DAY 1W O R D R E C O G N I T I O N

P H O N I C S , F LU E N CY , &C O M P R E H E N S I O N

CONTENT AREA LITERACY

WARM UP

• Q Q C1. Review the Neufeld piece 2. Take 1 Post-it Note

QuestionQuotationConnection or idea

Build and refresh content knowledge: Connect new information to existing schemata!

GOALS

This week:We will explore ways to use literacy concepts

to enhance subject matter instruction

Today:We focus on READING• Phonics• Fluency• Comprehension

WHAT DO I DO WHEN….

• MY STUDENTS CAN’T READ THE TEXT?!

• MY STUDENTS DON’T UNDERSTAND WHAT I WANT THEM TO DO!

• MY STUDENTS DON’T READ THEIR BOOKS!

• I CAN’T TEACH MY STUDENTS IF THEY DON’T READ!

WHAT IS READING?

• Ultimately, it is MEANING-MAKING• Phonemic awareness• Phonics• Comprehension• Fluency• Vocabulary

• Learning to Read vs. Reading to Learn

Set a purpose for reading

Text Processing:Decode fluentlyActively Monitor

Monitoring:Comprehension

Activating prior knowledge

Building new knowledge as needed

Making intertextual connections

Developing vocabulary concepts

Predicting

Evaluating and adjusting predictions

Asking questions

Clarifying

Summarizing Synthesizing

Sequencing Making inferences

Visualizing Knowledge of text

Distinguishing important information

Predicting/Hypothesizing

Exploring Point-of-View

READING TO LEARN

PHONICSCRACKING THE CODE:

LETTER SOUND RELATIONSHIPS

PHONICS: INSTRUCTIONAL STRATEGIES

• Explicit instruction• Decoding Strategies• Identifying vowels and vowel patterns

• Blending Sounds• Driving through sounds

• Chunking/segmenting larger words• Syllables• Word parts (suffix, prefix, root)

PHONICS RULES

• Vowel Rules• Short vowels (CVC)• Long vowels (CVVC CVCe)• Vowel digraphs• Sneak E / Silent E

• Vowel Dipthong• R controlled vowels/Bossy R

• Consonant Rules• Consonant Digraph• C & G

• Syllabication

DO HIGH SCHOOL KIDS USE PHONICS?

• YES!!! You and I still use phonics!

• Pronounce these words:• Geometry• Tangent• Nucleotide

FLUENCYACCURACY, SPEED, PROSODY

FLUENCY

• Fluency: The ability to read effectively, and it involves three components: reading speed, word recognition, and prosody

• Reading Speed: Rate (100 w/m at about 3rd gr.)

• Word Recognition: The ability to “call” words on sight- rather than sound out

• Prosody: The ability to read sentences with expression, using syntactic strategies and clues.

ARE MY STUDENTS FLUENT READERS?

LISTEN TO YOUR STUDENTS READ!

• What should you formatively be paying attention to?

• Slower reading• Decoding trouble• Trying to sound out irregular words (sight words)• Guessing words or not remembering repeated

words• Inability to break down multi-syllabic words• Reading without expression• Pointing to words• Reading word-by-word.

FLUENCY:INSTRUCTIONAL STRATEGIES

• Word recognition• High frequency words

• Word identification• Phonic analysis• Analogies• Syllabic analysis• Morphemic analysis

• Reading speed• Repeated readings• Reading practice

• Prosody• Phrase or chunk parts of sentences • Choral reading, Performance,

Presentation

FLUENCY: TURN AND TALK

• “As students read literature and informational text, their focus should be on comprehending and responding, but that is possible only when they are fluent readers.”• Agree or Disagree? Why?

MAKING MEANING

• What is your content area/instructional objective?

• Is it necessary that students wade through text?• Can you structure and routinize the reading of text?• Can meaning be made through:

• Strategic Discussion• Explicit Vocabulary Instruction• Various textual interaction (video, demonstration, listening)

COMPREHENSIONMAKING MEANING

COMPREHENSION

• Comprehension involves • Reader Skills: How readers think while reading• Text Features: The text, itself

• Comprehension does not just “happen”• While some of our students might “naturally”

comprehend, others have to work at it.

• As teachers we MUST MUST MUST model (think aloud) what we do when thinking about what we read.• Allow time for strategy use• Post strategy anchor charts

ANCHOR CHART

ANCHOR CHART

READER SKILLS

• Strategic Development of Comprehension• Make Connections to the Text• Text to Text, Text to Self, Text to World• Post-its

• Monitor understanding with Questioning• QAR (Question Answer Relationship)

• Determine Importance• Main Idea/Detail• Summaries• Graphic Organizers

Annotate and Highlight

TEXT FEATURES

Fiction Non Fiction

Narrative/Genre Elements Text Structure/Elements

Plot Structure Headings, line break, bold

Character Chart, graph

Narrative Devices Timeline

Setting: Location & Time Margin notes

Literary Language Glossary, index, contents

Point of View Review/summary sections

Theme

illustration

CLOSE READING

• Give students purpose for reading

• Allow students to read and engage with appropriate and engaging text

• Read, Write and Discuss what you are reading

CLOSE READ- TRY IT!

• Annotate• Purpose for Reading• First Reading: ANNOTATE

Main Idea

• Second Reading: Author’s Purpose

• Third Reading: Where do you stand?