Day 4 presentation materials for the New Tutor Training provided by the Literacy Program of the Volunteer Center of Santa Cruz County.

2. The 4 Components
PHONICS
FLUENCY COMPREHENSION
VOCABULARY
READING

3. PHONICS
A method of teaching people to read by correlating
sounds with letters or groups of letters to represent
meaningful words
Learn the names of letters and sounds
Learn to break down words into sounds
Learn to blend the individual sounds together
Learn words by sight

4. VOCABULARY
The words that a person knows and understands
based on prior experience with the word
Learn the meanings of individual words

5. FLUENCY
The ability to read easily and accurately with
appropriate rhythm, intonation, and expression
Read often and read smoothly

6. COMPREHENSION
The ability to discern meaning from written text
Use reading to learn new information
Use reading to communicate with other people
Read for pleasure

7. The 4 Components
PHONICS
FLUENCY COMPREHENSION
VOCABULARY
READING

8. The Sound System of English
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9. Why do we teach phonics?
Expressive language: To improve the student’s
pronunciation and spelling
Receptive language: To improve the student’s
ability to understand spoken language by helping
them hear sounds that are not found in their native
language
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10. Alphabet: Students need to learn the names and
sounds of the letters
Visual stimulus: Show a printed letter and ask
“What letter is this?” and then “What sound(s)
does it make?”
Auditory stimulus: Say the name of the letter and
“Point to this letter.” Then say the sound of the
letter and “Write the letter that spells this sound.”
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11. Also teach:
The sequence of the letters in the alphabet
Both upper and lower case letters.
There are 26 letters
21 consonants
5 vowels
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12. How to teach short vowel sounds
Say the short vowel sound.
Say the sound in consonant-vowel-consonant words.
Student listens to minimal pairs.
Student practices pronunciation of words with the
short vowel.
Student reads list of words with the short vowel.
Student spells words with the short vowel.
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14. Minimal Pairs
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15. Minimal Pairs
 Choose words that only have one sound difference. For a great
resource for words – Pronunciation Contrasts in English by Nilsen and
Nilsen as well as found on the Internet by Googling “Minimal Pairs”
 Review often but for short periods of time.
 This isn’t a vocabulary drill but a listening/ pronunciation drill. Don’t
try to define the words at this time.
 Accept less than perfect pronunciation from your student. Most will
get closer to correct, some will never pronounce it, but can hear it
correctly.
 Refer to pages 86 - 88 in ESL Resource Book for an activity with Minimal
Pairs.
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16. Using Advanced Word Analysis
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17. Advanced word analysis: The study
of word structure
Syllables
Root or base words
Prefixes and suffixes
Combining word parts to make longer words
Breaking long words into smaller “chunks” to make
them easier to read, pronounce and spell
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18. Prefix
A unit of meaning (not in itself a complete word) that is
added to the beginning of a root word to make a new
word with a different meaning
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19. Suffix
A unit of meaning (not in itself a complete word) that is
added to the end of a root word to alter its meaning
or its grammatical function (part of speech)
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20. Four most common prefixes:
un-
re-
dis-
in-
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21. Accenting the correct syllable
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24. The 4 Reading Components
PHONICS
FLUENCY COMPREHENSION
VOCABULARY
READING

25. Reading Fluency
Fluency is the ability to read with efficiency and
accuracy and is essential for comprehension.
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26. Reading Fluency Strategies
Choose something easy for your student to read.
Have your student read aloud, working on reading phrases
rather than word by word.
Have your student reread the same passage several times
after you have modeled reading it.
Have your student read his or her own writing.
If reading aloud with a group, allow students time to
preread silently.
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27. Reading Comprehension
Reading comprehension is defined as getting
meaning from text
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28. The Four Stages of Reading Comprehension
• Recognition. A person is able to decode words
and match words in print with words they know.
• Understanding. A person is able to put words together in phrases
and understand them.
• Reaction. A person begins to compare and contrast what they have
read with their own life experiences and what they already know
•
Application. A person is able to use the new skills and information in
other contexts.
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30. Comprehension Strategies
Before Reading
Preview the material, looking at headlines,
illustrations, bullets, captions.
Tap into your student’s prior knowledge on the topic.
Help your student create a context.
Identify a purpose for reading.
Make predictions.
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31. Techniques for Reading with
Your Student
• Read to your student.
• Have your student read silently.
• Have your student read aloud.
• Duet reading – have your student read aloud
along with you.
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32. Comprehension Strategies
During Reading
Summarize what you have read so far.
Check existing predictions and make new predictions.
Look for specific information while reading.
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33. Comprehension Strategies After
Reading
Ask questions of the student. After the student has
become more proficient in comprehension, have the
student formulate the questions.
Literal questions (“What’s in the text?”)
Inferential questions (“What’s written between the lines?”)
Application questions (“What’s in the reader’s mind?”)
Summarize the main ideas.
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34. Next Steps: Helping Your Student Become a
Competent, Independent Reader
Give your student a card that has the following reminders:
Before I Read
What is this going to be about?
What do I already know about this topic?
What’s my purpose for reading this?
While I Read
What do I think the next part is going to be about?
Was I right or wrong?
What else do I want to know about this topic?
After I Read
What did the article tell me?
What did I have to figure out?
What else do I want to know about this topic?
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TPR Ideas to Practice
Movement commands:
Sit down, stand up, walk, stop, turn around - slowly, quickly.
Stand behind, in front of, next to, away from.
Body Parts:
Touch your head, shoulders, knees, eyes, etc.
Colors:
Point to the blue pen, red pen, green pen
Objects or Pictures:
Point to the pencil, point to the pen, point to the book.
Objects or Pictures with Command Variation:
Touch the book, point to the pencil, pick up the binder, put down the
binder, give me the pen, open the book, close the book.
(Use one object to focus on the commands, and more to focus on
the objects.)
I DO WE DO YOU DO

36. Session Three
• To learn how to teach reading, paying attention to the four
components: Phonics, Vocabulary, Fluency and
Comprehension
• To learn strategies for teaching pronunciation and
contractions
• To learn the teaching strategy of Total Physical Response
(TPR)
• To become familiar with additional Life Survival Skills
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