Unit 6 SeminarTeaching Reading

Strategies for Comprehension

and Fluency

Seminar Agenda

0 Announcements/Reminders

0 Learning Outcomes

0 Unit 6 Assignments

0 Preparing for the Project

0 Foundations of Early Reading

0 Factors Affecting Reading

0 Strategies

Thought for tonight…

Any book that helps a child to form a habit of reading, to make

reading one of his deep and continuing needs, is good for

him.

Maya Angelou

Time To Share…

Think of a text that you were recently assigned to read… Did you find it easier or more difficult than text that you read by choice?How did you read the text differently from text you read for pleasure?

Unit 6 Learning Outcomes

By the end of Unit 6, you should be able to;0 Identify a variety of strategies for building reading

comprehension and improving reading fluency

0 Understand how classroom events such as scheduling, providing quality reading materials and effective instruction can promote success in reading

0 Examine a variety of reading practices such as modeling, shared reading, guided practice, and independent practice

Unit 6 AssignmentsReadings0 Ch. 8 in your e-book "Elementary Reading: Expanding the Foundation for

Ongoing Literacy Learning“0 Complete Study Guide

Learning Activities0 Videos (3)

Discussion Question 0 On Critical Thinking

Project0 Create a pamphlet on reading strategies (fluency & comprehension)

Seminar

The Project!Create a pamphlet for parents/educators to use teaching strategies

for reading comprehension and fluency.

Use the template provided or create your own.

Your pamphlet should include;0 Brief introduction (define terms, explanation, etc.)0 Comprehension strategies0 Fluency strategies0 References0 Resources

Use the unit 6 project rubric in your syllabus

Be sure to format your brochure to include the following key points:

0 A brief introduction to the reading process defining the terms “comprehension” and “fluency” and an explanation of why comprehension and fluency are so important to successful reading

0 • Specific comprehension strategies –identify and explain them. You may want to consider some of the following;

0 VisualizingDetermining importanceMonitoring and adjustingPredictingMaking inferencesSummarizingAnalyzingPosing questionsUsing fix-up strategiesBuilding vocabularyWord identification skillsBefore/During/After reading strategies

Be sure to format your brochure to include the following key points:

0 Specific fluency strategies—identify and explain them. You may want to consider some of the following;

0 Repeated ReadingsDrill and practice of sight words to increase sight work recognition

Use of straightedge to eliminate visual distractions when reading

0 Reading along with a recordingEcho-readingTimed readings

Be sure to format your brochure to include the following key points:

0 References—include any resources you used in preparing your brochure (including your e-book and the videos). Be sure to use APA format in creating your References list.

0 Resources—include a list of at least 3 websites that further discuss reading comprehension and/or fluency. List the titles of the websites, web addresses, names of the specific web pages at the websites, etc. Provide a brief summary of the website and why you believe it is a good resource

Unit 6 Project Rubric

Content0    85 points0Introduction-explains reading process and defines “comprehension” and “fluency,” and explains the significance in successful reading0Comprehension Strategies—identifies and explains a variety of strategies0Fluency Strategies—identifies and explains a variety of strategies0References  included0Resources—includes at least 3 websites relevant to comprehension/fluency and provides full information (titles of websites, web addresses, etc.).  Resources include summary explaining benefits

Mechanics/Structure0      10 points 0Brochure format submitted0Use of bullet points/brief phrases0Appropriate Length (2-sided brochure) 0Spelling, Grammar checked 0Subject/Verb agreement, punctuation, capitalization, etc. 0References include unit materials and are in APA format

Pamphlet template (front)

Pamphlet template (back)

Understanding the Reading Process

0 Bottom-up approach (word identification strategies are very important, such as phonics)

0 Top-Down approach (meaning acquired based on prior knowledge)

0 Interactive approach (interaction between text and reader)

Components of Reading

What do the following components of reading refer

to; word identification, vocabulary and connection to text. What are examples of

each of these?

Word Identification and Word Meaning

What good readers can do…

Word Identification Strategies

Students use…

Graphophonic CuesMorphemic Analysis CuesContext Clues

Word Identification Strategies

Word Identification Strategies Word Meaning

LOOK AGAIN at the word.0Sound Out the Word0Look for Chunks in the Word0Look for familiar letter chunks. 0Connect to a Word You Know0Use the known word in the sentence to see if it makes sense. READ THE SENTENCE LOOK FOR A PREFIXLOOK FOR A SUFFIXLOOK FOR THE STEMBLEND AND SAY THE WORD

USE CONTEXT CLUE01. examples02. synonyms and definitions03. antonyms and contrasts04. experience or sense of the sentence

USE A DICTIONARYASK SOMEONE

Source: http://www.how-to-study.com/study-skills/en/16.asp

0 Definitions – is provided in the text

0 Examples – the author provides an example of the unknown word’s meaning

0 Summary – the author provides a summary to clarify the meaning of the unknown word

0 Synonyms /Antonyms – the author uses words or phrase that have comparable or opposing meanings

0 Groupings – The author includes a series of words that have similar meanings

0 Similes – Two words are linked by like or as to clarify the meaning of the unknown word

Using Context CluesWhat Students Need to

KnowWhat a Student Needs to

Do

0 context clues

definition

restatement

example

0 • synonyms

0 • antonyms

0 • homophones

0 • homonyms

0 • homographs

0 • unknown words

0 • connotation

0 • denotation

0 use (context clues) 0 determine (meaning of

synonyms, antonyms, homophones, homonyms and homographs)

0 define (meaning of unknown words)

0 identify (connotation and denotation of new words)

Source: www.swcs.k12.oh.us/...%20context%20clues/5th%20-%20context%2..

Using Context Clues to Figure Out Meanings of Words These should be taught to

students.. If Context Clues Don’t

Work…0 Reread the sentence. Look for ideas and words that offer

meaning clues. 0 Read the sentence without the word. 0 • Can you figure out what word you know that would make

sense in place of the unknown word? 0 • Look at the word in relation to the sentence and full

paragraph. • Can you figure out a meaning? 0 Read the two or three sentences that came before the one

that contains the unfamiliar word(s). Look for meaning clues (i.e., synonyms or antonyms).

0 Read the two or three sentences that come after the one that contains the unfamiliar word(s). Look for meaning clues (i.e., synonyms or antonyms).

0 Look at the page where the word is located. 0 • Is there an illustration or diagram that helps with the

meaning of the word 0 Find the base or root word and think of its meaning. 0 See if the prefix can help you understand the word. 0 Ask yourself: Have I seen or heard this word in another text

or situation? What do I recall? 0 Think of the overall meaning of the selection you are

reading. Does your understanding of the 0 whole help you figure out particular words? 0 Ask a classmate if he/she knows the meaning of the word. 0 Look the word up in a dictionary. 0 • See if any of the meanings fit the sentence. • As a last

resort, ask your teacher or other adult.

0 Pre-teach Vocabulary: Prepare Students for the Tough Words before They En- counter Them

0 Strengthen Students’ Word Knowledge

Use:Word Family ChartsContext Clues OrganizersWord Relationships

Source: www.swcs.k12.oh.us/...%20context%20clues/5th%20-%20context%2..

Field Trip

Teaching Vocabulary

http://www.youtube.com/watch?v=SjvQvoqH-Vw

Factors Contributing to Reading Connected TextGood Readers…

Comprehension StrategiesMaking Connections- 0Text-to-Self (T-S) refers to connections made between the text and the reader's personal experience.  0Text-to-Text (T-T) refers to connections made between a text being read to a text that was previously read.0Text-to-World (T-W) refers to connections made between a text being read and something that occurs in the world.

Questioning –0Questions help students clarify and deepen understanding of the text they are reading. 

Visualizing-Visualization helps readers engage with text in ways that make it personal and memorable. 

Inferring-Usually referred to as "reading between the lines".

Determining Importance-0Reader's need to distinguish between:0Fiction and nonfiction0Important from unimportant information

Synthesizing-Reader's thinking changes as they gather more information.

Source: http://www.busyteacherscafe.com/literacy/comprehension_strategies.html#connections

Comprehension Fix Up Strategies Good Readers…

Fix Up Strategies

Word Attack Strategies Comprehension Fix-up Strategies

0 Look at the pictures.0 Try to sound out the word.0 Look at the beginning letters.0 Look at the ending letters.0 Look for a smaller word inside

the word.0 Skip the word and read to the

end of the sentence.0 Try to guess! Does your word

make sense? Does your guess look like the word?

0 Use the words around it.0 Go back and re-read.0 Put another word in it's place.0 Look in the dictionary.0 Ask a friend or an adult.

Monitoring for Comprehension 0Ask questions0Go back & reread0Summarize & Retell0Make predictions0Graphic Organizers0Use pictures and or context clues

Source: http://www.busyteacherscafe.com/literacy/fixup_strategies.html

Teaching A Reading

Lesson

Field Trip:

http://www.youtube.com/watch?v=85P_E-p0R7I

Sharing Comprehension Strategies With Parents

Field Trip:

http://www.youtube.com/watch?v=EhKRc1mMR3U

Using Writing and Reading to Learn from Informational Text

Strategies Prior to Reading0 Quick-Write0 Student-generated questions0 Fact Storming & Brain Writing

Strategies During Reading0 Write as you read0 Crystal Ball (making predictions)0 VOC Strategy (analyzing vocabulary)

Strategies After Reading0 First-person summary0 Cinquain (language activity-5-line poem)

Writing a Cinquain

http://www.youtube.com/watch?v=AdVAznqEAHc

Classroom Events 0 Determine a schedule0 Select and use materials0 Consider reading options0 Provide instruction0 Assessment

Classroom

Reading

Methods

0 Chorale ReadingThe teacher and student/small group/class read a story together and aloud. This builds reading comprehension and fluency.

0 Cued ReadingA teacher utilizes introductory discussion about a story before reading. This builds student comprehension and interest in reading.

0 Echo ReadingA teacher reads a text, one sentence at a time, as the student follows along. The student then attempts to imitate or "echo" the teacher. This technique builds fluency and confidence in oral reading skills.

0 Group Dynamic ReadingIn a small group, the teacher and students take turns in reading the text. At first, the children follow what the teacher reads with their fingers. After this, the students read while the teacher listens. This builds oral reading skills and fluency.

0 Guided ReadingA student reads with the assistance of an instructor as it is needed. When an unfamiliar word appears, the instructor either tells the student the word or assists the student in decoding the word. During the story, the teacher stops at certain points and questions the student in order to determine/guide comprehension. This helps build practice in comprehension, decoding, sight word vocabulary, and oral reading.

0 Lap ReadingA student sits on a parent’s or teacher’s lap and listens to high interest stories. The goal of this technique is to build a student’s interest in reading, while creating a good oral reading model. This nurturing environment can be replicated in a story corner or anywhere that the child feels comfortable.

0 Repeated ReadingA student chooses a challenging text and listens to the instructor read it. The student then reads the text by him/herself. This process continues until the student can fluently read the text. This method can be woven into many different literacy approaches and adapted to different circumstances. It builds decoding, reading fluency and student confidence.

0 Shared ReadingThe teacher reads a text while the student observes and follows along silently. This method helps build reading fluency and comprehension.

0 Silent ReadingStudents read silently for a specified period of time. This method builds confidence in reading skills, but should only be used when students are ready.

0 Tape-Assisted ReadingA student reads along with a tape-recorded passage. Students continue at their own pace while building decoding skills, sight word vocabulary and fluency. It is important to use taped readings that are short in duration (3-4 minutes at the most) and read in phrases to ensure that students do are not lost or confused.

0 Theatrical ReadingIn a small group, students take turns reading a story while an assigned student acts out what is read. This builds interest in reading and may break up the monotony in a lesson.

0 Whisper ReadingWhile a student reads a text aloud, the teacher whispers assistance in the student’s ear as needed. This builds reading fluency and oral reading confidence.

http://www.annikeris.com/

reading_methods.html

Attributes of a Successful Reading Teacher

0 Understand the reading process0 Identify psychological

components that affect reading & motivation

0 Create a classroom environment that facilitates reading

0 Variety of reading options0 Select materials carefully0 Use assessment to guide

instruction0 Be familiar with appropriate

books for children

Strategies for Teaching English Language Learners

Vocabulary & Language Development Sample activities/assessments:

0  Word analysis: e.g., dissecting words into their parts (prefix, root, suffix). 0  Vocabulary journals, A-B-C books, word webs, word walls.

0  Interactive editing, Cloze paragraphs, dictations, subject- specific journals.

Guided Interaction Sample activities/assessments:

0  Partner interviews, Class surveys, Think-Pair- Share, 0  Poster projects, group presentations 0  Readers’ Theatre

Metacognition & Authentic Assessment Sample activities/assessments: 0Guided reading, completing chapter pre-reading guides, reciprocal teaching, Directed Reading Thinking Activity (DRTA), Anticipation Guides, double-entry journals. 0Think-alouds, K-W-L.Learning logs/journals, quick- writes.

Source: www.suu.edu/ed/resource/ESLSixKeyStrategies.pdf

Strategies for Teaching English Language Learners

Explicit InstructionSample activities/assessments:

0  Teach/explain prerequisite language applications: reading directions, idioms, sentence starters, essay formats, pattern drills, or completing a story map; check for understanding.

0  Teach specific reading comprehension skills for completing: task procedures, answering questions, word problems, understanding text & graphics.

Meaning-Based Context Introduce new concepts through familiar resources, prompts, visuals, or themes. Sample activities/assessments: 0Quick-write responses or recording student responses to visuals, current event stories, real-life models, video clips, teacher read-alouds, thematic prompts, role-play, comparing language uses for similar contexts. 0Identifying & analyzing different language and essential concepts.

Modeling, Graphic Organizers, & Visuals Sample activities/resources: 0Venn diagrams, story maps, main idea + supporting detail schematics, double-entry journals, semantic attribute matrices. 0Jazz chants, read-alouds.

Source: www.suu.edu/ed/resource/ESLSixKeyStrategies.pdf

"It is what you read when you don't have to that determines

what you will be when you can't help it.”

Oscar Wilde