Assess and Track Students’ Fluency Over Time

Poetry Readings

Reader’s Theater

Tape-Recorded Reading

Buddy Reading

Echo Reading

Choral Reading

Offer Many Opportunities for Students to Read Orally with Guidance and Support

Teach Students Phrasing to Develop Fluency

Model Good Oral Reading

automaticity (rapid and automatic word recognition) and prosody (reading with phrasing and re cognition of punctuation)

First, we aimed to provide you with a weal th of background information about the structure of the written and spoken English language that will pr epare you to teach your Kindergarten through fifth grade students to read.

Appropriate feedback is important in all parts of the balanced literacy block

introducing the sound-spelling correspondence or pattern (in the way explained above), blending sounds to form words (as described), and providing opportunities for constructive practice

introducing the sound-spelling correspondence or pattern (in the way explained above), blending sounds to form words (as described), and providing opportunities for constructive practice

word wall

 As you write each letter (or letters in the case of digraphs such as sh or vowel teams like ea ), say “sound” to prompt students to pronounce the corresponding sound.  When you want them to blend th e letter-sounds, say “blend.”  When you want them to pronounce the word naturally, ask, “What’s the word?”  Hand signals might include pointing at the letters for students to say the sounds; sweeping the finger in an arc under the word to blend; and sweepi ng the finger straight across to say it naturally.

 As you write each letter (or letters in the case of digraphs such as sh or vowel teams like ea ), say “sound” to prompt students to pronounce the corresponding sound.  When you want them to blend th e letter-sounds, say “blend.”  When you want them to pronounce the word naturally, ask, “What’s the word?”  Hand signals might include pointing at the letters for students to say the sounds; sweeping the finger in an arc under the word to blend; and sweepi ng the finger straight across to say it naturally.

the two most critical tasks are segmenting and blending ,

The following activities

diagram

Use the Big Book to model appropriate reading behaviors for student

Explicit and systematic phonics instruction is the most efficient and effective way to teach students to decode, and thus to read independently.

 Children who receive explicit, systematic phonics instruction are more likely to become excellent readers than those who do not.  The above is especially true for “slower or economically disadvantaged students.” 5

Syllables are easily defined: they have one, and only one, vowel sound. Syllables are useful to readers and spelle rs because they help us to separate long, complex words into comprehensible parts.

The sounds that surround a particular sound can influence its spelling.

The position of the sound in a word can determine its spelling.

Many sounds can be spelled in multiple ways, and some graphemes (letters or letter combinat ions) can represent more than one sound

Invasions of England had a profound effect on the development of the English language

The length of a word and the number of syllables makes it easier or more difficult to pronounce.

Identifying and Correcting Articulation of the Vowels :

Diphthongs are sounds produced when the mouth moves from one formation to another within a single syllable.

vowel circle

As a teacher of beginning and/or struggling readers, you must help students learn and remember sounds by describing and drawing attention to what is happening in their mouths when they produce phonemes.

Not all consonants will blend together when they ar e adjacent because the rules of English phonology prevent this from happening

 In the production of stop pairs (/b/ and /p/), the flow of air through the mouth stops.  In the production of fricative pairs (/f/ and /v/) the airflow is constricted but continuous.  The affricative pair (/ch/ and /j/) combines a stop with a fricative sound.

The liquids are “the most problematic speech sounds for Engl ish articulation, reading, and spelling...These are among the later developing sounds in the speech production of many children and the most difficult to teach in speech therapy because they ‘float’ in the mout h. The liquids have no clear beginning or end point in articulation.” 28

The nasals include consonant phonemes that are produced by exhaling all of the air through your nose.

To understand phonetics, it is necessary to learn a little about anatom

 As a speaker of English, there is little need to know specific details of how to articulate various sounds.  As a writer of English, you may occasionally refer to spelling conventions (such as “ i before e , except after c ”) but probably generally rely upon me mory and constant repetition to cue spelling patterns.  However, as teachers of spoken and written English, our general knowledge of English will not suffice. To be precise in our assistance of students, we must have real knowledge of the construction of English speech and print.

a. Level 1: student reads a word at a time in a halting manner, often has to sound out words, and reads without expression or attention to punctuation. b. Level 2: reads with some expression and attention to punctuation, may stop to sound out some words or repeat words. c. Level 3: reads smoothly with good expression, phrasing, and attention to punctuation; any repetition of words is to self-correct mistakes (which are generally rare). 17

Writing instruction shifts from mechanics to style.

Further, second graders should begin to make inferences as they read and should be able to recall many facts and details of both fiction and nonfiction texts.

In first grade, all of the pieces of literacy that have been practiced in Kindergarten be gin to come together. Children become, in a real sense, independent readers.

Thus, the literacy advancements ma de by students in first grade ar e vast.

Additionally, the Kindergarten teacher has the responsi bility of introducing students to the concept that books and other print materials are sources of information.

within your cl assroom you will have students who range in ability dramatically, across several grade levels of standards.

We have to isolate and teach concepts that we may not re member learning ourselves

Vocabulary development plays a central role in reading comprehension

Book and Print Awar eness th

is built upon our book and print awareness, phonological and phonemic awareness, phonics and the alphabetic principle, and word and structur al analysis skills.