Welcome

Thank you for letting me look at your “Star Names.”

Please pick them up from the back table.

Goals

• Aspects of Fluency

• A First Look: Guided Reading

Your phonics histories revealed…• Many of you don’t remember ever learning phonics

explicitly.• Some of you are convinced you learned to read in other

ways.• For some of you it made sense; for others, it didn’t…and

still doesn’t!• Contexts and instructional practices in which you

practiced it as a child: workbooks, flashcards, “Hooked on Phonics.”

• Recent experiences teaching/watching it taught. • Some ambivalence about part-whole, whole-part …

systematic and explicit vs. incidental and implicit.• Some of you wonder if it will ever be an inappropriate

approach.

Under the Umbrella of Decoding

• Phonics

• High Frequency Words

• Multisyllabic words

• Fluency

High Frequency Words

• What are “high frequency words”?

• Where do we find them?

1

FRY INSTANT WORDS (Revised)

First HundredGroup 1the ofanda to in isyou thatit he wasfor onareas withhistheyIat bethis have from

Group 2 oronehadby wordbut not whatallwerewewhenyourcansaidthereuseaneachwhichshedohow theirif

Group 3willupotheraboutoutmanythenthemthesesosomeherwouldmakelikehimintotimehaslooktwomorewritego see

Group 4numbernowaycouldpeoplemythanfirstwaterbeencallwhooilnowfindlongdowndaydidgetcomemademanypartover

High Utility Word Walls• Most frequently used in children’s reading/writing• Example word for each initial consonant• Example word for most common blends…

– bl, br, c., dr, dr, fl, fr, gr, pl, pr, sk, sl, sm, sn, sp, st, str, tr

• …digraphs– ch, sh, th, wh

• …and combinations– Ph, wr, kn, and qu

• Examples for most common spelling patterns:at make rain day car saw caught

• Example for highest utility phonograms– ack, ail, ain, ake, ale, ame, an, ank, ap, ash, at, ate, aw, ay

• Example for most common contractions• Examples for most common homophones

– to, too, two

Wordo

Fluency

• What is it? Why is it important ?

• How do we help students develop fluency?

Fluency Strategies

• Phrasing

• Assisted reading

• Rereading

• Expressing

• Pacing

• Wide Reading

• Accuracy

9 on November 1st

2 Day of the Dead

5 honor the dead

7 sugar skulls

4 decorate gravesites

1 marigolds and candles

3 Aztec ritual

6 with Catholic theology

8 an altar

1.As a group, read your phrase. How would it sound if read “word-by-word”?

2.Each person: make an oral sentence with the phrase included.

3.Choose one sentence to write on a strip to share.

4.Put in phrase markers.

Phrasing

• Eye-voice span

• Attending to punctuation

• Eye movement

Assisted Reading

• Shared reading

• Choral reading

• Neurological impress

• Read along

Rereading

• Duet reading• Taped Reading • Echo Reading• Using tapes• Choral reading• Readers’ Theatre• Read aloudchoral readinglistening to

students readreading performance• Keeping track

Expressing

1. As group, record an emotion on one 3x5 card. Record a simple statement on another.

2. Cards will get mixed up and dealt back to a table.

3. When your group gets an emotion and a statement, practice for sharing with the class.

4. We will guess your emotion from hearing how you recite your statement.

• Observing punctuation

• Performing Reader’s Theater

• Tone of voice: “You are so funny”– 1, 5: ironic– 2, 6: serious– 3, 7: sarcastic– 4, 8, 9 : humorous

Pacing

• Beam reading

• Keeping tempo

• Close-captioned

• Graphing Pace

Grade Fall Winter Spring

1 60 wcpm

2 53 78 94

3 79 93 114

4 99 112 118

5 105 118 128

Prosody: Using a Qualitative Rubric• 4. Reads primarily in larger, meaningful phrase groups. Although some

regressions, repetitions, and deviations from the text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation. Reads at an appropriate rate.

• 3. Reads primarily in three- and four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Reader attempts to read expressively and some of the story is read with expression. Generally reads at an appropriate rate.

• 2. Reads primarily in two-word phrase groups with some three- and four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to the larger context of the sentence or passage. A small portion of the text is read with expressive interpretation. Reads significant sections of the text excessively slow or fast.

• 1. Reads primarily word-by-word. Occasional two-word or three-word phrases may occur-but these are infrequent and/or they do not preserve meaningful syntax. Lacks expressive interpretation. Reads text excessively slow.

• A score of 1 should also be given to a student who reads with excessive speed, ignoring punctuation and other phrase boundaries, and reads with little or no expression.

Wide Reading

• Book boxes

• “Just right” books/Five finger rule

• Book clubs

Accuracy

Assessing Fluency• When?• What text?• How measured?• Can students:

– Recognize letters, clusters, words– Group words into phrase units– Cross checking for semantics, syntax, graphophonics– Attend to punctuation– Enhance expression– Adjust speed to text supports– Reread to clarify– Read a variety of genres

Guided Reading: K-W-L

What do you know about guided reading?

What do you want to know about guided reading?

What did you learn about guided reading?

• Core of the reading program

• Text difficulty

• Control of text

• Model reading strategies

• Variety of genres

• Text structure

Guided Reading

Guided Reading

• What type of text is used?

• How are students grouped?

• How do students read?

• How many groups are there in any given classroom?

• What is the format of a guided reading lesson?

Video: Guided Reading As you watch, consider:

• What are the lesson components and purpose for each?

• What do the students do?

• What does the teacher do?

• What does the teacher acknowledge?

• What questions does the teacher ask?

• How do students signal need for support?

• How does the teacher respond?