Teaching Reading and Writing 101:
Print Awareness - the understanding that print is listing from left to right and top to bottom, spaces between words, etc.
Sound of Speech (Phonological Awareness) - including syllables within words, rhyming, etc.
Phonemic awareness - the more advanced level of phonological awareness as it's related to knowledge of child's on individual Phoneme sound of each letter.
Phonics - allow children to understand that letters represent the sounds of spoken language, and there is an organized and predictable relationship between written letters and spoken sounds.
Fluency - is the ability to read text accurately, quickly with expression. It is a key skills to becoming strong reader as it helps build a bridge from word recognition to comprehension.
Vocabulary - is very important to reading comprehension as children need to first understand the meaning of the words they read in order to be able to comprehend their full reading.
Spelling - There is a strong relationship between spelling and word reading because both of them share the same abilities: phonemic awareness, knowledge of letter patterns, an understanding of morphology and word meanings. If a child can read the word using phonic skills, then he or she can usually use the reciprocal method to spell a word.
Comprehension - a combination of using vocabulary, background knowledge, prior experiences as readers and listeners to make sense of the text they are reading.
Writing - students must develop a broad set of skills:
a) Basic writing skills - including spelling, capitalization, punctuation, and sentence structure, etc.
b) Text generation - includes word choice (vocabulary knowledge), elaboration of detail, and clarity of expression
c) writing processes - involves planning, revising and editing one's work.
d) Writing knowledge - includes understanding of discourse and genre, ex: writer's understanding of their purpose of their writing and the need to convey meaning clearly and appropriately to the people who will be reading the writing.
Assessment - conducting informal assessments continuously throughout school year can help teachers determine:
a) whether instruction is being delivered at the right level and at the right pace
b) How to plan future instruction that will meet students' needs
c) How students should be grouped for instruction so that each student receives instruction at the right level of difficulty
d) Which students need individual support
Print Awareness - the understanding that print is listing from left to right and top to bottom, spaces between words, etc.
Sound of Speech (Phonological Awareness) - including syllables within words, rhyming, etc.
Phonemic awareness - the more advanced level of phonological awareness as it's related to knowledge of child's on individual Phoneme sound of each letter.
Phonics - allow children to understand that letters represent the sounds of spoken language, and there is an organized and predictable relationship between written letters and spoken sounds.
Fluency - is the ability to read text accurately, quickly with expression. It is a key skills to becoming strong reader as it helps build a bridge from word recognition to comprehension.
Vocabulary - is very important to reading comprehension as children need to first understand the meaning of the words they read in order to be able to comprehend their full reading.
Spelling - There is a strong relationship between spelling and word reading because both of them share the same abilities: phonemic awareness, knowledge of letter patterns, an understanding of morphology and word meanings. If a child can read the word using phonic skills, then he or she can usually use the reciprocal method to spell a word.
Comprehension - a combination of using vocabulary, background knowledge, prior experiences as readers and listeners to make sense of the text they are reading.
Writing - students must develop a broad set of skills:
a) Basic writing skills - including spelling, capitalization, punctuation, and sentence structure, etc.
b) Text generation - includes word choice (vocabulary knowledge), elaboration of detail, and clarity of expression
c) writing processes - involves planning, revising and editing one's work.
d) Writing knowledge - includes understanding of discourse and genre, ex: writer's understanding of their purpose of their writing and the need to convey meaning clearly and appropriately to the people who will be reading the writing.
Assessment - conducting informal assessments continuously throughout school year can help teachers determine:
a) whether instruction is being delivered at the right level and at the right pace
b) How to plan future instruction that will meet students' needs
c) How students should be grouped for instruction so that each student receives instruction at the right level of difficulty
d) Which students need individual support
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