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Central Valley School District uses the Houghton Mifflin reading curriculum. This is a great website that provides information about the books and authors in our reading themes. It also has a great vocabulary interactive activity so students can practice our vocabulary words each week!
Students will be learning reading skills as a whole group, in small groups each week with myself and other teachers, and independently.
Reading strategies we will be focusing on this year:
1. Predict/infer
2. Monitor/clarify
3. Question
4. Summarize
5. Evaluate
We will also be focusing on making text-to-text, text-to-self, and text-to-world connections.
Effective reading instruction consists of the following components:
1. Phonemic Awareness: The ability to hear, identify, and manipulate individual sounds in spoken words.
*Improves children's word reading and reading comprehension.
*Helps children learn to spell.
2. Phonics: Helps children learn the relationships between the letters of written language and the sounds of spoken language.
*Improves children's word recognition, spelling, and comprehension.
3. Fluency: The ability to read a text accurately and quickly.
*Provides a bridge between word recognition and comprehension.
*More fluent readers focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge. Therefore, they are able to focus on comprehension.
*Less fluent readers must focus their attention primarily on decoding invidivual words. Therefore, they have little attention left for comprehending the text.
4. Vocabulary: The words we must know to communicate effectively.
*Oral vocabulary refers to words that we use in speaking or recognize in listening.
*Reading vocabulary refers to words we recognize or use in print.
5. Comprehension: The reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.
*Good readers have a purpose for reading.
*Good readers think actively as they read, using their experience and knowledge of the world, their vocabulary and language structures and knowledge of reading strategies to make sense of the text.
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