The 4 systems that “clue” us into making meaning!

    Important for beginning readers & writers Learn to pronounce sounds as they learn to talk Learn to associate sounds with letters as they learn to read and write Students use phonics to decode words, but phonics is not a complete reading program b/c not all words can be decoded easily and reading is more than just decoding.

      44 sounds in the English language, 26 letters Phoneme =smallest unit of sound Grapheme =written version of a phoneme using one or more letters Phonological awareness : being able to hear the sounds (word play, rimes, onsets) Phonemic awareness segmenting) : being able to orally manipulate phonemes in words (orally Phonics rules : instruction about phoneme grapheme correspondence and spelling

   The grammar that regulates how words are combined into sentences.

Grammar literally means the rules for governing how words are combined in sentences, not parts of speech.

Word order is important to making meaning.

  “The horses galloped through the gate and out into the field” Student may not be able to read “through” but could substitute with “out of” or “past” because it makes sense in the structure of the sentence.

   Morphemes =smallest unit of meaning “dog,” “cat,” “play” are all free morphemes “-s” and “-ed” are bound morphemes • • Plural marker or past-tense marker Change the meaning of the words they are added onto.

  Focuses on meaning Vocabulary is key component • • • • • Teaching more than one meaning for words Teaching synonyms and antonyms for words Connotations, or associations, of words  Homonyms Sound alike but are spelled differently Using context clues

  The social aspects of language use.

Language varies across social classes, ethnic groups and geographic regions

 Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts.

 --Tompkins, p. 42

Review:

 Which system concerns the social and cultural context in which the text was written or read?

 Which system is the “sound” system?

  Which system gives cues through the “structure” of language?

Which system is the knowledge of words’ meanings the clue?

     Phonemic __________ and phonics • Word play with preschoolers to help them __________ phonemes • Systematic teaching of the sound-letter ______________ Word Identification • Students learn to recognize common or ____________y words; saves ____________ resources for comprehension Fluency • _______________ reading at child’s “just right” level • Can devote most of their cognitive resources to ______________.

Vocabulary • The building ___________ of meaning-making Comprehension • Gaining the strategic knowledge to make ____________from texts

     Phonemic awareness • • • Word Identification • Students learn to recognize common or high-frequency Fluency • Vocabulary • and phonics Word play with preschoolers to help them segment phonemes Systematic teaching of the sound-letter correspondence saves cognitive Independent The building resources for comprehension reading at child’s “just right” level Can devote most of their cognitive resources to comprehension blocks of meaning-making Comprehension • Gaining the strategic knowledge to make meaning words; from texts

      Phonemic awareness and phonics • Word play with preschoolers to help them segment phonemes • Systematic teaching of the sound-letter correspondence Word Identification • Students learn to recognize common or high-frequency words; saves cognitive resources for comprehension Fluency • Independent reading at child’s “just right” level Can devote most of their cognitive resources to comprehension Vocabulary • The building blocks of meaning-making Comprehension • Gaining the strategic knowledge to make meaning from texts

 Stage 1: Prereading • • • • Activating background knowledge and related vocabulary Set purposes for reading Introduce key vocabulary words.

 Planning for reading Preview the text  Make predictions

 Stage #2: Reading • Independent reading • • • •  Buddy reading Students read or reread a selection with a classmate or sometimes with an older student (Friedland & Truesdell, 2004).

  Guided reading Teachers work with groups of 4-5 students Instructional level Teachers support use of reading strategies    Shared reading Read aloud books children could not read independently Model fluent reading Use engaging activities    Reading aloud to students Read developmentally appropriate but written above students level Think aloud for strategy use

 Stage 3: Responding • • Writing in reading logs (aesthetic) or learning logs (efferent) Participating in discussions

 Stage 4: Exploring • • • •  Rereading the selection First draft reading; second draft reading (Gallagher)  Examining the author’s craft Story boards, genre, text structures, literary devices  Focusing on words and sentences Semantic features analysis charts, word sorts, word wall  Teaching mini-lessons Strategy instruction on visualizing, repairing, making connections

 Stage 5: Applying • • • Readers extend their comprehension Reflect on their understanding  Value the reading experience Create projects

 

Reading is a complex process involving both strategies and skills.

Strategies • • • thinking that readers do as they read Affect motivation: gives confidence Deliberate, goal-directed actions • Cognitive/information processing theory Skills • • • • quick automatic behaviors that don’t require any thoughts Emphasis is on effortless and accurate use Automaticity Behaviorism

 Decoding strategies  • Using phonic and morphemic analysis Word-learning strategies  • Analyzing word parts Comprehension strategies  • Predicting, drawing inferences, visualizing Study strategies • Taking notes and questioning

 Decoding skills  • Use sound-symbol knowledge and phonics rules Word-learning skills  • Identify synonyms, notice capitalization Comprehension skills  • Notice details, separate fact and opinion Study skills • Consult an index, notice boldface terms, locate and remember information

 Students need explicit instruction about reading strategies • • • Declarative knowledge: what the strategy does Procedural knowledge: how to use the strategy Conditional knowledge: when to use the strategy