The 5 components of reading

Explaining the 5 components of reading introductory lesson

1. THE 5 COMPONENTS OF READING ...AND HOW THEY APPLY TO ME...

2. LESSON GOAL: REMEMBER THAT IT’S HARD TO LEARN SOMETHING NEW!! BE INTRODUCED TO THE 5 COMPONENTS INCREASE BACKGROUND AND WORKING KNOWLEDGE OF THESE COMPONENTS DEVELOP A COMMON UNDERSTANDING SO I CAN APPLY THEM TO MY TEACHING

3. ACTIVITY 1 - REMEMBERING THAT IT NEEDS TO MAKE SENSE! Personally : We can all read - at one time someone taught us how. Professionally : Identifying the area where a child is struggling will change your reading instruction.

4. QUESTION THUMBS UP, THUMBS MIDDLE, THUMBS DOWN HOW DO YOU RATE YOUR KNOWLEDGE OF TEACHING READING? I CAN TEACH THIS CLASS I KNOW A LITTLE, I CAN’T WAIT TO LEARN MORE WHAT ARE YOU TALKING ABOUT?

5. THE 5 COMPONENTS ARE: PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

6. ACTIVITY DIVIDE INTO 5 GROUPS READ THE INFORMATION ABOUT YOUR ASSIGNED COMPONENT SILENTLY YOUR GROUP SHOULD DISCUSS 2 THINGS: WHAT IS THE COMPONENT? HOW DO YOU TEACH IT?

7. PHONEMIC AWARENESS PHONEMIC AWARENESS IS THE ABILITY TO HEAR, IDENTIFY, AND MANIPULATE INDIVIDUAL SOUNDS (PHONEMES) IN SPOKEN WORDS TEACHING IT MEANS WE ASK STUDENTS TO: IDENTIFY PHONEMES (WHAT IS THE ENDING SOUND IN CAT?) BLEND PHONEMES (WHAT TWO ENDING SOUNDS DO YOU HEAR IN CAST?) DELETE OR ADD PHONEMES TO MAKE NEW WORDS (WHAT WORD DO I MAKE IF I ADD AN /S/ SOUND TO THE END?) SUBSTITUTE PHONEMES TO MAKE NEW WORDS(REPLACE THE /T/ SOUND WITH /P/) SEGMENT PHONEMES (/K/ /A/ /T/) TEACHING PHONEMES IS MOST EFFECTIVE WHEN WE TEACH ONE SOUND AT A TIME

8. PHONICS THE RELATIONSHIP BETWEEN LETTERS AND SOUNDS (M SAYS /M/) TEACHING PHONICS MEANS GIVING LEARNERS MANY CHANCES TO WORK WITH LETTERS, SOUNDS, WORDS, SENTENCES, AND STORIES IT MUST BE SYSTEMATIC and EXPLICIT MOST EFFECTIVE WHEN TAUGHT IN PRESCHOOL AND KINDERGARTEN

9. FLUENCY THE ABILITY TO READ A TEXT ACCURATELY AND QUICKLY IT IS IMPORTANT BECAUSE STUDENTS CANNOT COMPREHEND IF THEY ARE STRUGGLING TO DECODE. TEACHING FLUENCY MEANS MODELING FREQUENTLY AND GIVING LEARNERS MANY OPPORTUNITIES TO READ TEXT OUT LOUD. ASSESSING FLUENCY IS DONE WITH RUNNING RECORDS.

10. VOCABULARY THE WORDS WE NEED TO KNOW TO COMMUNICATE WE NEED TO KNOW 95% OF THE WORDS IN A TEXT TO MAKE MEANING TEACHING VOCABULARY MEANS EXPLICITLY TEACHING NEW WORDS AND TEACHING STRATEGIES FOR GAINING THE MEANING OF UNKNOWN WORDS

11. COMPREHENSION THIS IS THE REASON WE READ!! TEACHING COMPREHENSION IS DONE BY TEACHING READING STRATEGIES (WE WILL GET TO THOSE) EXPLICITLY AND REPEATEDLY AND OFFERING A VARIETY OF TEXTS FOR INTERACTION.

12. ACTIVITY USING THE NOTES THAT YOU TOOK - DRAW A DIAGRAM TO REPRESENT YOUR UNDERSTANDING OF THE 5 COMPONENTS OF READING.