Literacy Big 5 Summary

How did we find these 5 areas?
The National Reading Panel came up a few main criterias from reviewing mass amounts of research. These included the following...

Criteria

• There is more than one skill involed in reading.
• These need to be able to translate to a big population of students.
• The importance of approach.
• The quality of the publichcations used.

Phonemic Awareness

• Words that start with the same sounds.
• Being able to say both the first and last sound of the word.
• Putting seperate letter sounds together to say the word.
• The ability to break words up into their letter sounds.

How to tell if a student has phonemic awareness

• They are able to idenitfy and make oral rymes.
• They understand syllables and can idetify them.
• The ability to tell what letter makes the first or the last sound.

Why is phonemic awareness important?

• Phonemic awareness can help students learn to read.
• It can also help students understand spelling.

Phonics

• This teaches students the relationship between written letters and their sounds.

Systematic and explicit phonetics importance

• This improves reconition and spelling capabilities.
• This can help with reading compherense.
• This most beneficial for students who are struggling with learning how to reading.

Systematic

• This when the words are carefully picked out because of the letter sounds and are organized into a logical sequence.

Explicit

• This method gives clear and direct instructions for the teacher teaching these relationships.

Fluency

• This is the bridge between compehension and recognition.
• This means students can comphend while they are reading.

What helps students with fluency?

• Reading passages aloud with feedback friom a parent or teacher.
• Silent independent reading has not been conformed to help with fluency.

Different ways to have students read aloud

• Student adult reading, this consist of a student reading out loud with a parent or teacher.
• Choral reading, this is when an adault reads aloud and students follow along with written text.
• Tape-assisted reading, this is when a student listens to a recording of a book and follows along with the written text.
• Partner reading is when two students take turns reading aloud to each other.
• Readers’ theatre this is when you read a play aloud as a class and eaxh student has a part to read.

Vocabulary

• Vocabulary can be broken up into 4 different areas, these include listening, speaking, reading, and writing.
• Most vocabulary is learned indirectly.

what makes good vocabulary words?

• Useful words, things they would use in everyday life.
• Important words, words that are crucail for them learning.
• Difficult words, this is imporatnt to challenge studetns.

The different ways you can learn words

• Learning new meanings from known words. An example is bark, they may know a dog barks, but bark is also the exterior on a tree.
• New word, but a known concept. This is when a student is learning about a word that they know the meaning already but are learning a new part about the word. An example is a student knows about computers, and phones, but learns they are both technology.
• New word and a new concept. This is when a student is not fimlilar at all with the word or the concept.
• Fine tuning the meaning of a known word. This means being able to tell the differences from words with similar meanings. An example of this is running, jogging, and sprinting.

Comprehension

• This can give readers a purpose for reading and make them better readers.
• This also keeps readers active while they are reading and this makes for stronger readers too.

Specific comprehension strategies

• Monitoring comprehension - This makes it easier to see what student understand and what they are struggling with.
• Using graphic and semantic organizers - This makes it possible for students to see how summarys are broken down and can help them understand text structure.
• Answering questions - This helps students focus, actively think while reading, and connect what they learned with what they know.
• Generating questions - This process helps students answer other questions and be aware of what they are reading.
• Recognizing story structure - This can help students recognize the order of the story, and the memories of the stories.
• Summarizing - This helps students focus on important events and focus on the story structure.

Student comprehension strategies

• Direct explanation - Students are taught a strategy and when to use it by their instrutor.
• Modeling - The teacher gives an example of a strategy and shows the thought process.
• Guided practice - The students practice the stratergy application and recieves assistants from their teacher as needed.
• Application - The teacher provides assiatant until the students can apply the stratergy by themselves independently.