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Chapter 7 - Coggle Diagram

- - - - Create word cards and have the students sort words into "can read" and "can't read" & "know meaning" "don't know meaning"
- - - - Move from blending & segmenting to recognizing word families or phonograms (words that share the same rimes)
      - Analytic phonics instruction helps students map phonological information to spelling patters
      - Developing awareness of CVC short vowel patterns to help students with decoding, reading unfamiliar words, and spelling with long vowel patterns
    - - early letter name alphabetic spellers: students use the name of letters to represent sounds in words.
      - middle letter name alphabetic spellers: using but confusing short and long vowel sounds
      - late letter name alphabetic spellers: accurately use short vowels, represent digraphs and blends
    - - Teaching general academic vocabulary through dialogic read alouds, text talk, and anchored vocab instruction
      - Incorporating varied interactions with new words and concepts to help student develop long-lasting understanding
      - Morphological analysis: teaching students how prefixes, suffixes, roots, and root words combine
- - - - day 1: teacher reads aloud and student follow along on own copy
      - day 2: supports comprehension by talking about the text, retelling, discussing big ideas
      - day 3, 4, & 5: re-read the text using choral reading, echo reading and partner reading
      - students are also expected to read the text at home for 15-30 minutes every day
      - can also use technology-assisted repeated readings to support fluency. Students will listen and read along with recorded readings (can be used to supplement small group instrucution)