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2 nd Grade

2 nd Grade. Building Blocks for Reading Skills. 2 nd Grade “Building Blocks” for Reading Skills. The goal of the workshop is to: 1. Understand the following Five Reading Components Phonemic Awareness Phonics Instruction Fluency Vocabulary Text Comprehension

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2 nd Grade

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  1. 2nd Grade Building Blocks for Reading Skills

  2. 2nd Grade “Building Blocks” for Reading Skills The goal of the workshop is to: 1. Understand the following Five Reading Components • Phonemic Awareness • Phonics Instruction • Fluency • Vocabulary • Text Comprehension 2. Demonstrate at least one of the listed activities under each of the Five Components

  3. Phonemic Awareness Phonemic awareness - Ability to notice, think about, and work with individual sounds • Phonemes – smallest parts of sound in a spoken word

  4. Phonemic Awareness Step 1 – Recognizing which word in a set of words begin with the same sound (bell, bat, boy) Step 2 – Isolating and saying the first or last sound in a word (dog is /d/, sit is /t/) Step 3 – Combining or blending separate sounds in a word to say the word (/m/ /a/ /p/ - map) Step 4 – Breaking or segmenting a word into its separate sounds (up - /u/ /p/)

  5. Phonemic Awareness ACTIVITIES • Drip Drop Other Activities • Sound and Vowel Books

  6. Phonics Instruction Phonics instruction • Teaches the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. • Teaches children to use letters and sounds to read and write words.

  7. Phonics Instruction Phonics instruction can include • children practicing the alphabet, • listening to stories and informational texts read aloud, • beginning to read text, • and writing letters, words, messages, and stories.

  8. Phonics Instruction ACTIVITIES • Cookie Spelling Other Activities • Homophones Games

  9. Fluency Fluency is the ability to read a text accurately and quickly. Fluency: • Provides a bridge between word recognition and comprehension • Develops over time and through practice (silent and oral reading)

  10. Fluency ACTIVITIES • Choral Reading Other Activities • Partner Reading • Storytelling • Reader’s Theatre • Child-Adult Reading • Makins Sense

  11. Vocabulary Vocabulary refers to the words we must know to communicate effectively. Vocabulary can be described in two ways: • Oral vocabulary, which refers to words we use in speaking or recognize in listening. • Reading vocabulary, which refers to words we recognize or use in print.

  12. Vocabulary Children learn word meanings indirectly in three ways: • They engage daily in oral language with others. • They listen to adults read to them. • They read extensively on their own.

  13. Vocabulary Using word parts can also help with developing vocabulary. Knowing common prefixes and suffixes, base words, and root words can help children learn the meaning of many new words. Example – prefixes (un-, re-, in-, dis-)

  14. Vocabulary ACTIVITIES • Vocabulary Bingo Other Activities • Vocabulary Detectives • Dictionary Detective • Chain “Em Up”/Compound Words • Word Bank

  15. Text Comprehension Text comprehension is the understanding of what is read. Six strategies that improve text comprehension. • Monitoring comprehension • Using graphic and semantic organizers • Answering questions • Generating questions • Recognizing story structure • Summarizing

  16. Text Comprehension ACTIVITIES • Character Poem Other Activities • What do I know? What do I want to find out? What did I learn? • Retellings • That Reminds Me • Reader Response • Picture This

  17. Help, Check, Praise! • Identify beginning and ending consonants and consonant blends • Understand vowels (long and short vowel sounds) • Word Families: Create new words from word endings • Understand “sight” words • Capitalization & Punctuation • Contractions

  18. Help, Check, Praise! • Divide words into syllables • Put words in alphabetical order • Know parts of a sentence • Identify main idea of a story • Root words, Prefixes & Suffixes • Synonyms (words that mean the same) • Homonyms (words that sound alike but have different meanings) • Antonyms (opposites)

  19. Wrap Up • Did we gain an understanding of the Five Reading Components? • Did we demonstrate at least one of the listed activities under each of the Five Components? • Thank you! • Complete Evaluation

  20. Interactive Reading, Building Blocks for Reading Skills Acknowledgements: Solid Foundation - Academic Development Institute www.adi.org Parent Information & Resource Center, (PIRC) Concord, NH ( PH 603-224-7005) The Parent Information Centerwww.parentinformationcenter.org www.picnh.org

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