1. Key Reading Components
What do teachers need to incorporate while teaching students to read and to learn from reading?

2. Reading Shift
The focus in grades K, 1, and 2 is teaching students HOW to read. As students enter third grade there is a shift to learning from reading.
Learn to read to
Read to learn.

3. Five Key Components Plus 2
Phonological Awareness
Phonics
Fluency
Comprehension
Vocabulary
Oral communication
Writing

4. Phonological Awareness
Being able to hear and manipulate the sounds of language
Rhyme
Alliteration
Sentence Segmentation
Syllables
Onset and rime
Phoneme Awareness
Individual sounds, blending, segmenting, and manipulation

5. Rhyme Alliteration Sentence Segments
Recognition - Does cat rhyme with rat?
Production - What rhymes with bell?
Alliteration
Recognizing words that begin with the same sound
Sweet Suzie sits on a soft sofa.
Sentence Segments
How many words in a sentence?

6. Syllables Blending - side and walk. Now put together.
Segmenting - say the syllables in yesterday.
Deletion - say tomorrow without the to

7. Onsets and Rimes Phonemes - Blending - What word is this - /t/ /ap/?
Individual Sounds:
What words begin with the same sound? dog, duck, bed, down
What is the first sound in man?
What is the last sound in man?
What is the medial sound in man?

8. Phoneme Blending Phoneme Segmenting Phoneme Segmentation
What word am I saying? /m/ /o/ /p/
Phoneme Segmenting
How many sounds do you hear in tip?
What are the sounds in sheep?
Phoneme Segmentation
Initial and final deletion: Say sam without /s/ or without /m/
Phoneme substitution: Say tan. Now say /p/ instead of /t/…./p/ instead of /n/

9. Phonics Connecting letters to sounds Begin with initial sounds
Follow a continuum
End with structural analysis

10. Fluency Ability to read accurately and with prosody
Bridge between word recognition and comprehension

11. Comprehension Gleaning meaning from text
The goal of reading is to understand what you read

12. Vocabulary
Understanding and using a wide variety of words to communicate
How many sight words?
Ability to use context clues

13. Vocabulary Instruction Includes:
Listening
Speaking
Reading
Writing

14. Wide Reading Variety of genre, types of texts
Daily reading by teacher AND students
Matthew Effects
5 minutes/day = 282,000 words/year
21 minutes/day = 1,823,000 words/year
65 minutes/ day = 4,358,000 words/year

15. Direct or Explicit Instruction
Needs to begin in kindergarten
Vocabulary graphic organizers
Include synonyms, antonyms, examples, non-examples
Concept Definition Maps
Semantic Mapping
Word Walls

16. Indirect or implicit instruction
Words in Context
Read words in context
Have students create their own context and relate to background knowledge
Provide opportunities to learn in many contexts
Connect context to definitions

17. Structural Analysis Morphemes Prefixes, suffixes Base words
Multi-syllabic words
Lead into dictionary instruction

18. Word Consciousness Awareness Interest
Promotes an understanding of how words and concepts are related across different contexts