Explaining the 5 components of reading introductory lesson

1. THE 5 COMPONENTS
OF READING
...AND HOW THEY APPLY TO ME...

2. LESSON GOAL:
REMEMBER THAT IT’S HARD TO LEARN SOMETHING
NEW!!
BE INTRODUCED TO THE 5 COMPONENTS
INCREASE BACKGROUND AND WORKING KNOWLEDGE OF
THESE COMPONENTS
DEVELOP A COMMON UNDERSTANDING SO I CAN APPLY
THEM TO MY TEACHING

3. ACTIVITY 1 - REMEMBERING THAT IT NEEDS
TO MAKE SENSE!
Personally: We can all read - at one
time someone taught us how.
Professionally: Identifying the area
where a child is struggling will
change your reading instruction.

4. QUESTION
THUMBS UP, THUMBS MIDDLE, THUMBS DOWN
HOW DO YOU RATE YOUR KNOWLEDGE OF TEACHING
READING?
I CAN TEACH THIS CLASS
I KNOW A LITTLE, I CAN’T WAIT TO LEARN MORE
WHAT ARE YOU TALKING ABOUT?

5. THE 5 COMPONENTS ARE:
PHONEMIC AWARENESS
PHONICS
FLUENCY
VOCABULARY
COMPREHENSION

6. ACTIVITY
DIVIDE INTO 5 GROUPS
READ THE INFORMATION ABOUT YOUR ASSIGNED
COMPONENT SILENTLY
YOUR GROUP SHOULD DISCUSS 2 THINGS:
WHAT IS THE COMPONENT?
HOW DO YOU TEACH IT?

7. PHONEMIC AWARENESS
PHONEMIC AWARENESS IS THE ABILITY TO HEAR, IDENTIFY,
AND MANIPULATE INDIVIDUAL SOUNDS (PHONEMES) IN
SPOKEN WORDS
TEACHING IT MEANS WE ASK STUDENTS TO:
IDENTIFY PHONEMES (WHAT IS THE ENDING SOUND IN CAT?)
BLEND PHONEMES (WHAT TWO ENDING SOUNDS DO YOU HEAR IN CAST?)
DELETE OR ADD PHONEMES TO MAKE NEW WORDS (WHAT WORD DO I MAKE IF I ADD
AN /S/ SOUND TO THE END?)
SUBSTITUTE PHONEMES TO MAKE NEW WORDS(REPLACE THE /T/ SOUND WITH /P/)

8. PHONICS
THE RELATIONSHIP BETWEEN LETTERS AND SOUNDS (M SAYS
/M/)
TEACHING PHONICS MEANS GIVING LEARNERS MANY CHANCES TO
WORK WITH LETTERS, SOUNDS, WORDS, SENTENCES, AND
STORIES
IT MUST BE SYSTEMATIC and EXPLICIT
MOST EFFECTIVE WHEN TAUGHT IN PRESCHOOL AND
KINDERGARTEN

9. FLUENCY
THE ABILITY TO READ A TEXT ACCURATELY AND QUICKLY
IT IS IMPORTANT BECAUSE STUDENTS CANNOT COMPREHEND IF
THEY ARE STRUGGLING TO DECODE.
TEACHING FLUENCY MEANS MODELING FREQUENTLY AND GIVING
LEARNERS MANY OPPORTUNITIES TO READ TEXT OUT LOUD.
ASSESSING FLUENCY IS DONE WITH RUNNING RECORDS.

10. VOCABULARY
THE WORDS WE NEED TO KNOW TO COMMUNICATE
WE NEED TO KNOW 95% OF THE WORDS IN A TEXT TO MAKE
MEANING
TEACHING VOCABULARY MEANS EXPLICITLY TEACHING NEW
WORDS AND TEACHING STRATEGIES FOR GAINING THE
MEANING OF UNKNOWN WORDS

11. COMPREHENSION
THIS IS THE REASON WE READ!!
TEACHING COMPREHENSION IS DONE BY TEACHING
READING STRATEGIES (WE WILL GET TO THOSE)
EXPLICITLY AND REPEATEDLY AND OFFERING A
VARIETY OF TEXTS FOR INTERACTION.

12. ACTIVITY
USING THE NOTES THAT YOU TOOK - DRAW A DIAGRAM TO REPRESENT
YOUR UNDERSTANDING OF THE 5 COMPONENTS OF READING.