Welcome

1. Welcome Thank you for letting me look at your “Star Names.” Please pick them up from the back table.

2. Goals • Aspects of Fluency • A First Look: Guided Reading

3. 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.

4. Under the Umbrella of Decoding • Phonics • High Frequency Words • Multisyllabic words • Fluency

5. High Frequency Words • What are “high frequency words”? • Where do we find them?

6. 1 FRY INSTANT WORDS (Revised) First Hundred Group 1 the of and a to in is you that it he was for on are as with his they I at be this have from Group 2 or one had by word but not what all were we when your can said there use an each which she do how their if Group 3 will up other about out many then them these so some her would make like him into time has look two more write go see Group 4 number no way could people my than first water been call who oil now find long down day did get come made many part over

7. 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

11. Wordo

12. Fluency • What is it? Why is it important ? • How do we help students develop fluency?

13. Fluency Strategies • Phrasing • Assisted reading • Rereading • Expressing • Pacing • Wide Reading • Accuracy

14. 1 marigolds and candles 2 Day of the Dead 9 on November 1st 4 decorate gravesites 5 honor the dead 8 an altar 3 Aztec ritual 7 sugar skulls 6 with Catholic theology • As a group, read your phrase. How would it sound if read “word-by-word”? • Each person: make an oral sentence with the phrase included. • Choose one sentence to write on a strip to share. • Put in phrase markers.

15. Phrasing • Eye-voice span • Attending to punctuation • Eye movement

16. Assisted Reading • Shared reading • Choral reading • Neurological impress • Read along

17. Rereading • Duet reading • Taped Reading • Echo Reading • Using tapes • Choral reading • Readers’ Theatre • Read aloudchoral readinglistening to students readreading performance • Keeping track

18. Expressing • As group, record an emotion on one 3x5 card. Record a simple statement on another. • Cards will get mixed up and dealt back to a table. • When your group gets an emotion and a statement, practice for sharing with the class. • We will guess your emotion from hearing how you recite your statement.

19. 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

20. Pacing • Beam reading • Keeping tempo • Close-captioned • Graphing Pace

22. 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 primarilyword-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.

23. Wide Reading • Book boxes • “Just right” books/Five finger rule • Book clubs

24. Accuracy

25. 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

26. Guided Reading: K-W-L

27. Guided Reading • Core of the reading program • Text difficulty • Control of text • Model reading strategies • Variety of genres • Text structure

28. 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?

29. 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?