READING CURRICULUM
Reading is dynamic and each part overlaps
to develop the full potential of your child.
-
This curriculum will not be used for every student.
-
It is designed around your child's needs.
Fluency
Rate, Expression,
Accuracy with Comprehension
Fluency - is the quality of the spoken word in relation to its singular and whole understanding in a sentence, paragraph, chapter or book.
Below are some of the ways fluency
can be attained based on your
child's needs.
Modeling / Student Observation
Reading fluently and discussing
the purpose of what is being read.
Echo Reading
The student follows the teacher reading
and then echoes the passage.
Choral Reading
Listening to a recorded version of
a book while reading along.
Comprehension
Read, Process & Understand
Comprehension - is the end result of
reading. It is the gain of accurate
knowledge based on the written text.
Below are some of the ways
comprehension can be attained
based on your child's needs.
Important Facts,
Self-questioning,
Drawing Conclusions
Fact vs.Opinion
Finding the Main Idea
Supporting Details
Relating Background Knowledge
Analogies, Sequencing
Comparing and Contrasting
Summarizing, Problem-solving,
Making Connections
Creating Joy
In Learning Together
Activities, Games & Storytelling
Each child is dynamic and has
specific needs. As a teacher I
develop and create the joy
of what is being learned to engage
the child for their specific needs.
Below are some of the ideas /
tools that I use to create my
lessons and activities.
Sensory Lessons & Activities
(based on sight, hearing, and touch)
Cognitive Activities include:
identifying, connecting, copying, drawing, memorizing & grouping pictures, letters, numbers, words, and sentences
Problem Solving Skills
Introspective - Retrospective Skills
Making Connections between
Ideas, Pictures, Words & Sentences
Development & Processing Skills
Stories, Words, Sentences, Themes, Ideas, Characters, Settings, etc...
Vocabulary/Spelling
Personal Understanding of Words
Vocabulary - are words of a
language that we need to know
in order to communicate
with purpose and direction.
These are the types of words we will
be learning depending on your
child's needs.
Sight Words
(Frequently Used Words,
Non-Phonetic Words)
Antonyms, Synonyms, Idioms, Compound Words,
Contractions, Context &
Definitions, Homophones
Phonics
The Understanding of
Sounds to Letters &
Letter Pattern Associations
Sounds of the spoken word
and making connections to individual
printed alphabetic letters and groups.
Below are some of the
things I look at when helping
children with Phonics
Decode / Encode word structure types
CVC, CCVC, CVCC, etc...
Pronunciation of printed word parts
Phonological Awareness
Identifying & Shaping
Sounds of Words
Breaking down the sounds of words into
specific components.
Below are some of the things I look
at when helping children with
Phonological Awareness
Rhyme
Syllables / Word Patterns
Alliteration
Concept of Word, Onset-Rime
Phonemes (individual sounds)
Phonemic Awareness
The Understanding of Phonemes
(Individual Sounds)
Words can be broken
down into individual sounds.
(Phoneme Blending)
(Phoneme Segmentation)
(Phoneme Manipulation)
Below are some of the things I look
at when helping children with
Phonemic Awareness
Isolating, Blending,
Adding, Deleting
Combining, Manipulating
Segmenting, and Substituting
sounds of letters.