Five Big Ideas of Early Reading Instruction
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What |
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How |
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Phonemic Awareness |
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The ability to notice, think about, and work with the individual sounds in spoken words |
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· Focus on sound · Identify & blend: o Onsets (initial consonant or consonant clusters) o Rimes (vowel and consonants that follow the onset) · Segment, blend and manipulate sounds |
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Phonics |
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Phonics and word study (decoding strategies) involve the systematic instruction of letter-sound relations to read and spell words accurately and quickly. |
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· Practice knowledge of letter-sound correspondences · Decode and read words · Manipulate, categorize, and examine the similarities and differences in words |
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Vocabulary |
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How children acquire an understanding of new words and concepts |
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· Provide key experiences · Promote wide reading · Lead discussions through questioning |
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Fluency |
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Reading quickly, accurately, and with expression |
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· Practice reading words automatically (accurately and quickly with little attention or effort) · Increase speed (or rate) of reading while maintaining accuracy · Practice reading with expression |
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Comprehension |
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The process that enables readers to make meaning of text and to communicate meaning about what was read |
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· Read text aloud · Communicate to others about what they read · Promote thinking and extended discourse through questioning and discussions |
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