Recipes for Reading: Foundational Skills

foundational skills

Phonemic Awareness/Phonics/Fluency

What are the Foundational Skills Timeline of Foundational SkillsFoundational Skill ChecklistFoundational Skill ToolboxHigh Frequency WordsFluency

Recipes for Reading

CCA Foundational Skills Example

SL Foundational Skill Example

Basic Phonology Scope and Sequence (IDA)

CCA Kindergarten Example(s): 8:30 Foundational Skills 12:30 Foundational Skills See how the lessons are explicit, direct and predictable/

How to Teach Fluency at Every Grade Level Fluency Toolkit Reading Coach: Microsoft Checklist

The Reading Brain

Sedita, J. (2020, April 8). How the brain learns to read. Keys to Literacy. Retrieved May 4, 2023, from https://keystoliteracy.com/blog/how-the-brain-learns-to-read/

Fully developed between ages 11-13 (around puberty)

Fully developed around age 6

Fully developed around age 25

Fully developed between ages 25-30

Phonological Processor:

• Processes speech sounds (phonemes)
• Necessary for oral language to be produced and received
• Fully developed around 25 years old

Orthographic Processor:

• Recognizes letters and letter patterns (graphemes)
• Allows for the recognition and recall of letters and letter sequences of written words, printed text would not make sense without it.
• Fully developed around 6 years old

Angular Gyrus:

• Associates phonemes with corresponding graphemes
• Located between the phonological and orthographic processors, not a language processor alone, but works with the orthographic and phonological processors.
• Enables the ability to associate spoken phonemes with the written graphemes that represent them
• Fully developed between late adolescence and adulthood (typical peak occurs around the mid-to-late teenage years.)

Pre-K:Pre-alphabetic

01

Kindergarten:Partial Alphabetic

02

Grade One: Full alphabetic

03

Grade Two:consolidated alphabetic

04

Reading Rockets. “Typical Reading Development | Reading Rockets.” Www.readingrockets.org, 2024, www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development.

"Typical" StagEs of reading

Cooking Times

Checklist

Fluency Checklist

Skills:

• Decoding Skills:
• Typical readers can decode a wide range of one-syllable, phonetically regular words, including:
• Closed syllables (e.g., man, fish, block, stamp)
• Silent e (e.g., like, same, spoke)
• Open syllables (e.g., no, go, be, cry, by)
• Vowel r (e.g., car, star, her, shirt)
• Vowel combinations (e.g., tree, stay, broom)
• Automatic Word Recognition:
• Some common words are recognized automatically, no need todecode (i.e., "sounding out").
• Learners may still need to apply decoding strategies to many words (longer/less common words)
• Full Alphabetic Stage:
• This phase is called full alphabetic (Ehri, 2005), where children typically attend to all phonetic cues in a word.
• Spelling and Context Dependence:
• Spelling Development:
• Misspellings become more recognizable, as children attempt to represent all sounds in a word (e.g., garbij for garbage).
• Oral vs. Reading Comprehension:
• Oral language comprehension still exceeds reading comprehension at this stage due to limited word-recognition skills.

• TO SUMMARIZE-
• Decoding: Children can decode words by sounding them out, using their knowledge of letter-sound relationships.
• Sight Words: They start to recognize common words by sight, which helps with reading fluency.

Teaching whole word memorization has its limits, whereas learning phonics provides students with a much broader range of reading ability. For example, if a child memorizes ten words, they can only read those ten words. However, if they learn the sounds of ten letters, they can read:

• 350 three-sound words
• 4,320 four-sound words
• 21,650 five-sound words

This demonstrates the mounting impact of phonics on a child's reading potential.

Why SoR/Structured Literacy for Foundational Skill Instruction?

https://journal.imse.com/what-is-the-science-of-reading/

Skills:

• Decoding Skills:
• Long Words: Children can increasingly decode unfamiliar long words, including:
• Consonant-le words (e.g., stable, marble, needle).
• Phonetically regular two-syllable words (e.g., basement, invite, mistake).
• Some multi-syllable words (especially those in their oral vocabularies, e.g., butterfly, potato, remember).
• Consolidated Alphabetic Stage:
• Letter Patterns: Children begin to consolidate common letter patterns (e.g., prefixes, suffixes) to enhance word reading efficiency.
• This helps make reading more automatic and faster.
• Fluency Development: This stage marks rapid fluency development in reading texts, typically continuing into Grade 3.

Spelling and Word Recognition:

• Improved Spelling: Children’s growing knowledge of common letter patterns is reflected in their improved spelling of words.

• TO SUMMARIZE-

• Pattern Recognition: Children recognize larger units of letters, such as syllables and morphemes, and use these patterns to read and spell more efficiently.
• Automaticity: Reading becomes more automatic, allowing for better comprehension.

Meaning and Context Processors:

• Meaning Processor:
• Allows the ability to interpret and remember what words mean in different contexts.
• nonsense words- words used to prove decoding strategies but have no meaning vs.
• words with meaning that are tied to features like synonyms, spelling, related words,
• Context Processor:
• Works with the meaning processor to create comprehension.
• Can be used:
• Syntactic- differentiating between words duck (noun) and duck (verb)- using parts of speech to decipher
• Content-based- uses context clues in a sentence to decipher
• Fully developed around 25 years old

• Pre-alphabetic stage: Many young children do not yet understand the alphabetic principle and do not grasp that printed words need to be "decoded" by recognizing letters and patterns. Example: A four-year-old may recognize the word stop on a stop sign because of its shape but not on an index card.
• Print concepts: Some preschoolers, particularly those ages 3 to 5, may recognize letters in their names and understand basic print concepts, such as identifying the front and back of a book, and knowing that it’s the print, not the pictures, that is read.
• Phonological awareness: At this stage, children often have basic phonological awareness, like the ability to rhyme or enjoy tongue-twisters.
• Exposure to literacy: Frequent exposure to literacy, such as read-alouds by parents or teachers, can help children at this stage develop these skills more effectively.

• TO SUMMARIZE-
• Recognition of Environmental Print: Children recognize logos and signs (e.g., McDonald's, STOP sign) but do not understand that letters represent sounds.

• Visual Cues: They might use visual cues to "read" words without understanding the alphabetic principle.

Skills

• Letter recognition: Typical children can recognize all or nearly all letters (upper and lower case).
• Letter sounds: They can name letters and provide sounds for them, especially consonants.
• Short vowel sounds: They may know some short vowel sounds, particularly if taught in the curriculum.
• Decoding CVC words: Children may begin decoding simple CVC (consonant-vowel-consonant) words, like man, sit, hop, if explicitly taught.

Partial Alphabetic Stage:

• Limited letter pattern knowledge: They may lack knowledge of common letter patterns (e.g., ar, ee, oo, oa, igh, tch).
• Word confusion: Children may confuse similarly spelled words, such as boat/boot or meet/met. Decoding reliance: They often rely on the first and last letters of a word, instead of decoding all letters.
• Partial alphabetic term: because children rely on partial phonics cues.

Oral language vs. reading comprehension: Children’s oral language comprehension is much stronger than their reading comprehension because of limited word recognition skills.

• TO SUMMARIZE-
• Letter-Sound Knowledge: Children begin to understand that letters represent sounds but may only use the first or last letter to identify words.
• Phonemic Awareness: They start to recognize and manipulate individual sounds in words.