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Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001

Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001. Decoding. Comprehension. Phonemic Awareness. Phonics. Fluency. Vocabulary. Comprehension. Working with Words in Isolation. Principle #1.

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Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001

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  1. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Decoding Comprehension Phonemic Awareness Phonics Fluency Vocabulary Comprehension

  2. Working with Words in Isolation

  3. Principle #1 Builds on a child’s rich concepts of how print function

  4. Creating an Awareness of Letters and Sounds • How do we create an awareness of print? • How do we create an understanding that print is made up of words and those words stand for something? • How do we create an understanding that words are made up of letters? • How do we create an understanding that letters have names? • How do we create an understanding that letters and sounds are related? • How do we create an understanding of specific sound symbol relationships?

  5. Principle #2 Builds on a foundation of phonemic awareness

  6. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Decoding Comprehension Phonemic Awareness Phonics Fluency Vocabulary Comprehension

  7. Principle #3 Needs to be clear and direct

  8. Principle #4 Is integrated into a total program

  9. Comprehensive Literacy Program Affective Knowledge Global Knowledge Local Knowledge

  10. Comprehensive Literacy Program Affective Knowledge Global Knowledge Local Knowledge

  11. Principle #5 Focus on teaching words not rules

  12. Principle #6 May include onsets and rimes

  13. Sound Patterns

  14. Making Words The word I know is ____________________

  15. Making Words The word I know is __bug__________________

  16. Principle #7 May include inventive spelling

  17. Principle #8 Develop independent word recognition strategies focusing on the internal structure of the words

  18. TALK-TO-YOURSELF CHART

  19. Principle #9 Become automatic so we can devote time to comprehension

  20. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Decoding Comprehension Phonemic Awareness Phonics Fluency Vocabulary Comprehension

  21. Phonics better placed as a part of Word Study • Visual clues = sight vocabulary

  22. High Frequency Sight Words 10 = 25% of all words in print the in of that and it to is a was

  23. Making Words The word I know is __bug__________________

  24. Phonics better placed as a part of Word Study • Visual clues = sight vocabulary • Morphemic clues = structural analysis (like prefixes, suffixes, roots, compounds, contractions, etc.)

  25. Meanings of 60% of multisyllabic words can be inferred by analyzing word parts. Inflected endings (70% of all words with endings have one or more of these five endings) -s -es -ed -ing -ly How do I write syntactically correct sentences without inflected endings?

  26. Making Words (Structure) The word I know is __bug__________________

  27. Phonics better placed as a part of Word Study • Visual clues = sight vocabulary • Morphemic clues = structural analysis (like prefixes, suffixes, roots, compounds, contractions, etc.) • Context clues = looking at surrounding words to figure out unknown words

  28. Context Clues Typographical = phonemes (the smallest unit of sounds) Structural = phonemes, which are the smallest units of sound, Direct Definition = A phoneme is the smallest unit of sound Antonyms and Synonyms = A phoneme, not a grapheme, is the sound Similes and Metaphors = a phoneme is like a small piece of the word pie

  29. Context Clues Tone and Mood He was so frustrated trying to figure out the phonemes, he suddenly stopped working on the tough word in the book. Graphic = Here are the phonemes of dog /d/ /o/ /g/ Inferences = While the child wrote the word, she saw him write a letter for each phoneme. Background Knowledge = I can use what I know to help me explain phonemes.

  30. Making Words (Meaning) The word I know is __bug__________________

  31. Intensifying Weekly Messagefor Word Identification • How often? Effective daily routine that evolves throughout the year • How long? 15-20 minutes in large group leave available for small group work leave available for independent center • REMEMBER Stay focused on the students’ needs on the critical skills and strategies

  32. Intensifying Weekly Messagefor Word Identification • Monday: Interactively Write Message Shared and Assisted Rereadings of Message • Tuesday: Review Message with a focus on specific graphophonic cues (phonograms, individual sounds, patterns) • Wednesday: Review message with a focus on high frequency words • Thursday: Review message with a focus on structural elements (chunks, affixes) • Friday: Review message with a focus on context-based activities (semantic and syntactic cues)

  33. Weekly Message It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!

  34. Weekly Message: Sound It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen atany time, so let’s make sure we know what to do! Phonograms (or, ill, at, ake) Patterns (cvvc, cvc, cvce) S/S (w and /w/)

  35. Weekly Message: Sight Words It’s Tornado Safety Week. A tornado is avery powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!

  36. Weekly Message: Structure It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do! Suffixes, prefixes, roots, compounds, contractions

  37. Weekly Message: Context It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do! Direct definition, pairing synonym or antonyms

  38. Working with Words in Isolation

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