Foundations of Research-Based Reading EPI 10010

1. Foundations of Research-Based Reading EPI 10010 Instructor Shannon Ayrish shannonayrish@yahoo.com or ayrishs@tcc.fl.edu Course Times Tuesday and Thursday 5:30-9:30 May 13- June 19

2. Anticipation Questions • Please answer the questions • Don’t use your book • These answers should be what you anticipate now • We will revisit the questions at the end of class to clarify our understanding • We will turn these questions in at the end of class

3. Don’t Forget • Please sign-in • Put out your name tent • Assignment – due Thursday, May 22 - Pick a presentation time • Turn in your Anticipation Questions/Guides

4. Looking at Phonics Readers • I will give each of you a Phonics Reader • Pick one story • Read it • Try to figure out the phonics rule the story is supposed to practice. (5 minutes) • Share with your partner (5 minutes)

5. Website of the Day Scholastic for Teachers http://www2.scholastic.com/browse/teach.jsp • Teaching resources • Rubric Maker • Poetry • Lesson plans • Printables

6. Fluency • Fluency is the ability to read a text accurately and quickly. • When fluent readers read silently, they recognize words automatically. • They group words quickly to help them gain meaning from what they read. • Fluent readers read aloud effortlessly and with expression. • They are reading sounds natural, as if they are speaking. • Readers who have not yet developed fluency read slowly, word by word. • Their oral reading is choppy and plodding.

7. Fluency Vocabulary • Automaticity • Expression • Rate • Phrasing Turn to your neighbor and define these words orally.

8. Why is Fluency instruction important? • Fluency is important because it provides a bridge between word recognition and comprehension. • Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. • Fluent readers can make connections among the ideas in the text and between the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. • Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text.

9. Characteristics of Effective Fluency Instruction • Explicit Instruction • Modeling • Reading Practice • Access to Appropriately Challenging Material • Use of Oral and Silent Reading • Monitoring and Accountability • Wide and Repeated Reading

10. Developing Fluency Skills Researchers have found several effective techniques related to repeated oral reading: • students read and reread a text a certain number of times or until a certain level of fluency is reached. Four re-readings are sufficient for most students; and • oral reading practice is increased through the use of audiotapes, tutors, peer guidance, sight word practice or other means. • In addition, some effective repeated oral reading techniques have carefully designed feedback to guide the reader's performance.

11. Summing Up • Fluency is the ability to read a text accurately and quickly. • Fluency is important because it frees students to understand what they read. • Reading fluency can be developed by modeling fluent reading by having students engage in repeated oral reading. • Monitoring student progress in reading fluency is useful in evaluating instruction and setting instructional goals and can be motivating to students.

12. Brainstorm Strategies for Fluency • Go to http://epireading.pbwiki.org • Day 3 Fluency • Work in groups of 3-4 members • Use the links to complete the grid on fluency strategies • Turn you grid in for participation

13. Getting Into Groups • For the group project we will form groups of 2-4 members • Choose group members that share your instructional level and/or subject • Start focusing on a concept to be taught over a week • Five lesson plans will be developed on the concept

14. A Poem for the Road • Each night we will end with a poem at 9:15 • Our poet tonight is Tom • I will bring a collection of poetry anthologies for you to choose from • You can bring your own too

15. Reflection Questions • Each night we will stop at 9:20 to reflect on our anticipation questions • Look back at the anticipation questions • Reflect on your original answers • Compare your answers with your neighbor • Make additions and changes as needed