Embedded Files
Phonemic Awareness is the ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992). Phonemic awareness involves hearing language at the phoneme level.
Phonics is reading instruction to build understanding of how letters and groups of letters link to sounds to form letter-sound relationships and spelling patterns.
Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.), use to guide them into contemplating known concepts in novel ways (i.e. to learn something new). (Baker, Simmons, & Kame'enui, 1998)
Comprehension & Fluency*
Comprehension & Fluency*
Comprehension is the complex cognitive process involving the intentional interaction between reader and text to extract meaning.
Fluency (automaticity) is reading words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of overlearning. Fundamental skills are so "automatic" that they do not require conscious attention.
*Components of Comprehension and Fluency show up in two Essential Modules - Essential #2 - Read Alouds & Essential #3 - Small Group Instruction.
Research- and standards-aligned writing instruction daily and across content areas in the school day. Teachers provide opportunities for children to write a variety of texts for a variety of purposes and audiences. This includes instruction in writing processes and strategies—that is, teaching children a set of steps they can engage in independently to research, plan, revise, and edit writing, using a gradual release of responsibility.
Small group and individual instruction uses a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children’s observed and assessed needs in specific aspects of literacy, including both writing and reading development.
Assessments are tools that educators use to evaluate a student's reading skills, knowledge, and processes. Teachers employ formative and diagnostic assessment tools to identify specific instructional strengths and needs.
Deliberate, research-informed efforts to foster literacy motivation and engagement within and across lessons including opportunities for children to see themselves as successful readers and writers, daily opportunities to make choices in reading and writing, and authentic purposes for these literacy skills.
Abundant Reading Materials & Opportunities is about providing students with a variety of reading materials, including a variety of text formats and genres, materials connected to children's interests and reflecting their cultures, as well as comfortable places and opportunities to read both in the classroom and in school libraries.
Collaboration with families, caregivers, and the community means collective engagement in language and literacy interactions with children. Educators should work together to incorporate family, caregivers, and community funds of knowledge, assets, and perspectives into the classroom. Classroom teachers should serve as connectors between schools and families
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