Five Essential Components in Reading

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Five Essential Components in Reading

• Bingo

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Directions

• For each of the five essential components
• the following elements will be presented
• definition, examples (activities), high
• priority skills, and instructional research.
• After each slide, mark the appropriate
• spot on your Bingo card until you make a
• Bingo.

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• Blending two and three sounds to make
• words.
• Segmenting spoken words into individual
• Sounds.

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Phonemic Awareness

• High priority skills in kindergarten

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• In small groups, the students list as many
• meanings as they can think of for the
• word, main.

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Vocabulary

• Example

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• Keep the end in mind. Have students
• apply phonics skills daily in reading
• and writing activities.

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Phonics

• Instructional research

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• Reads 110 words correct in a minute with
• phrasing and appropriate expression.

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Fluency

• High priority skill for third grade

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• Before reading an information passage,
• the teacher has students make
• predictions about that they think they will
• learn.

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Comprehension

• Example

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• Teacher places three picture on the
• board. She says three individual sounds
• out loud that represent the name of one of
• the pictures. Students listen and say the
• word.

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Phonemic Awareness

• Example

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• Blends sounds in printed words together
• and reads words as a whole accurately.

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Phonics

• High priority skill in first grade

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• Teacher models reading of a passage
• explicitly teaching smooth reading and
• pausing at punctuation.

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Fluency

• Example

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• Learns and uses unfamiliar words
• introduced in stories and informational
• text.

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Vocabulary

• High priority skill for all grade levels.

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• Retell the main idea of stories or
• informational text.
• Answers literal, inferential and evaluative
• questions about a passage.

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Comprehension

• High priority skill for first - sixth grade

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• The teacher tells the students that -dge
• and -ge both stand for /j/ at the end of
• words. Students then sort a group of
• twenty -ge and -dge words to determine
• when the -dge spelling is used. Students
• read the words once they are sorted.

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Phonics

• Example

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• Students move three chips into sound
• boxes as they say single sounds of the
• word /h/ /ou/ /se/ (house).

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Phonemic Awareness

• Example

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• During reading, students stop and discuss
• at predetermined spots in the passage
• what the gist of that section is
• Who or what is the passage mostly
• about?
• What is important about the who or what?
• Tell me that in a main idea statement.

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Comprehension

• Example

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• Use relatively brief sessions (15-20
• minutes) with texts that students are
• reading with 90-95 accuracy.

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Fluency

• Instructional research

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• Students attempt to define the word
• burden by reading this sentence
• the pilgrims burden weighed heavily on
• his shoulders as he ascended the steep
• mountain trail.

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Vocabulary

• Example

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• Understanding that words are made up of
• letters, sounds are connected to letters,
• and can use these letter and letter
• combinations to read and spell unfamiliar
• words.

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Phonics

• Definition

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• Children pair up and do repeated
• reading of a passage to improve
• automaticity and phrasing.

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Fluency

• Example

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• Complex process of listening/reading and
• reacting to spoken/written text in a
• meaningful way

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Comprehension

• Definition

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• Make sure students know meanings of
• words that are used in sound blending
• and sound segmenting activities.

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Phonemic Awareness

• Instructional research

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• Understanding and use of words to
• acquire and convey meaning (mental
• dictionary).

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Vocabulary

• Definition

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• Explicitly teach rather than mention or
• assess. Teaching students to be strategic
• will take time.

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Comprehension

• Instructional research

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• The teacher points to the written word
• matador and asks how many syllables
• are in the word.

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Phonics

• Example

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• Ability to read words in grade level text
• accurately with automaticity and with
• proper expression.

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Fluency

• Definition

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• Awareness that spoken words are made
• up of individual sounds.

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Phonemic Awareness

• Definition

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• Repetitions and multiple exposures (4-12)
• to word in a variety of contexts.

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Vocabulary

• Instructional research