decoding & fluency secondary literacy 6

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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.

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+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

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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