Directions in Reading 5 Essential Components Fluency Strategies 5 Essential Components Fluency...

Directions in Reading

5 Essential Components

Fluency Strategies

Reading Proficiency

PhonicsVocabulary

Fluency Comprehen-sion

Phonemic Awareness

National Reading Panel National Reading Panel StudyStudy

Learning to ReadLearning to Read

Language Comprehension

• Vocabulary

• Verbal Reasoning

• Language Structures

FLUENT READINGFLUENT READING

Word Recognition

• Print Awareness

• Phonological Awareness

• Decoding

• Sight Recognition

Word Recognition

• Print Awareness

• Phonological Awareness

• Decoding

• Sight Recognition

Phonemic Awareness

» Ability to hear, identify and manipulate the individual sounds in spoken words

» Children learn this before they read print

» “Lack of the awareness of phonology is the core deficit for reading disabilities” (Dr. Reid Lyon, 95)

» Ability to hear, identify and manipulate the individual sounds in spoken words

» Children learn this before they read print

» “Lack of the awareness of phonology is the core deficit for reading disabilities” (Dr. Reid Lyon, 95)

Students with Phonemic Awareness can…

» Hear and say rhyming patterns in words

» Recognize when words begin with the same sound

» Segment words into their component sounds called phonemes

» Blend these parts, or phonemes, into

words

» Hear and say rhyming patterns in words

» Recognize when words begin with the same sound

» Segment words into their component sounds called phonemes

» Blend these parts, or phonemes, into

words

Visualizing Phonemic Awareness

Phonics

» Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language.

» Goal of phonics is to help children learn to use the alphabetic principle.

» Children need systematic and explicit phonics instruction.

» Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language.

» Goal of phonics is to help children learn to use the alphabetic principle.

» Children need systematic and explicit phonics instruction.

Fluency

»Fluency is the ability to read a text accurately and quickly.

»Repeated and monitored oral reading improves reading fluency

»Fluency changes depending on what readers are reading.

»Fluency is the ability to read a text accurately and quickly.

»Repeated and monitored oral reading improves reading fluency

»Fluency changes depending on what readers are reading.

Fluent Readers

» Make connections among the ideas in the text and between the text and their background knowledge

» Can divide text into meaningful chunks» Do not have to concentrate on decoding

words.» Focus their attention on the meaning of

text

» Make connections among the ideas in the text and between the text and their background knowledge

» Can divide text into meaningful chunks» Do not have to concentrate on decoding

words.» Focus their attention on the meaning of

text

Vocabulary

» Increases in vocabulary generate increases in academic achievement

» Vocabulary is related to overall achievement

» Importance of vocabulary knowledge to school success and reading comprehension is widely documented

» The brain likes to make connections

» Increases in vocabulary generate increases in academic achievement

» Vocabulary is related to overall achievement

» Importance of vocabulary knowledge to school success and reading comprehension is widely documented

» The brain likes to make connections

Here is your vocabulary.

» biddingbidding» cardcard» majormajor» minorminor» distributionaldistributional» tattytatty» devoiddevoidPredict the topic of our passage.Predict the topic of our passage.

» biddingbidding» cardcard» majormajor» minorminor» distributionaldistributional» tattytatty» devoiddevoidPredict the topic of our passage.Predict the topic of our passage.

Here is the passage.

The prime object of bidding is to locate an eight-card or better major suit fit. On this deal, each player held a four-card major, neither bid it and both were right!

North correctly responded to his partner’s opening bid in his five-card minor, not four-card major. With a hand devoid of any distributional feature and a tatty four-card suit, South bypassed his major in favor of bidding one no trump. When North raised, South’s 14 points and good intermediates justified going on to game.

Excerpt taken from “Bridge” by Omar Sharif and Tannah Hirsch in the Charleston Gazette on August 2, 2007

The prime object of bidding is to locate an eight-card or better major suit fit. On this deal, each player held a four-card major, neither bid it and both were right!

North correctly responded to his partner’s opening bid in his five-card minor, not four-card major. With a hand devoid of any distributional feature and a tatty four-card suit, South bypassed his major in favor of bidding one no trump. When North raised, South’s 14 points and good intermediates justified going on to game.

Excerpt taken from “Bridge” by Omar Sharif and Tannah Hirsch in the Charleston Gazette on August 2, 2007

How do children learn vocabulary?

» Children learn the meanings of most words indirectly, through conversation, read-alouds, and reading on their own

» Children learn vocabulary through direct explicit instruction of individual words as well as word-learning strategies

» Children learn the meanings of most words indirectly, through conversation, read-alouds, and reading on their own

» Children learn vocabulary through direct explicit instruction of individual words as well as word-learning strategies

Comprehension

» Purpose of reading» Good readers have a purpose for reading» Good readers think actively as they read» Text comprehension can be improved by

instruction that helps readers use specific comprehension strategies

» Children need to learn to monitor their comprehension

» Purpose of reading» Good readers have a purpose for reading» Good readers think actively as they read» Text comprehension can be improved by

instruction that helps readers use specific comprehension strategies

» Children need to learn to monitor their comprehension

The desired end result…

Phonemic Phonemic AwarenessAwarenessPhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying Identifying words words accurately and accurately and fluentlyfluently

ConstructinConstructing meaning g meaning once words once words are are identifiedidentified

Fluency Instruction

»What can you do to promote fluency?

»What can you do to promote fluency?

What does fluent mean?

» flu·ent Pronunciation: 'flü-əntFunction: adjectiveEtymology: Latin fluent-, fluens, present participle of fluere1 a : capable of flowing : FLUID b : capable of moving with ease and grace <the fluent body of a dancer>2 a : ready or facile in speech <fluent in Spanish> b : effortlessly smooth and rapid : POLISHED <a fluent performance>

» flu·ent Pronunciation: 'flü-əntFunction: adjectiveEtymology: Latin fluent-, fluens, present participle of fluere1 a : capable of flowing : FLUID b : capable of moving with ease and grace <the fluent body of a dancer>2 a : ready or facile in speech <fluent in Spanish> b : effortlessly smooth and rapid : POLISHED <a fluent performance>

In reading…

» “Reading fluency refers to efficient, effective word recognition skills that permit a reader to construct the meaning of a text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension.”

» (Pikulski & Chard, 2005)

» “Reading fluency refers to efficient, effective word recognition skills that permit a reader to construct the meaning of a text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension.”

» (Pikulski & Chard, 2005)

Stroop Test

How can we help students become fluent?

1. Develop orthographic/phonological foundations (phonemic awareness, letter knowledge, phonics).

2. Increase vocabulary and oral language skills.3. Effectively teach high-frequency vocabulary

and provide adequate practice.4. Teach common word-parts and spelling

patterns.

(Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58 (6), 510-519.

1. Develop orthographic/phonological foundations (phonemic awareness, letter knowledge, phonics).

2. Increase vocabulary and oral language skills.3. Effectively teach high-frequency vocabulary

and provide adequate practice.4. Teach common word-parts and spelling

patterns.

(Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58 (6), 510-519.

And …

5. Effectively teach decoding skills and provide adequate practice.

6. Provide students with appropriate texts to assist in building fluent reading.

7. Use guided oral repeated reading strategies for struggling readers.

8. Support, guide and encourage wide-reading.9. Implement appropriate screening and

progress monitoring assessments.

(Pikulski & Chard, 2005)

5. Effectively teach decoding skills and provide adequate practice.

6. Provide students with appropriate texts to assist in building fluent reading.

7. Use guided oral repeated reading strategies for struggling readers.

8. Support, guide and encourage wide-reading.9. Implement appropriate screening and

progress monitoring assessments.

(Pikulski & Chard, 2005)

How would you say it?

» You are my friend.You are my friend.» You are my friend?You are my friend?» You You are my friend!are my friend!» You You areare my friend! my friend!» You are You are mymy friend! friend!» You are my You are my friend!friend!

» Adapted from Blevins, 1998Adapted from Blevins, 1998

» You are my friend.You are my friend.» You are my friend?You are my friend?» You You are my friend!are my friend!» You You areare my friend! my friend!» You are You are mymy friend! friend!» You are my You are my friend!friend!

» Adapted from Blevins, 1998Adapted from Blevins, 1998

But let’s be real now!

» Some strategies you can do at the drop of a hat…

» 1. Repeated reading» 2. Choral Reading» 3. Echo Reading» 4. Word drill (Drill Sandwich)

» Some strategies you can do at the drop of a hat…

» 1. Repeated reading» 2. Choral Reading» 3. Echo Reading» 4. Word drill (Drill Sandwich)

Repeated Reading

» This can be done as a timed activity (See the handout).But it can also be an on the spot intervention;» 1. Model how to read the text. Have the

student reread it. Usually having students read a text 4 times is sufficient to improve fluency.

» 2. Partner read - have 2 students read to each other while you listen to them read.

» Partner read p. 4 of Celebrating Food and Family.

» This can be done as a timed activity (See the handout).But it can also be an on the spot intervention;» 1. Model how to read the text. Have the

student reread it. Usually having students read a text 4 times is sufficient to improve fluency.

» 2. Partner read - have 2 students read to each other while you listen to them read.

» Partner read p. 4 of Celebrating Food and Family.

Some Levity

Choral Reading

In choral reading students read in unison in their books along with a fluent reader.

Choose a book or section that is not too long, and is generally at the independent level of the student. You can have them reread with you 2 more times to increase fluency. The repetitions don’t need to be at the same sitting. This allows fluent reading to be practiced.

In choral reading students read in unison in their books along with a fluent reader.

Choose a book or section that is not too long, and is generally at the independent level of the student. You can have them reread with you 2 more times to increase fluency. The repetitions don’t need to be at the same sitting. This allows fluent reading to be practiced.

Practicing Choral Reading

Yam Festivalp. 6 Celebrating Food & Family

People in West Africa and the South Pacific Islands celebrate the Yam Festival. In early August, Bem and Sade and their parents gather yams from a Nigerian field. It is the end of the rainy season there. Yams are the most common food in these regions and the first crop to be harvested in Nigeria.

Yam Festivalp. 6 Celebrating Food & Family

People in West Africa and the South Pacific Islands celebrate the Yam Festival. In early August, Bem and Sade and their parents gather yams from a Nigerian field. It is the end of the rainy season there. Yams are the most common food in these regions and the first crop to be harvested in Nigeria.

Echo Reading

Model fluent reading for the student while they read and listen.

Have students listen for: * changes in stress and pitch * pauses * how you chunk the textStudents will echo you at a pace

appropriate to their level.

Model fluent reading for the student while they read and listen.

Have students listen for: * changes in stress and pitch * pauses * how you chunk the textStudents will echo you at a pace

appropriate to their level.

Echo Reading Steps

1. Choose a passage from the material the students are reading (poetry is also great for this).

2. Read a phrase or sentence as the students follow in their books.

3. Have students echo your reading. Discuss difficulties, point out changes in stress and pitch, pauses, and how you chunk the text.

4. Model and have them reread.

1. Choose a passage from the material the students are reading (poetry is also great for this).

2. Read a phrase or sentence as the students follow in their books.

3. Have students echo your reading. Discuss difficulties, point out changes in stress and pitch, pauses, and how you chunk the text.

4. Model and have them reread.

Practice TogetherSukkoth, p. 12

In Israel,Abel and Ilanahave a different way of celebrating the

harvestand honoring their ancestors.The celebration is called Sukkothand it’s held in Septemberand October.

In Israel,Abel and Ilanahave a different way of celebrating the

harvestand honoring their ancestors.The celebration is called Sukkothand it’s held in Septemberand October.

Word Drill

» If students are unfamiliar with vocabulary they will have difficulty reading fluently.

» Write down words they miss as well as some they know.

» Practice the individual words to help them read them fluently.

» Additional reinforcement should be done in the “Drill Sandwich” format.

» If students are unfamiliar with vocabulary they will have difficulty reading fluently.

» Write down words they miss as well as some they know.

» Practice the individual words to help them read them fluently.

» Additional reinforcement should be done in the “Drill Sandwich” format.

Vocabulary Practice

ThanksgivingChusokyams

celebratetortoisesSukkoth

etrogancestors

ThanksgivingChusokyams

celebratetortoisesSukkoth

etrogancestors

Drill SandwichA “Drill Sandwich” set consists of 10 cards.

Seven (or 6) are words the student knows. Three (or 4) are unknown words.

1. Place the cards in an order in which two unknowns are not together.

2. Mark K for known, U for unknown as they read them.

3. Practice through the week until they are all known.

Words must be read in 2 - 3 seconds to be known.

A “Drill Sandwich” set consists of 10 cards. Seven (or 6) are words the student knows. Three (or 4) are unknown words.

1. Place the cards in an order in which two unknowns are not together.

2. Mark K for known, U for unknown as they read them.

3. Practice through the week until they are all known.

Words must be read in 2 - 3 seconds to be known.

Some reading fun…Can you read this?

dvancs n nrscnc, spcll nrmgng tchnqus, llw rsrchrs to dcmnt dffrncs btwn go nd pr rdrs. Mgntc rsnnc mgng (MR) nd thr tchnqs llstrt qt cncrtl tht pr rdrs r strgglng wth th bscs,sndng t nd rcgnzng wrds bt b bt. G rdrs, hwvr, hv dvlpd wrd dntfctn hbts tht r sbsmd b th pstrr r bck rs f th brn. Th “pr rdr” pttrns chng whn rmdtn s sccssfl.

dvancs n nrscnc, spcll nrmgng tchnqus, llw rsrchrs to dcmnt dffrncs btwn go nd pr rdrs. Mgntc rsnnc mgng (MR) nd thr tchnqs llstrt qt cncrtl tht pr rdrs r strgglng wth th bscs,sndng t nd rcgnzng wrds bt b bt. G rdrs, hwvr, hv dvlpd wrd dntfctn hbts tht r sbsmd b th pstrr r bck rs f th brn. Th “pr rdr” pttrns chng whn rmdtn s sccssfl.

Do you feel like this?

Try again

Advances in neuroscience, especially neuroimaging techniques, allow researchers to document differences between good and poor readers. Magnetic resonance imaging (MRI) and other techniques illustrate quite concretely that poor readers are struggling with the basics, sounding out and recognizing words bit by bit.

Good readers, however, have developed wordidentification habits that are subsumed by the posterior

or back areas of the brain. The “poor reader” patterns change when remediation is successful.

Advances in neuroscience, especially neuroimaging techniques, allow researchers to document differences between good and poor readers. Magnetic resonance imaging (MRI) and other techniques illustrate quite concretely that poor readers are struggling with the basics, sounding out and recognizing words bit by bit.

Good readers, however, have developed wordidentification habits that are subsumed by the posterior

or back areas of the brain. The “poor reader” patterns change when remediation is successful.

Our purpose

“The goal in fluency instruction is not fast reading, although

that happens to be a by-product of the instruction, but fluent

meaning-filled reading.”

International Reading Association

“The goal in fluency instruction is not fast reading, although

that happens to be a by-product of the instruction, but fluent

meaning-filled reading.”

International Reading Association

Final Directions

Reading Reading stimulates stimulates general general cognitive cognitive growth— growth— particularly particularly verbal skillsverbal skills

Reading Reading stimulates stimulates general general cognitive cognitive growth— growth— particularly particularly verbal skillsverbal skills