Five Essential
Components
in Reading
Bingo
Directions
For each of the five essential components
the following elements will be presented:
definition, examples (activities), high
priority skills, and instructional research.
After each slide, mark the appropriate
spot on your Bingo card until you make a
Bingo.
Blending two and three sounds to make
words.
Segmenting spoken words into individual
Sounds.
Phonemic Awareness
High priority skills in kindergarten
In small groups, the students list as many
meanings as they can think of for the
word, main.
Vocabulary
Example
Keep the end in mind. Have students
apply phonics skills daily in reading
and writing activities.
Phonics
Instructional research
Reads 110 words correct in a minute with
phrasing and appropriate expression.
Fluency
High priority skill for third grade
Before reading an information passage,
the teacher has students make
predictions about that they think they will
learn.
Comprehension
Example
Teacher places three picture on the
board. She says three individual sounds
out loud that represent the name of one
of
the pictures. Students listen and say the
word.
Phonemic Awareness
Example
Blends sounds in printed words together
and reads words as a whole accurately.
Phonics
High priority skill in first grade
Teacher models reading of a passage
explicitly teaching smooth reading and
pausing at punctuation.
Fluency
Example
Learns and uses unfamiliar words
introduced in stories and informational
text.
Vocabulary
High priority skill for all grade levels.
Retell the main idea of stories or
informational text.
Answers literal, inferential and evaluative
questions about a passage.
Comprehension
High priority skill for first - sixth grade
The teacher tells the students that -dge
and -ge both stand for /j/ at the end of
words. Students then sort a group of
twenty -ge and -dge words to determine
when the -dge spelling is used. Students
read the words once they are sorted.
Phonics
Example
Students move three chips into sound
boxes as they say single sounds of the
word /h/ /ou/ /se/ (house).
Phonemic Awareness
Example
During reading, students stop and discuss
at predetermined spots in the passage
what the gist of that section is:
Who or what is the passage mostly
about?
What is important about the who or what?
Tell me that in a main idea statement.
Comprehension
Example
Use relatively brief sessions (15-20
minutes) with texts that students are
reading with 90-95% accuracy.
Fluency
Instructional research
Students attempt to define the word
burden by reading this sentence:
the pilgrim’s burden weighed heavily on
his shoulders as he ascended the steep
mountain trail.
Vocabulary
Example
Understanding that words are made up of
letters, sounds are connected to letters,
and can use these letter and letter
combinations to read and spell unfamiliar
words.
Phonics
Definition
Children pair up and do repeated
reading of a passage to improve
automaticity and phrasing.
Fluency
Example
Complex process of listening/reading and
reacting to spoken/written text in a
meaningful way
Comprehension
Definition
Make sure students know meanings of
words that are used in sound blending
and sound segmenting activities.
Phonemic Awareness
Instructional research
Understanding and use of words to
acquire and convey meaning (mental
dictionary).
Vocabulary
Definition
Explicitly teach rather than mention or
assess. Teaching students to be strategic
will take time.
Comprehension
Instructional research
The teacher points to the written word
matador and asks how many syllables
are in the word.
Phonics
Example
Ability to read words in grade level text
accurately with automaticity and with
proper expression.
Fluency
Definition
Awareness that spoken words are made
up of individual sounds.
Phonemic Awareness
Definition
Repetitions and multiple exposures (4-12)
to word in a variety of contexts.
Vocabulary
Instructional research