+ secondary literacy 6 decoding & fluency secondary literacy 6
TRANSCRIPT
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Decoding & FluencySecondary Literacy 6Secondary Literacy 6
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DO NOW Mini-Reading Building Blocks Oral Test
+ Mini-Reading Building Blocks Oral Test
1. Say…
2. Say…
3. Why do we have letters in English?
4. About
5. Coge
6. T
7. E
+ Mini-Reading Building Blocks Oral Test(questions 8, 9 & 10)
Many American farm workers have been aided by the efforts of a shy, patient man named Cesar Chavez. As a youth, Cesar traveled from one farm to another picking crops as they ripened. Since his family had no permanent home, Cesar had attended thirty-seven different schools by the time he reached seventh grade.
+
+What are we learning?
Knowledge - Components of reading accurately and fluently
Skills – Fluency: Good strategies for promoting fluency whenever students read in class
Skils – Decoding: How & why to lead a deep lexical representation mini-lesson
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
+Intricately Connected
Decoding is the basis of fluency
Fluency is a prerequisite for comprehension
So for all teachers who use reading…
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
+
AgendaDO NOW
Introduction
Fluency: what is it and how do I support it? CM Practice: Reader’s Theatre
Decoding: teaching meaning, spelling, pronunciation, and word partsCM Practice: Deep Lexical Representation
Mini Lesson
Close
+ The Basics:What goes into reading accurately and fluently?
Handout: Building Blocks of Reading Guided Notes
CM Binder page __
To which of the DO NOW questions does this connect?
+Called Basic Because…
Necessary, but not sufficient
Even with success with these, may still struggle with comprehensionLacking strategies to comprehend
Many students will struggle with fluency our session focus
+Louisa Cook MoatsLiteracy Researcher
Read a passage
+Debrief: Disfluency Passage
Were you reading with automaticity?
Were you focused on word analysis or comprehension?
Was comprehension achieved? Why or why not?
+OK, so fluency is important;
now how do I teach it?
How could I teach or support you to read this passage more fluently?Brainstorm
+Fluency: Strategies to Avoid
Round Robin reading
Silent reading – all the time
+Fluency: Strategies That Work Teaching sounds for individual letters and
phonemes
Breaking down words into parts
Teacher modeling/read aloud
Repeated reading With partner, parents, reading buddy Reader’s Theatre
Choral reading
Not “added on”, but used as scaffolding whenever students read
+Fluency: Strategies That Work
How might these strategies be helpful?
Did this process make you feel uncomfortable about your reading?
The importance of teacher feedback
All different ways to read a text in class
+Reader’s Theater
Authentic purpose/goal
Language Arts, Science,
Social Studies
A challenging text
In pairs, practice
Level of mastery
+Reader’s Theater
+Handout: Reflection on Fluency
1. What effect did the process of repeated readings have on your fluency and sense of success as a reader with this passage?
2. What insight did you have about our students’ experiences struggling with text?
3. Which of the fluency strategies that we have discussed will you use?
+ Mini-Reading Building Blocks Oral Test(questions 8, 9 & 10)
Many American farm workers have been aided by the efforts of a shy, patient man named Cesar Chavez. As a youth, Cesar traveled from one farm to another picking crops as they ripened. Since his family had no permanent home, Cesar had attended thirty-seven different schools by the time he reached seventh grade.
+Debrief
What may have gone wrong?
What factors contributed to my dysfluency here?
Students need to gain a deep lexical representation of the medium and low frequency words To know word’s meaning, pronunciation, and the
parts that make up the word.
+ Deep Lexical Representation ML Planner
Words selected:Longer & lower frequency
Meaning column like Sec Lit 5Student friendly definitionsExamples & non-examples
Word parts column
Pronunciation column
One to two minutes per wordNo more than ten minutes total
+Workshop
Plan mini-lesson solo
Five words from a passage
Hand-out: Deep Lexical Representation ML Planner
Share with partner
+Debrief
What is challenging about this process?
How will investing 5-10 minutes in this before reading save time later on?
+What did we learn?
+Our bigger purpose
Teaching literacy is our job; as part of our professional development, we must continue to seek out opportunities to learn more about the building blocks of literacy.
+Last Thoughts…
“Go as fast as you can and as slow as you must.” Aylett Cox
A pioneer in the field of dyslexia
“Find your place on the planet. Dig in, and take responsibility from there.” Gary Snyder
Poet