Chapter 3: The Six Components of Reading
(From the upcoming Teachers’ Workbook for Roadmap for Reading Instruction. See chapter three of Roadmap for Reading Instruction for the content that corresponds to these activities.)
A. Understanding and Recall
Respond to the following questions and activities to ensure that you have a basic understanding of the chapter content.
1. Draw a line to match an abbreviated definition to the reading component. Then, draw a line to match the sample actions to the definitions. (Note: The sample actions relate to one aspect of a component, not necessarily to the entire definition.)
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Definitions |
Components |
Sample Action |
|---|---|---|
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Identify and manipulate sounds |
Oral Language Development |
Explain why you agree with an article |
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Interpret text and defend your interpretation |
Phonemic Awareness |
Describe how characters talk to each other |
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Read aloud accurately with appropriate pacing and expression |
Phonics |
Figure out the meaning of a word |
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Turn written symbols into sounds |
Fluency |
Read a paragraph out loud with a partner |
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Understand how language is used |
Vocabulary |
Say 2 words that rhyme with “find” |
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Understand words and learn new words |
Comprehension |
Sound out the letters “A” – “P” – “L” What word do you get? |
B. Study and Explore
Use the following activities and questions to strengthen your understanding of the chapter content and to apply the chapter content to your instruction.
If you are in a study group, compare and contrast your ideas with other group members’ ideas. For “group” items, respond according to your classroom and then work with your group members to create a common response. For “individual” items, respond according to your classroom only.
If you are not in a study group, consider all items a “individual.” Find one or two other people to discuss your responses.
1. List the components according to how comfortable you are teaching them or how well you think you understand them. Assign the first rank to the component you are most comfortable teaching or understand the best. For the items you rank 3–5, explain either why you gave that rank or what you need to help you become more comfortable / understanding. You can abbreviate the component names (OLD = oral language development; PA = phonemic awareness; PH = phonics; FL = fluency; VOC = vocabulary; COMP = comprehension) [individual]
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Rank |
Component |
Explanation |
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2 |
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3 |
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4 |
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5 |
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6 |
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Now, for the item that you ranked sixth, read the first section of the chapter on that reading component. What ideas, concepts, or information did you read that you think will help you understand and teach that component? [individual]
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C. Reflection and Discussion Questions
Reflect on the following questions. Write your responses, and then discuss your response with two or three other people.
- To what degree do I teach these six reading components? Which ones, if any, are new to me?
- How are the definitions of these components in Roadmap for Reading Instruction similar to or different than definitions I have heard in other places?
- What do I need to know or learn in order to teach these reading components effectively?
- How do these reading components align with the curriculum, reading program, or content standards I currently use?
- To what degree have I observed students using these skills?
D. and E. Take-aways, quotes, and next steps
We will skip these sections in this chapter because chapter three is an overview of the components. However, we will address them in the chapters to follow.