The six areas of reading instruction are: phonics instruction and direct instruction in context, vocabulary instruction, reading comprehension instruction in context, consolidation of literacy learning made visible, rehearsal and memorization through spaced practice, and collaborative learning with peers. The area of focus really depends on the student. Some students need more time with vocabulary instruction and others need reading comprehension instruction in context. At the high school level, I think I spend more time on comprehension. Students need to understand what they are reading and make meaning of it in order to continue to learn and grow. The further up in grades, the more independent we expect readers to be and it is expected students will read and become independent learners if they are to succeed in postsecondary settings.
The six areas of reading instruction are: 1. Phonics instruction and direct instruction in context 2. Vocabulary Instruction 3. Reading comprehension Instruction in Context 4. Consolidation of literacy learning made visible 5 Rehearsal and Memorization Through Spaced Practice 6. Collaborative learning
Since I teach younger kids K-4, and have several students with more significant needs, I focus a lot on Phonics instruction and direct instruction in context. I have several autistic students, as well as students who have slower cognitive learning skills. In order to help my students in these areas, I have implemented a TEACCH classroom, and we focus on task box oriented tasks, when include several phonics/alphabet instruction. We do this everyday- in one modality or another. We teach the skill then the kids practice that particular skill.
Brandi we are at opposite ends of the grade levels and I see how you use the early areas. I am at the high school level and we work on more of vocabulary and comprehension than the phonemic awareness portion of things.
Phonics instruction and direct instruction in context Vocabulary Instruction Reading Comprehension instruction in context Consolidation of literacy learning made visible Rehearsal and memorization through spaced practice Collaborative learning with peers
I believe at the high school level we look more at learning to read for independence or for work. We try to teach them not only to expand their vocabulary but how to find the meaning of a word in text. I also think that reading comprehension is important. Students must be able to know what they read and what was important about the article. Students at the high school level also must be able to read simple instructions and complete tasks with those instructions to become more employable. We do this by not only vocabulary but also in the collaborative learning. Many times in high school English class they are reading a novel that they discuss and are able to comprehend because of the class discussion more than just independently reading it themselves
The six areas of reading instruction are: Phonemic awareness, alphabetics, phonics, fluency, vocabulary, and comprehension. I focus a great deal on vocabulary for all my students, regardless of grade level. We also work a lot with comprehension. I think that as part of comprehension, I try to find ideas that push outside connections and require critical thinking. Many of my students can read a story and still answer all the “right there” questions 2 weeks after they’ve finished it. Asking these questions doesn’t challenge them to think critically or problem solve.
6 Areas of Reading Instruction: 1. Phonics instruction and direct instruction in context 2. Vocabulary instruction 3. Reading comprehension instruction in context 4. Consolidation of literacy learning made visibility 5. Rehearsal and memorization through spaced practice 6. Collaborative learning with peers
I teach middle school grades 6-8. I use most of the areas in my reading instruction except, phonics instruction, throughout the year. I spend the most time on vocabulary instruction and reading comprehension instruction in context. At least half of the students on my caseload are also in ELL so vocabulary instruction is very important in their language development. Also much of my curriculum is accomplished in a group context so using collaborative learning with peers is a big part of my classroom structure. But I agree with Jerri, a lot depends on the student and where they are in their reading development.
The 6 areas of reading instruction include phonemic awareness, alphabetics, phonics, fluency, vocabulary, and reading comprehension. I feel like the skills listed are on a continuum, and although I don’t provide instruction for students myself, I see my teachers who are in the early elementary grades focusing more on phonemic awareness and phonics related instruction, while my secondary teachers are generally working more on comprehension. This could definitely vary from student to student, depending on their abilities, and which step in the process of reading instruction they’re ready for.
The six areas of reading instruction are: 1. Phonics instruction and direct instruction in context 2. Vocabulary Instruction 3. Reading comprehension Instruction in Context 4. Consolidation of literacy learning made visible 5 Rehearsal and Memorization Through Spaced Practice 6. Collaborative learning
Teaching in the high school setting, I focus more on comprehension. In a few years, my students will turn 18 and leave high school behind. So I try to make sure that they have enough knowledge to comprehend important legal documents like an apartment lease or a utility bill. I use real life examples weekly to help students prepare by introducing as much surface learning as I can.
6 areas: Phonics Insturction And direct instruction in context Vocabulary instruction Reading comp instruction in context Consolidation of literacy learning made visible Rehearsal and memorization through spaced practice Collaborative learning
This year I have Pre-K to 1st. I'd say I mostly use phonics instruction or collaborative learning. We do a lot of group learning and a lot of learning involving the early phonics skills.
The 6 areas of reading instruction is: phonemic awareness alphabetics phonics fluency vocabulary reading comprehension
I would say for EC I use the phonemic awareness, Alphabetics, and phonics. I also provide some vocabulary instruction. At this age the kids are just experimenting with the symbols of letters, then providing the sound for the letter symbol. This is at the developmental appropriate skill to gain pre-reading skills. At this level comprehension touched on but not taught at a deep understanding as this occurs at higher grade levels. I know Kindergarten test on reading a book whole group and then answering a few questions about the story. Most of the time at Kindergarten level they are not able to answer questions related to the story but may be able to pull out things that they have experienced such as if the book is about spiders they may be able to tell you that they got bitten from a spider and had to go to the hospital rather than the information about a spider. This is developmentally appropriate.
What are the six areas of reading instruction? Given your grade level(s) for instruction, which area do you focus on more? Why?
The six areas of reading instruction are: 1) Phonemic Awareness 2) Alphabetics 3) Phonics 4) Fluency 5) Vocabulary 6) Reading Comprehension
As I work primarily with secondary (9-12) students, I focus more on Reading Comprehension. Studies have shown that their ability to learn skills related to early reading skills are capped before they reach high school. Furthermore, all of the skills they need to succeed in high school (and life) are related to comprehension skills. This may include some vocabulary decoding skills, but not much more than that.
In the middle school, we work mostly with comprehension, but also do a great deal with vocabulary building. We do a lot of word parts, vocab tests, as well as learning figurative language, using context clues, and making claims based on explicit and implicit evidence from the text.
On pg 45 of the text, the six major facets of reading include phonemic awareness, alphabetics, phonics, fluency, vocabulary, and reading comprehension. In the middle school, I have taught all 6 of these. I have used the SpellRead curriculum with multiple students with more severe needs. However, out in the classroom, students focus heavily on vocabulary and reading comprehension. By this point, these students have the foundational reading skills required for the actual act of reading, but are still in the process of expanding their vocabulary and learning to understand a text and use it in various ways. Since this is the emphasis of the classroom, I usually work with students in these areas.
The six areas of reading instruction are: 1. Phonics instruction and direct instruction in context 2. Vocabulary 3. comprehension 4. Consolidation of literacy learning made visible 5 Rehearsal and Memorization Through Spaced Practice 6. Collaborative learning
I teach Kindergarten. At this level I feel like I focus a lot on phonics, phonemic awareness and vocabulary building. I think I do this because the are foundations to reading. You need to build your vocabulary to aide in comprehension. You need to learn phonics and phonemic awareness in order increase fluency and comprehension.
The six areas of reading instruction are: phonics instruction and direct instruction in context, vocabulary instruction, reading comprehension instruction in context, consolidation of literacy learning made visible, rehearsal and memorization through spaced practice, and collaborative learning with peers. This question is hard for me since I am not in the classroom and work P-12. The focus depends on the student's greatest area of need, regardless of their grade placement. We look at these different skills as we assess concerns in reading and match goals to the needs identified.
The six areas of instruction are as follows: 1) Phonemic Awareness 2) Alphabetics 3) Phonics 4) Fluency 5) Vocabulary 6) Reading Comprehension I teach middle school (7-8). Most years I have concentrated on mostly comprehension and vocabulary. However this year the students in my room need a lot more of phonetic awareness practice. We spend the majority of the time learning what sound each letter and letter combinations make. However, we do still spend time on the vocabulary and comprehension still.
The six areas of reading instruction are: 1. phonemic awareness 2. alphabetics 3. phonics 4. fluency 5. vocabulary 6. reading comprehension
Since I work at the K-2 level the majority of the focus is on the constrained reading skills. Obviously, a student has to be able to decode a variety of words and be able to read fluently before they can comprehend the text. At the early level, students are still developing their spoken vocabularies.
The six areas of reading instruction are: 1. Phonemic Awareness 2. Alphabetics 3. Phonics 4. Fluency 5. Vocabulary 6. Reading Comprehension
Since I cover PreK through 12th grade, I would say that early on students would focus on surface level skills of phonemic awareness, alphabetics, and phonics. They would move on to fluency and increasing their vocabulary. Though these basic skills, fluency, and vocabulary are important, the ultimate goal of reading is comprehension regardless of grade level. Comprehension is aided by prior knowledge. We may need to teach the concepts before students will comprehend them in their reading.
The six areas of reading instruction: -phonemic awareness -alphabetics -phonics -fluency -vocabulary -reading comprehension
I feel like with all of my students, my main focus is on the early skills: phonemic awareness, alphabetics, phonics and fluency. So many of my students are so far behind their peers in these areas, that they almost have to be my focus. Students aren't albe to work on vocabulary and reading comprehension without those beginning level skills. Of course, as instruction is happening vocabulary and comprehension skills are happening; however, they are probably secondary to the other skills.
The six areas of reading instruction are: phonics instruction and direct instruction in context, vocabulary instruction, reading comprehension instruction in context, consolidation of literacy learning made visible, rehearsal and memorization through spaced practice, and collaborative learning with peers.
ReplyDeleteThe area of focus really depends on the student. Some students need more time with vocabulary instruction and others need reading comprehension instruction in context. At the high school level, I think I spend more time on comprehension. Students need to understand what they are reading and make meaning of it in order to continue to learn and grow. The further up in grades, the more independent we expect readers to be and it is expected students will read and become independent learners if they are to succeed in postsecondary settings.
(Brandi Gibson)
ReplyDeleteThe six areas of reading instruction are:
1. Phonics instruction and direct instruction in context
2. Vocabulary Instruction
3. Reading comprehension Instruction in Context
4. Consolidation of literacy learning made visible
5 Rehearsal and Memorization Through Spaced Practice
6. Collaborative learning
Since I teach younger kids K-4, and have several students with more significant needs, I focus a lot on Phonics instruction and direct instruction in context. I have several autistic students, as well as students who have slower cognitive learning skills. In order to help my students in these areas, I have implemented a TEACCH classroom, and we focus on task box oriented tasks, when include several phonics/alphabet instruction. We do this everyday- in one modality or another. We teach the skill then the kids practice that particular skill.
Brandi we are at opposite ends of the grade levels and I see how you use the early areas. I am at the high school level and we work on more of vocabulary and comprehension than the phonemic awareness portion of things.
DeleteThis comment has been removed by the author.
ReplyDeleteThe 6 areas of instruction are:
ReplyDeletePhonics instruction and direct instruction in context
Vocabulary Instruction
Reading Comprehension instruction in context
Consolidation of literacy learning made visible
Rehearsal and memorization through spaced practice
Collaborative learning with peers
I believe at the high school level we look more at learning to read for independence or for work. We try to teach them not only to expand their vocabulary but how to find the meaning of a word in text. I also think that reading comprehension is important. Students must be able to know what they read and what was important about the article. Students at the high school level also must be able to read simple instructions and complete tasks with those instructions to become more employable. We do this by not only vocabulary but also in the collaborative learning. Many times in high school English class they are reading a novel that they discuss and are able to comprehend because of the class discussion more than just independently reading it themselves
The six areas of reading instruction are:
ReplyDeletePhonemic awareness, alphabetics, phonics, fluency, vocabulary, and comprehension.
I focus a great deal on vocabulary for all my students, regardless of grade level. We also work a lot with comprehension. I think that as part of comprehension, I try to find ideas that push outside connections and require critical thinking. Many of my students can read a story and still answer all the “right there” questions 2 weeks after they’ve finished it. Asking these questions doesn’t challenge them to think critically or problem solve.
6 Areas of Reading Instruction:
ReplyDelete1. Phonics instruction and direct instruction in context
2. Vocabulary instruction
3. Reading comprehension instruction in context
4. Consolidation of literacy learning made visibility
5. Rehearsal and memorization through spaced practice
6. Collaborative learning with peers
I teach middle school grades 6-8. I use most of the areas in my reading instruction except, phonics instruction, throughout the year. I spend the most time on vocabulary instruction and reading comprehension instruction in context. At least half of the students on my caseload are also in ELL so vocabulary instruction is very important in their language development. Also much of my curriculum is accomplished in a group context so using collaborative learning with peers is a big part of my classroom structure.
But I agree with Jerri, a lot depends on the student and where they are in their reading development.
The 6 areas of reading instruction include phonemic awareness, alphabetics, phonics, fluency, vocabulary, and reading comprehension. I feel like the skills listed are on a continuum, and although I don’t provide instruction for students myself, I see my teachers who are in the early elementary grades focusing more on phonemic awareness and phonics related instruction, while my secondary teachers are generally working more on comprehension. This could definitely vary from student to student, depending on their abilities, and which step in the process of reading instruction they’re ready for.
ReplyDeleteThe six areas of reading instruction are:
ReplyDelete1. Phonics instruction and direct instruction in context
2. Vocabulary Instruction
3. Reading comprehension Instruction in Context
4. Consolidation of literacy learning made visible
5 Rehearsal and Memorization Through Spaced Practice
6. Collaborative learning
Teaching in the high school setting, I focus more on comprehension. In a few years, my students will turn 18 and leave high school behind. So I try to make sure that they have enough knowledge to comprehend important legal documents like an apartment lease or a utility bill. I use real life examples weekly to help students prepare by introducing as much surface learning as I can.
6 areas:
ReplyDeletePhonics Insturction And direct instruction in context
Vocabulary instruction
Reading comp instruction in context
Consolidation of literacy learning made visible
Rehearsal and memorization through spaced practice
Collaborative learning
This year I have Pre-K to 1st. I'd say I mostly use phonics instruction or collaborative learning. We do a lot of group learning and a lot of learning involving the early phonics skills.
The 6 areas of reading instruction is:
ReplyDeletephonemic awareness
alphabetics
phonics
fluency
vocabulary
reading comprehension
I would say for EC I use the phonemic awareness, Alphabetics, and phonics. I also provide some vocabulary instruction. At this age the kids are just experimenting with the symbols of letters, then providing the sound for the letter symbol. This is at the developmental appropriate skill to gain pre-reading skills. At this level comprehension touched on but not taught at a deep understanding as this occurs at higher grade levels. I know Kindergarten test on reading a book whole group and then answering a few questions about the story. Most of the time at Kindergarten level they are not able to answer questions related to the story but may be able to pull out things that they have experienced such as if the book is about spiders they may be able to tell you that they got bitten from a spider and had to go to the hospital rather than the information about a spider. This is developmentally appropriate.
What are the six areas of reading instruction? Given your grade level(s) for instruction, which area do you focus on more? Why?
ReplyDeleteThe six areas of reading instruction are:
1) Phonemic Awareness
2) Alphabetics
3) Phonics
4) Fluency
5) Vocabulary
6) Reading Comprehension
As I work primarily with secondary (9-12) students, I focus more on Reading Comprehension. Studies have shown that their ability to learn skills related to early reading skills are capped before they reach high school. Furthermore, all of the skills they need to succeed in high school (and life) are related to comprehension skills. This may include some vocabulary decoding skills, but not much more than that.
In the middle school, we work mostly with comprehension, but also do a great deal with vocabulary building. We do a lot of word parts, vocab tests, as well as learning figurative language, using context clues, and making claims based on explicit and implicit evidence from the text.
DeleteOn pg 45 of the text, the six major facets of reading include phonemic awareness, alphabetics, phonics, fluency, vocabulary, and reading comprehension. In the middle school, I have taught all 6 of these. I have used the SpellRead curriculum with multiple students with more severe needs. However, out in the classroom, students focus heavily on vocabulary and reading comprehension. By this point, these students have the foundational reading skills required for the actual act of reading, but are still in the process of expanding their vocabulary and learning to understand a text and use it in various ways. Since this is the emphasis of the classroom, I usually work with students in these areas.
ReplyDeleteThe six areas of reading instruction are:
ReplyDelete1. Phonics instruction and direct instruction in context
2. Vocabulary
3. comprehension
4. Consolidation of literacy learning made visible
5 Rehearsal and Memorization Through Spaced Practice
6. Collaborative learning
I teach Kindergarten. At this level I feel like I focus a lot on phonics, phonemic awareness and vocabulary building. I think I do this because the are foundations to reading. You need to build your vocabulary to aide in comprehension. You need to learn phonics and phonemic awareness in order increase fluency and comprehension.
The six areas of reading instruction are: phonics instruction and direct instruction in context, vocabulary instruction, reading comprehension instruction in context, consolidation of literacy learning made visible, rehearsal and memorization through spaced practice, and collaborative learning with peers. This question is hard for me since I am not in the classroom and work P-12. The focus depends on the student's greatest area of need, regardless of their grade placement. We look at these different skills as we assess concerns in reading and match goals to the needs identified.
ReplyDeleteThe six areas of instruction are as follows:
ReplyDelete1) Phonemic Awareness
2) Alphabetics
3) Phonics
4) Fluency
5) Vocabulary
6) Reading Comprehension
I teach middle school (7-8). Most years I have concentrated on mostly comprehension and vocabulary. However this year the students in my room need a lot more of phonetic awareness practice. We spend the majority of the time learning what sound each letter and letter combinations make. However, we do still spend time on the vocabulary and comprehension still.
The six areas of reading instruction are:
ReplyDelete1. phonemic awareness
2. alphabetics
3. phonics
4. fluency
5. vocabulary
6. reading comprehension
Since I work at the K-2 level the majority of the focus is on the constrained reading skills. Obviously, a student has to be able to decode a variety of words and be able to read fluently before they can comprehend the text. At the early level, students are still developing their spoken vocabularies.
The six areas of reading instruction are:
ReplyDelete1. Phonemic Awareness
2. Alphabetics
3. Phonics
4. Fluency
5. Vocabulary
6. Reading Comprehension
Since I cover PreK through 12th grade, I would say that early on students would focus on surface level skills of phonemic awareness, alphabetics, and phonics. They would move on to fluency and increasing their vocabulary. Though these basic skills, fluency, and vocabulary are important, the ultimate goal of reading is comprehension regardless of grade level. Comprehension is aided by prior knowledge. We may need to teach the concepts before students will comprehend them in their reading.
The six areas of reading instruction:
ReplyDelete-phonemic awareness
-alphabetics
-phonics
-fluency
-vocabulary
-reading comprehension
I feel like with all of my students, my main focus is on the early skills: phonemic awareness, alphabetics, phonics and fluency. So many of my students are so far behind their peers in these areas, that they almost have to be my focus. Students aren't albe to work on vocabulary and reading comprehension without those beginning level skills. Of course, as instruction is happening vocabulary and comprehension skills are happening; however, they are probably secondary to the other skills.