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Empowering Teachers, Building WritersSeptember 16th (3rd Grade)
Selma Unified School DistrictSelma Unified School DistrictPresenter: Raquel Velasco, District Literacy CoachPresenter: Raquel Velasco, District Literacy Coach
Short Clip on Writing Mishaps
video.mp4
http://www.youtube.com/watch?v=h3Ys__GwfvM
Agenda• Welcome• Fluency Follow Up• Reflection: Foundations of Writing• BREAK• Genre/Writing Focus: Paragraph Writing / Personal
& Formal Letters• LUNCH• Scoring Practice Using the Rubric – Writing Samples• Planning/Material Creation/Resource Search• Questions/Content Evaluation
Goals for Today
• FLUENCY – Better understanding of fluency instruction & how it would look in a class setting (getting started)
• FOUNDATIONS OF WRITING (Reflection) – Review the last weeks of writing instruction (add, delete, change, successes, challenges, etc.)
• GENRE – Letter Writing / Paragraph Writing• SCORING PRACTICE – Using the new rubric
Fluency
Take a moment to think and write about…
What does it mean to you (definition)?
How does fluency instruction look like in your classroom?
Why is fluency important?
Share out with a partner…
Fluency “freedom from word identification problems” –
Dictionary of Reading and Related Terms
“phrasing like spoken language…the reader can read for meaning” – Clay (1993)
“…lack of trouble with word identification or comprehension”– Leu and Kinzer (1987)
“reading smoothly, easily, and quickly” – Carnine and Silbert (1979)
Fluency
Combines rate (speed) and accuracy Requires automaticity (quick, accurate
recognition of letters/words) Includes reading with prosody (reading in a
manner that sounds like normal speech – intonation & expression)
Rate Automaticity / Accuracy Prosody
Fluency
Reading Comprehension
Fluent Readers… Focus their attention on making connections
among ideas in the text and their background knowledge
Recognize words and are able to focus their attention on understanding the text
Divide words into meaningful phrases so that they are able to read with prosody
Score higher on comprehension assessments
Fluent Readers…
Attention – cognitive processing
Decoding – process by which the letters of a printed word are converted to their spoken representation
Comprehension – production of meaning from decoded words
Attention
Decoding
Comprehension
Non-Fluent Readers… Focus their attention on decoding individual
sounds or words Spend their energy trying to ‘figure out’ the
words not the meaning Read in a slow, deliberate, and labored manner
often pausing at inappropriate places Score lower on comprehension assessments
Non-Fluent Readers…
Attention – cognitive processing
Decoding – process by which the letters of a printed word are converted to their spoken representation
Comprehension – production of meaning from decoded words
Attention
Decoding
Comprehension
Building FluencyWhat Students Need to Learn
How to decode words (both in isolation and in connected text)
How to automatically recognize words (accurately and quickly with little effort)
How to increase rate of reading while maintaining accuracy – while also understanding that their reading should slow down at times (monitoring for understanding)
Building FluencyHow We Teach It
Be a fluency model – and explicitly discuss it with them
Provide opportunities for guided, oral, repeated reading that includes support and feedback from teachers, peers, parents
Match reading texts and instruction to individual students
Building FluencyMeasuring Student Fluency
Assess fluency regularly and systematically Use formal and informal measures
District Assessments Data Wall
Monitor Progress One-on-One Fluency Logs
Building FluencySteps to Providing Fluency Instruction
1. Assess/measure student’s fluency
2. Set individual fluency goals
3. Select appropriate text for fluency-building instruction
Independent level (no more than 1 error in 20 words)
Relatively short passages: 50 – 200 words Variety of reading material: stories,
nonfiction, poetry, etc.
Building FluencySteps to Providing Fluency Instruction
4. Model fluent reading (read aloud)
Different approaches to practice: Partner reading Choral reading Reader’s theatre One minute quick reads Repeated reading
5. Monitor students’ progress
So how do I start fluency instruction in my classroom?
Table Talk:
What type of fluency instruction are you already doing?
So how do I start fluency instruction in my classroom?
Automaticity/Accuracy (Word Decoding) :• Word List• Phrases
Prosody:• Phrases• Use of various reading materials:
stories, nonfiction, poetry, etc.
Example of Fluency Instruction
Fluency Reading – with HFW List..\My Documents\My Pictures\Demo Lessons\Fluency 001.avi
Fluency Writing – with HFW List..\My Documents\My Pictures\Demo Lessons\Fluency 002.avi
Fluency Reading – with HFP List..\My Documents\My Pictures\Demo Lessons\Fluency 003.avi
Fluency Writing – with HFP List..\My Documents\My Pictures\Demo Lessons\Fluency 004.avi
Fluency Assessment2nd Grade Student - English Language Learner
One minute timed reading
Reading.m4a
One minute timed retell
Retell.m4a
Fluency
Next time, we will discuss… Fluency Partners Use of various reading materials:
stories, nonfiction, poetry, etc. Fluency Logs Lessons to address specific needs Please look at copies of fluency
practice…write your name down if you would like a copy
Reflection:Foundations of Writing
Take a moment to think and write about…• How’s it going with writing? • What’s working?• Did the writing samples of your current
class match the skills selected as a grade level team?
• Did other needs arise?• What lesson/activity was powerful in
your class?
Letter Writing
• Review all materials to be added to the WTA binder
• Discuss effective teaching lessons within our classrooms for Letter Writing
• Hand out District Prompt
Paragraph Writing
• Review all materials to be added to the WTA binder
• Discuss effective teaching lessons within our classrooms for Letter Writing
Sample PapersWriting Situation• A pen pal is a person you write to in another town, state, or country.
Writing to your new pal can begreat fun. Pen pals may live in different geographical areas, eat different foods, and participate in different after-school activities. Through letters you can learn how you and your new friend have many things in common.
Directions for Writing• Pretend you are going to write a letter to a pen pal in another state and
introduce yourself to him or her.• Include information about your school and community that would interest
another third grade student.• When you are finished writing, be sure to check for all the elements of a
friendly letter.
Planning / Material Creation / Resource
Search TimeTime can be used to…
Plan the next 8 weeksCreate posters, lesson materials, etc. for
upcoming writing lessonsReview the resources handed out to you
todayUse the computer lab to locate more
resources
Questions / Content Evaluation
* Feedback helps guide the next WTA session which will be on:
Friday, October 23, 2009
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