Big 5 Literacy

Big 5 Literacy

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Textual Comprehension

Phonemic Awareness

Phonemic Awareness

• A phoneme is the smallest, usable unit of sound created in a word. The English language has approximately 41 phonemes.
• Phonemic awareness is the ability to identify, recognize, and use these sounds.

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• Phonemic awareness instruction is best done one-on-one or in smaller groups so that individual phonemes can be heard or understood while being used.
• Phonemic awareness instruction is most effective when students are able to both hear the targeted phoneme alongside the associated letters or letter combinations (graphemes).

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• Instruction in phonemic awareness and gauging a given student's phonemic awareness can be done by asking a student to identify phonemes in unknown or unexpected words, by asking them to add or subtract phonemes from a given word, or by presenting phonemes and asking them to create a word from what they have been presented with.

Phonics

Phonics

• While the English language only has around 41 individual phonemes, different phonemes can be created from any combination of letters.
• "Phonics" refers to the individual letters and letter combinations which make up individual phonemes.

Phonics, cont.

• In order to be effective, phonics instruction has to be systematic and explicit.
• Good phonics instruction usually consist of units and lessons that follow a certain pattern and that include vowels and vowel sounds.
• Phonics instruction is most beneficial when started by 1st Grade.

Fluency

Fluency

• "Fluency" refers to an individual's ability to read quickly and accurately.
• When a reader is able to read and decode words quickly and with accuracy, they are able to spend more time comprehending the text.
• Fluency develops over time and with practice.

Fluency, cont.

• There is no evidence that supports SSR (sustained, silent reading), especially when done with minimal feedback or guidance, as a way to increase fluency.

Fluency, cont.

• The most current and effective strategy for increasing and encouraging fluency is providing opportunity for students to repeatedly read the same passage orally.

Vocabulary

Vocabulary, cont.

• "Vocabulary" is (or are) the grouping of words one needs to understand in order to communicate.
• Vocabulary can be split into four categories: listening, speaking, reading, and writing.
• Though most is learned indirectly, some direct instruction should also be dedicated to increasing vocabulary.

Vocabulary

• Repeated exposure to a given word, word part, or the same word used in different contexts helps to solidify that word in one's vocabulary.
• When picking words to include in direct vocabulary instruction, it is best to include words with importance to a text or topic and words that would most likely "trip up" their audience.

Textual Comprehension

Textual Comprehension

• Comprehension is the ability of the individual reader to understand and interpret meaning from whatever text they are reading.
• Reading comprehension can be encouraged through purposeful, active reading.

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• Effective textual comprehension instruction directly teaches readers how to utilize specific comprehension strategies and includes both repeated progress monitoring and adaptation of instructional methods to meet student need.

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• Though it is important to instruct in specific methods of comprehension, it is important to understand that comprehension often requires simultaneous use of multiple stratigies.

Textual Comprehension, cont.

• Providing students with graphics or graphic organizers, teaching students to recognize different story structures, and monitoring understanding through the use of formative questioning can help students with developing a level of comprehension.