1. 1
2.0 Critical Reading Skills
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer
2. 2
Identify and define
the critical reading
skills
Link the critical
reading skills to the
universal screening
measures
Today We Will…
3. Learn Port
• Overview of Essential Components of
Elementary Reading
MiBLSi
5. 5
“What” and “By When” (K to 3)
Critical Skill (“What”) “By When”
Phonemic Awareness End of Kindergarten
Phonics Middle of First Grade
Fluency Continues to be improved and has grade level
“benchmarks” relative to appropriate rate for
students in a grade level. Begins to be measured
typically by mid-first grade
Vocabulary Continuous
Comprehension Continuous
Foundational Reading Skills in the
Common Core State Standards
6. 6
How do these critical skills and CCSS fit
together?
Critical Skill CCSS Strands
Phonemic
Awareness
Foundational Skills – Phonological
Awareness, RF.K.2
Alphabetic Principle Foundational Skills –
Phonics and Word Recognition, RF.K.3
Fluency Foundational Skills –
Fluency, RF.K.4
Vocabulary Language – Vocabulary Acquisition and
Use, L.K.4-6
Comprehension Reading (Literature and Informational)
7. Word Study Fluency Vocabulary Comprehension Motivation
7
Critical Reading Skills (4 to 6)
8. 8
How do these critical skills and the
CCSS strands fit together?
Critical Skill CCSS Strands
Advanced Word Study Language -
Vocabulary Acquisition and Use
L.6-8.4
Fluency RL/RI.6-8.10
RH/RST.6-8.10
Vocabulary Language –
Vocabulary Acquisition and Use
L.6-8.6
Comprehension Reading- Literature and
Informational
RL.6-8.1-10, RI.6-8.1-10,
RH.6-8.1-10 & RST.6-8.1-10
Motivation & Engagement All aspects of the CCSS
9. 9
Supporting Your Staff
Access additional MiBLSi online modules related
to the Critical Skills of Reading via Michigan
LearnPort:
• Overview of the Essential Components of
Elementary Reading
• Phonemic Awareness
• Phonics
• Fluency
• Comprehension
• Vocabulary
Trainer Notes:
The intent of this module is to provide a quick overview of the critical reading skills. It is anticipated that this module will take 40 minutes – 9:50 a.m. to 10:30 a.m. followed by a 15 minute break. If you need to present the hidden slides then the team time will be shortened and teams will likely need to complete much of that activity back in their building.
There are some slides that are already hidden (45-49). If the leadership team has already viewed the online module “Overview of Essential Components of Elementary Reading” then you do not need to present these slides. If the leadership team has not viewed this module then unhide the slides and present them.
Slides 52-55 are also hidden because they focus on the shift of critical reading skills for adolescent readers. If the schools do not have grades 4-6 then you do not have to present these slides. If the school includes grades 4 and above then you will want to present these slides
Slide 58 is hidden because it specifically addresses AIMSweb. If your audience includes schools using AIMSweb you will want to present this slide. If not, then keep the slide hidden.
Trainer Notes:
The intent of this slide is to provide an overview of the work of this module. You can move quickly through the slide.
Learnport extra account: evans.jennifer
Trainer Notes:
You will want to acknowledge that these critical reading skills are also referred to as the Big Ideas of Early Literacy or the Essential Components of Reading. The intent of this slide is to provide a quick listing of these critical reading skills.
Trainer Notes:
The information on this slide, the “What” and “By When” for grades K to 3 is crucial information that all educators need to know as a part of the School-wide Reading Model. In a few slides we will unpack the logic of why everyone needs to know this. The intent of this slide is to emphasize the specific critical skills (left column) and when they need to be mastered (right column). We have often found schools and grade level teams that get the critical skills but either don’t know or loose sight of the “by when” component resulting in students who are mastering the skills but often a semester to a year behind when the established benchmarks are (e.g., first grade teachers who do not fully recognize that the phonemic awareness skills should be established by the end of kindergarten). The message on this slide is 2 fold, the “what” and the “by when.” We have also included a clear connection between phonemic awareness, phonics, and fluency to the Foundational Reading Skills in the Common Core State Standards.
Trainer Notes:
This slide is meant to provide a quick visual of how the critical skills relate to the strands from the CCSS. Participants have this slide as a full sheet in their participant workbook.
Trainer Notes:
When we reach grades 4 and beyond, the critical reading skills shift to those listed on this slide. You should point out that Phonemic Awareness has fallen off and we’ve added Motivation. Fluency, Vocabulary, and Comprehension remain critical skills.
Trainer Notes:
Directions for accessing LearnPort are available at the back of the participant workbook. We’ve included a list of additional MiBLSi online modules that could be used for communicating with staff and ensuring all staff are aware. It is not a requirement that the staff complete these online modules but it would be helpful to consider how to leverage these in developing the plan on the next activity slide.
