Assignment # 6: Six Components of the Reading Process
Rationale: Every teacher is a reading teacher. Every teacher should understand the six components of the Reading Process (Comprehension, Oral Language, Phonological Awareness, Phonics, Fluency, and Vocabulary) as the foundation of comprehensible instruction in every content area and grade level.
Description: You will develop a table identifying instructional strategies and student activities that scaffold student learning by applying the principles of research-based reading instruction and integrating the six components in lesson planning and delivery for the field experience classroom.
1. The candidate will use the resources below to read about evidence based instructional strategies and standards-based activities to teach the six reading components.
a. the course textbook
2. After, develop a Components of the Reading Process Table that details two instructional strategies, for teachers in a grade level 3RD GRADE , for each of the six reading components: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension and includes the use of writing for at least one of the two activities.
COMPONENTS OF READING PROCESS TABLE
Systematic discussionsand instructional practices for scaffold higher order thinking, comprehension skills and self-correction, including for students of varying English proficiency.
Use oral language, writing, extended text discussion, to enhance comprehension, provide motivation and student engagement.
Determine student strengths and needs and select appropriate narrative, informational text, and instructional practices that support student ability to read, comprehend, and synthesize multiple print and digital texts across and beyond texts.
Use appropriatecomprehension assessments to guide instruction.
Instructional Strategy/ Practices
Use explicit and systematic instructional practices for scaffolding development of oral/aural language skills.
Use appropriate social and academic language and writing experiences to enhance oral language and use ELL’s home language to support development of oral language in English.
Use oral language assessments to guide instruction.
Scaffold development of phonological skills.
Use oral/aural language and writing experiences to enhance phonological awareness, and to assist ELLs reading and writing development in English.
Use phonological assessment to guide instruction.
Scaffold development of phonics skills.
Use oral/aural language and writing experiences to enhance phonics, and to use the ELL’s home language as a foundation to support the development of phonics in English.
Use phonics assessment to guide instruction.
Scaffold accuracy, expression, rate, and reading endurance.
Use oral/aural language and writing experiences to enhance fluency.
Use fluency assessments to guide instruction.
Scaffold vocabulary and concept development; develop authentic uses of English to assist ELLs.
Provide for integration, repetition and use of domain-specific vocabulary to address the demands of academic language.
Integrate vocabulary instruction in subject areas by using analogies, using a wide variety of print and digital tests, and multiple methods of vocabulary instruction.
Use oral/aural language and writing experiences to enhance vocabulary.
Use vocabulary assessments to guide instruction.