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Elementary Literacy

Elementary Literacy. NELA Literacy Workshop Steve Amendum. Why is Fluency Important?. Fluency is currently discussed a lot in elementary school. What are your experiences with fluency in your schools/internships? How about with mClass Reading3D?. Relationship b/t Fluency and Comprehension.

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Elementary Literacy

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  1. Elementary Literacy • NELA Literacy Workshop • Steve Amendum

  2. Why is Fluency Important?

  3. Fluency is currently discussed a lot in elementary school. What are your experiences with fluency in your schools/internships? How about with mClass Reading3D?

  4. Relationship b/t Fluency and Comprehension • No single answer • Differences depend on age, development, difficulty of material • In general, more fluency = better comprehension (only in primary grades) • Easier, more familiar material can be read faster

  5. Typical Reading Rates • (Derived from Hasbrouck & Tindal, 2006; Bloodgood & Kucan, 2005)

  6. Issues with Fluency • How fluency is assessed is important and controversial • Rate • Prosody • Accuracy • When is the “critical period” for fluency?

  7. Reading for Fluency • Designed to increase fluency and reading rate • Adaptation of Repeated Reading (Samuels, 1979) • The process can include a total of four readings of a familiar instructional level, or independent level text • Wiki resource: Reading for Fluency

  8. Reading for Fluency Procedures • The student reads aloud an instructional level text for one minute • The teacher records the number of words read accurately • The student and teacher plot this number on the graph • The student immediately rereads the text for one additional minute to improve his/her score • The process is repeated in the following session

  9. Phrasing Practice • Take a sentence out of a book the child just read. Write on a sentence strip and cut into each separate word. • Arrange words into phrases, beginning with 2-word phrases and then making the phrases longer as the student improves.

  10. Phrasing Practice • Sentence: I went to the mall with my mom. • 2-word phrasing: • I went • to the • mall with • my mom.

  11. Phrasing Practice • 3 word phrasing: • I went to • the mall • with my mom.

  12. Remember... • Familiar Re-reads • Use books with dialogue and repeated lines • Reader’s Theater • Move them down to easier text levels! • There is such a thing as too fast.

  13. What is Comprehension? • John went to Vescio’s, his favorite Italian restaurant. He ordered lasagna. When the waiter brought it, John was so enraged that he left without leaving a tip. He even forgot his umbrella.

  14. Comprehension and Response • So comprehension isn’t just “getting the author’s meaning” • It’s hard to define

  15. Beginning Definitions... • Comprehension is: • Meaning CONSTRUCTING • What you already know • What an author supplies • Interaction (between and among) • Thinking and manipulating thoughts • Reasoning • Interpreting and evaluating • Response is: bringing your own personal meanings to bear on what you read

  16. Factors Related to Poor Comprehension • Students who struggle with comprehension often seem not to... • develop a clear focus or purpose for reading - especially before they start reading • form a good hypothesis about the text’s meaning before they read • make mental images about what they are reading • monitor their comprehension to see that everything makes sense • use their prior knowledge of similar information • summarize as they read • relate their reading to the immediate situation • relate their reading to previous experiences (handout)

  17. Children Learn By: • Relating new information to old • Making lessons personally meaningful, or real • Being actively involved in the learning process • Using concrete manipulatives • Using strategies to solve problems and organize information

  18. Research-Based Comprehension Strategies • Good readers: • Search for connections between what they know and new textual information • Ask questions of themselves • Draw inferences during and after reading • Distinguish important from less important information • Synthesize information within and across texts • Repair faulty comprehension • Monitor the adequacy of their understanding • Visualize and create images

  19. RW Structure • Minilesson • Eye-to-eye, knee-to-knee (EEKK!) • Time to practice • Optional small group lessons (flexible grouping) • Individual conferences • Sharing

  20. Organization

  21. Using Schema

  22. To record learning...

  23. minilessons on RW procedures • Book Boxes

  24. Comprehension Strategy Lessons Engage Students... • Before reading • Activate prior knowledge • Teach specific vocabulary • Engage students in the purpose for reading • During reading • Use a format to support readers and that makes guided reading/book clubs multilevel • After reading • Follow-up the purpose for reading

  25. Wrap-Up • Take-aways • Big ideas • Questions

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