TEED 521

Katherine L. Schlick Noe

National Reading Panel: Components of Reading

Phonemic Awareness: Awareness of the sounds in spoken words. Readers need to be able to recognize and manipulate the sounds in spoken English.
Assessment: Can the child
• break words into the parts that they hear? (segmentation)
What sounds do you hear in the word “cat”?
• break words they’re trying to write into sounds to find the correct letters
You’re trying to write “house.” What sounds do you hear in the word?
• blend sounds into spoken words (blending)
What word do you make when you put together the sounds /tr/ /a/ /k/?
• manipulate beginning, medial, or ending sounds to form new words:
If I take the letter k off of the word “king” and put on an “s”, what word would I make?
Instruction: Rhyming, word play, shared reading and writing of poems and songs, writing aloud, interactive writing / Phonics: Understanding of the way letters and sounds work together to form words.
Assessment: Can the child
• Use knowledge of letter sounds to figure out unknown words?
• Use known letter patterns (“chunks”, “onset/rime”) to decode unknown words with similar patterns?
• Blend sounds into spoken words (blending)
What word do you make when you put together the sounds /tr/ /a/ /k/?
• Combine letter chunks smoothly?
Instruction: Teach high-frequency, regular letter patterns (e.g., words that rhyme with phonograms such as -air, -ame, -ack, -it); shared and interactive reading and writing; spelling with attention to patterns and affixes (-ed, -ing, -s, -es); word walls; strategies (e.g., “How does the word begin? What would make sense, sound right, look right?” “When you come to a word you don’t know, what are some things you can do?”)
Vocabulary: Knowing and using a wide variety of words.
Assessment: Can the child
• Offer synonyms or explanations of words?
• Decode accurately?
• Make connections between words, and between words and experiences?
• Figure out unknown words from the context of the sentence or passage? / Fluency: Reading smoothly, at an appropriate rate and with appropriate expression.
Assessment: Can the child
• Read aloud smoothly and with expression?
• Indicate punctuation appropriately?
• Adjust pace to fit the mood, style, form of text or purpose for reading?
• Cluster chunks of meaning?
• Maintain pace and interest?
• Skim chunks before reading aloud?
• Reflect understanding?
Comprehension: Understanding and using what is read.
Assessment: Can the child
• Use different skills and strategies actively to get meaning?
• Use own words to recall, retell, or discuss events, information or ideas?
• Understand beyond the literal level?
• Re-read for clarification?
• Identify key points – content, elements?
• Locate specific parts of text to support suggestions, reasons, and opinions?

Adapted from “Formative Assessment: Guided Reading” by Margaret Mooney, October 12, 2002, Spokane, Washington