Five Big Ideas in Reading - Pitt County Schools

Five Big Ideas in Reading - Pitt County Schools

How to Help With Reading: Pt. 1 Learning to read is like learning anything else: it happens with time, with practice and with the help of others. The Big Ideas in Beginning Reading

The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words Phonemic Awareness Alphabetic Principle

Accuracy and Fluency Comprehension Vocabulary

The Big Ideas in Beginning Reading The systematic and predictable relationship between written letters and spoken sounds Phonemic Awareness

Alphabetic Principle Accuracy and Fluency Comprehension

Vocabulary The Big Ideas in Beginning Reading The ability to read a text accurately, quickly, and with automaticity Phonemic

Awareness Alphabetic Principle Accuracy and Fluency

Comprehension Vocabulary Brown Bear, Brown Bear, What do you see?

I see a red bird looking at me. The Big Ideas in Beginning Reading The cognitive process involving the intentional interaction between reader and text to convey meaning Phonemic

Awareness Alphabetic Principle Accuracy and Fluency

Comprehension Vocabulary Mary Had Some Bubble Gum Mary had some bubble gum she chewed it long and slow,

and everywhere that Mary went her gum was sure to go. She chewed the gum in school one day, which was against the rule, the teacher took her pack away and chewed it after school. The Big Ideas in Beginning Reading

The ability to understand and use words to acquire and convey meaning Phonemic Awareness Alphabetic Principle

Accuracy and Fluency Comprehension Vocabulary

The right kind and quality of instruction delivered with the right level of intensity and duration to the right children at the right time. --- Joseph K. Torgesen, Catch Them Before They Fall

mCLASS: Reading 3D Assessment Measurement Tool Reliable Easy Repeatable

Sensitive to Growth and Change The Big Ideas in Beginning Reading Phonemic Awareness Alphabetic

Principle Accuracy and Fluency Comprehension

Vocabulary ISF NWF ORF

RTF WUF PSF WR

TRC TRC TRC LNF

WR DEDEFICIT EMERGING ESTABLISHED You do an intervention with a second grader, youre changing direction on a speedboat, but

when you do an intervention with a fifth grader, youre changing direction on an oil tanker. -Catherine E. Snow, professor of education, Harvard Graduate School of Education Learning to Look and Use Print in Text

Reading begins with looking and ends when you stop looking. LL2, p.3

The child must: Learn to attend to some features of print Learn to follow rules about direction Attend to words in a line in sequence Attend to letters in a word left to right in sequence (LL2, p. 3)

b d p q

A rough early guide is that a child is likely to be scanning print in the way he scans a picture looking here, there, and everywhere for one or two letters that he knows. LL2, p. 21

Attending in a left-to-right sequence when reading English is not something already programmed in the brain. It must be learned. LL2, p. 3

The brain and eye must work together. During beginning reading young children give us overt signals about what they are attending to and what links they are making.

Our visual experience is a mixture of information coming in from the eyes and prior association. We can train the brain.

As quickly as possible the learner should also be expanding a meager knowledge of print so that there are many opportunities for him to find letters and words he knows in the print he is trying to read. LL2, p. 21 How to introduce a book to your child

Look at the cover of the book and tell the child the title. Make connections to your own lives whenever possible Ask your child what he/she thinks the story is about Give the main idea Look through the pictures and predict what might happen Explain any unfamiliar concept or vocabulary Provide clues for your child Your child will be much more successful reading a book for

the first time if she knows where the story is headed if every parent and adult caring for a child read aloud a minimum of three stories a day to the children in their lives, we would wipe out illiteracy within one

Mem Fox generation. A Village We have to work together in order for our children to grow and succeed so that they may become college and career ready.

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