. The Abecedarian assessment is not detailed enough to allow you to be that specific so you will need to use another assessment like the Linguisystems assessment in order to determine the specific phonics pieces that are missing.
Phonological Awareness #2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)

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
Read and reflect

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
The Abecedarian assessment is a diagnostic assessment for specific students – so is the Linguisystems assessment and the District Phonological awareness assessment for those student beyond grade 1.

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