EARLY READING STRATEGIES

PHOLOLOGICAL AWARENESS

Knowledge of the sounds in language Ability to identify and make rhymes Ability to hear syllables in words Ability to hear parts in words

– Onsets – initial consonant(s)– Rimes – from the first vowel to the end on the

word

PHOLOLOGICAL AWARENESS

Ability to hear individual sounds in words Phonemic Awareness

– Ability to identify, isolate, and manipulate individual sounds in words

Taught orally

PHOLOLOGICAL AWARENESS

Phonics– Connecting sound(s) to the corresponding

letter(s)– Alphabet chart– 26 = 44– Writing

HIGH FREQUENCY WORDS

“… islands of certainty in a sea of print.”

~ Marie Clay

HIGH FREQUENCY WORDS

Appear frequently in simple text Use to check accuracy Resources for solving other words Must become automatic

– Repeat– Construct– Write

Cumulative

HIGH FREQUENCY WORDS

Sort the words in the envelope.

Be prepared to explain your reasoning.

HIGH FREQUENCY WORDS

the black

of stop

to it

one ride

been mail

are phone

was eat

they with

have than

young them

HIGH FREQUENCY WORDS

Sight words– Non-decodable

Word Walls/Folders– Added to gradually– Alphabetized by first letter– Configuration often featured– Practiced daily reading, writing, chanting/rapping/

clapping/snapping/dancing/movement

GUIDED READING

“It is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty.” ~ Fountas and Pinnell

GUIDED READING

Small differentiated groups – Every student every day– Flexible

Instruct

Assess

Plan

GUIDED READING

Strategy instruction Think Aloud Discussion/Reflection

GUIDED READING

Components– Familiar Reading– Fluent Writing– Setting the Purpose– Book Introduction– Guided Practice

GUIDED READING

– Pause, Prompt, Praise– Revisit Lesson Focus– Comprehension– Word Work– Interactive Writing

Making Words Cunningham & Hall

Guided discovery lessons Develop phonemic awareness American English phonics & spelling system Three part lessons

– Manipulate letters to make words– Sort words into patterns– Transfer learning to reading and writing

Making Words Cunningham & Hall

eat team netseat steam met

neatset meat

“Interactive writing is a dynamic literacy event in which reading and writing come together.” ~ Andrea McCarrier

Interactive Writing

Can be used to: demonstrate concepts about print, early strategies,

and how words work. provide opportunities to hear sounds in words and

connect sounds with letters. teach students how written text works. teach students about the connections between what

we say, and write.

Interactive Writing

The teacher and the student : compose a sentence cooperatively. collaborate in the construction of text. use the conventions of print.

Interactive Writing

The teacher: writes what the students can’t. facilitates the students’ efforts to write and read. makes on-the-spot decisions based on the

immediate needs of their students.

Interactive Writing

The students: write what they can. read and reread the text. search, check, and confirm while writing and reading.

Interactive Writing

Keep the lessons short Text length depends on the ability level of the

students Use white boards to engage all students Reference the word wall when appropriate

Interactive Writing

Model in the beginning but eventually let students do all the work they can

Incorporate into all content areas Reinforce word work strategies Can be use with a whole group

Interactive Writing

As the students become more capable writers and readers, interactive writing should transfer to more independent writing tasks such as Writing Workshop.