Transcript Vocab Lesson

Key Reading Components
What do teachers need
to incorporate while
teaching students to
read and to learn from
reading?
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.
Five Key Components Plus 2
Z Phonological Awareness
Z Phonics
Z Fluency
Z Comprehension
Z Vocabulary
Z Oral communication
Z Writing
Phonological Awareness
Z
Being able to hear and manipulate the
sounds of language
1.
2.
3.
4.
5.
6.
Rhyme
Alliteration
Sentence Segmentation
Syllables
Onset and rime
Phoneme Awareness
Individual sounds, blending, segmenting,
and manipulation
Z Rhyme
Z Recognition - Does cat rhyme with
rat?
Z Production - What rhymes with bell?
Z Alliteration
Z Recognizing words that begin with
the same sound
Z Sweet Suzie sits on a soft sofa.
Z Sentence Segments
Z How many words in a sentence?
Z Syllables
Z Blending - side and walk. Now put
together.
Z Segmenting - say the syllables in
yesterday.
Z Deletion - say tomorrow without the
to
Z Onsets and Rimes
Z Blending - What word is this - /t/
/ap/?
Z Phonemes Z Individual Sounds:
Z What words begin with the same
sound? dog, duck, bed, down
Z What is the first sound in man?
Z What is the last sound in man?
Z What is the medial sound in man?
Phoneme Blending
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/
Phonics
Connecting letters to sounds
Begin with initial sounds
Follow a continuum
End with structural analysis
Fluency
Ability to read accurately and
with prosody
Bridge between word
recognition and
comprehension
Comprehension
Gleaning meaning from text
The goal of reading is to
understand what you read
Vocabulary
Understanding and using a
wide variety of words to
communicate
How many sight words?
Ability to use context clues
Vocabulary Instruction
Includes:
Listening
Speaking
Reading
Writing
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
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
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
Structural Analysis
Morphemes
Prefixes, suffixes
Base words
Multi-syllabic words
Lead into dictionary instruction
Word Consciousness
Awareness
Interest
Promotes an understanding of how
words and concepts are related
across different contexts