The 5 big ideas in Beginning Reading

The 5 Big Ideas of Beginning Reading (University of Oregon) stem from the National Reading Panel (2000) which was an American study into quality research dating back to the 1960's. It reviewed 10,000 research papers into reading instruction and reading in general. From the study the University of Oregon Refined the research in to the following 5 Big Ideas (animation) for teacher training and instructional purposes.

1. Phonemic Awareness (animation)
2. Alphabetic Principle (animation)
3. Fluency (animation)
4. Vocabulary
5. Comprehension

Why no phonological awareness or phonics? Phonological awareness and phonics are off shoots of combinations of phonemic awareness and the alphabetic principle. Different organizations and interest groups use different terminology such as "The Big 5" or the "The 5 Keys" depending on nuances concerning the approach they are taking to reading instruction. But yes, active reading teaches phonological awareness. 

Ultimately, the difference between instructional techniques that refer to approaches other than the 5 Big Ideas of Beginning Reading Instruction rely on off the shelf programs sold en masse are, at their core, a 1 fits all program whereas instructional approaches based upon the 5 Big Ideas of Beginning Reading rely on teachers having a comprehensive understanding of how to assess and program based on the individual needs of students and understand (As opposed to blaming the students, tutor and family for lack of success in the program)  how to build bridges for students to move from one reading skill to another and progress in ability.

In addition to the 5 Big Ideas of Beginning Reading. Active Reading packages instruction in a Universal Design for Learning framework which emphasizes the following 3 concepts;

1. Engagement: Lessons are designed to be purposeful and motivating for learners by participating interactive instructions and co-operative learning experiences to enhance a students ability to stay focused for extended periods of time while enjoying the tasks.
2. Representation: Universally Designed Lessons present information and content in multiple ways in order to engage students' intellects. At Active Reading, students are given explicit instructions and then given collaborative tasks that involve using problem solving skills, trial and error, abstract thinking & strategy to accelerate learning of the 5 Big Ideas of Early Literacy in order to open pathways to studying engaging reading materials.
3. Action & Expression: For strategic, goal-directed learners, students at Active Reading are provided with a variety of  ways to express what they know and communicate and share knowledge with their peers. 

A common misunderstanding in reading support & instruction circles is Grammar instruction.Instruction in grammatical concepts is an exceptionally important part of the process of learning to read for many students experiencing difficulty achieving expected reading benchmarks and outcomes. This is because effective grammar instruction supports rapid vocabulary development and consequently phonological, fluency and comprehension skills.   

Traditionally this has been  for a number of reasons namely;

1. The reading wars and the "whole language" side claiming, and sometimes rightfully so, authority on it's instruction and understanding its place in literacy instruction.
2. The Phonological Awareness side of the reading wars conceptually has not perceived grammar instruction's value in the teaching of reading and research into grammar instruction on that side of the reading wars has been lacking. 
3. Grammar is difficult conceptually for students who struggle with reading and instruction is often too abstract for many students to make generalizations about its application as a strategy for any practical use.
4. Teachers struggle to develop appropriate and meaningful instructional materials that cater for struggling students who struggle with reading's  needs. This is a very real hurdle that teachers, school, and developers of off the shelf reading support programs have.

At Active Reading we take a slow and steady approach to learning grammatical concepts where grammar metalanguage is gradually introduced and concepts taught in away that integrates it at appropriate points in students' instruction. Grammar components make use of integrating instruction with traditional strategy games.

Active Reading makes use of an variety functional reading maps that cover the classroom walls and provided to students individually to explain more difficult to understand concepts and eradicate confusion. These maps show students a variety of pathways from moving from one foundational skill to another. Students are taught how to read them so they can see clearly what they have leaned previously, what they are learning now and what they will be learning next. This helps students develop goals and feel a sense of achievement, and visual reference points while learning to read.