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

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 Skills - 3rd Grade

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?

Calendar

BREAK TIME15 Minutes

Genres: Paragraph Writing

& Personal / Formal

Letter Writing

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

LUNCH TIMESee you back

promptly at 12:30

Scoring Practice using the Rubric –

Friendly / Formal Letter

Rubric

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 Time

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

On a final note, remember we are all the…