secondary literacy: decoding and fluency no laptops needed do now: on your own - write down the name...
TRANSCRIPT
Secondary Literacy: Decoding and Fluency
NO LAPTOPS NEEDED
Do Now: On your own - write down the name of your most disfluent student and what his/her reading sounds like.
(If you have not heard any of your students read aloud, jot down a few words to describe what disfluent reading sounds like.)
“Sick” by Shel Silverstein
2
Session Goals
• Explain the components of reading fluently
• Describe the components of having a “deep lexical representation” of words and how to teach each component
• Incorporate strategies for promoting fluency & decoding into lesson plans
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Stop & Jot: Why are we learning this?
• You tell me. Take one minute.
4
Disfluency Passage
When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, and thereby leaves little room for comprehension
What is Fluency?
• Fluency is the ability to read with :- Automaticity (quickly & accurately)- Prosody (expression, phrasing, and tone)
• A necessary condition for comprehension
6
Decoding Comprehension
Fluency
Table Talk: Based on the diagram, what are some of the root causes disfluent reading?
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Instructional Activities to Build & Support Fluency
High
Low
Level of Support for
Reader
Teacher read aloud
Choral reading
Reader’s Theatre
Repeated Readings
Partner Reading
Independent reading
Avoid popcorn
and round robin
reading.
Disfluency Passage: Popcorn Reading
Fluency Activities Jigsaw
• Create a 2-minute presentation for your assigned strategy:
Strategy
Purpose
Procedural Details
Model
Group 1: Read-Aloud
Group 2: Partner Reading
Group 3: Choral Reading
Group 4: Repeated Reading
Group 5: Reader’s Theater
12 minutes to prep
2 minutes to present
In LPCs this afternoon….
1. Identify where students will be reading text in an upcoming lesson.
2. Revise your lesson to include one of the four fluency instructional strategies.- Partner reading, repeated reading, choral reading- Be sure to incorporate the procedures described by
your colleagues
What does your student need?
• Think about the student whose name you wrote down on a post it at the beginning of the session. What specific words or phrases are interrupting his/her reading? Why?
Decoding
• The ability to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.
Building Word Recognition Skills
• Students need a deep lexical representation of medium and low frequency words.
Word Parts
Meaning
Word Parts
• Point out and teach prefixes, suffixes, or root words.
geothermal
probability
genus
Pronunciation
• Break words into syllables (use a dictionary!) and have students say each syllable. Discuss any weird sound-spelling patterns.
im•pa•tient
prob•a•bil•i•ty
gen•us
Meaning
• Use methods to teach new vocabulary: give student friendly definition, give examples & non-examples, have students interact with the words.
impatient
probability
genus
In LPCs this afternoon…
1. Identify 1-2 medium frequency words that might be difficult for students to decode.
2. Revise your lesson plan to include how you will teach students the word parts, pronunciation, and meaning of the word. Insert a table like this:
3 minutes
Word Parts Pronunciation Meaning
Closing
By strengthening your students’ fluency & decoding abilities, you pave the way for
them to become powerful readers, writers, and thinkers!
Closing
“Literacy is not a luxury; it is a right and a responsibility.” - Bill Clinton
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