Decoding

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Decoding FluencySecondary Literacy 6

• Philippe Ernewein
• Literacy Specialist
• www.rememberit.org

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DO NOW

• Mini-Reading Building Blocks Oral Test

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Mini-Reading Building Blocks Oral Test

• Say
• Say
• Say
• About
• Coge
• T
• E

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Mini-Reading Building Blocks Oral Test(questions
8, 9 10)

• Many American farm workers have been aided by
  the efforts of a shy, patient man named Cesar
  Chavez. As a youth, Cesar traveled from one farm
  to another picking crops as they ripened. Since
  his family had no permanent home, Cesar had
  attended thirty-seven different schools by the
  time he reached seventh grade.

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(No Transcript)
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What are we learning?

• Components of reading accurately and fluently
• Components of having deep lexical
  representation of words
• Good strategies for promoting fluency whenever
  students read in class

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The Many Strands that are Woven into Skilled
Reading (Scarborough, 2001)
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
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Intricately Connected

• Decoding is the basis of fluency
• Fluency is a prerequisite for comprehension
• Comprehension includes comprehension of text in
  all subject areas
• So for all teachers who use reading

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The Many Strands that are Woven into Skilled
Reading (Scarborough, 2001)
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
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Agenda

• DO NOW
• Introduction
• Fluency
• New Material
• CM Practice
• Decoding
• New Material
• CM Practice
• Close/Journals

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The BasicsWhat goes into reading accurately and
fluently?

• Handout Building Blocks of Reading Guided Recall
  Notes
• Which of the DO NOW questions does this connect
  to?

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The BasicsWhat goes into reading accurately and
fluently?

• Book/Print Awareness
• Knowledge of the structure format of printed
  materials, including knowledge of print
  directionality, the meaning of spaces, the
  purpose and use of parts of books, such as Table
  of Contents, Index and Glossary.

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The BasicsWhat goes into reading accurately and
fluently?

• Phonological/Phonemic Awareness
• Understanding that words are made up of parts
  (syllables and individual sounds, called
  phonemes).

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The BasicsWhat goes into reading accurately and
fluently?

• The Alphabetic Principle
• The idea that in any alphabetic writing system,
  the symbols represent sounds.

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The BasicsWhat goes into reading accurately and
fluently?

• Phonics (Decoding)
• The ability to use sounds/spelling
  correspondences and spelling patterns to decode
  words.

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The BasicsWhat goes into reading accurately and
fluently?

• Fluency
• The ability to read words, phrases and sentences
  quickly, automatically and with expression.

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Called Basic Because

• These building block skills are necessary but not
  sufficient conditions for comprehension.
• Success with these, still struggle with
  comprehension
• Vocabulary, background knowledge, appropriate
  strategies
• Previous sessions focus/now fundamentals

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Louisa Cook MoatsLiteracy Researcher

• Read a passage

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Debrief Disfluency Passage

• Were you reading with automaticity?
• Were you focused on word analysis or
  comprehension?
• Was comprehension achieved? Why or why not?

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OK, so fluency is important now how do I teach
it?

• How could I teach you to read this passage more
  fluently?
• Brainstorm

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Fluency Strategies That Work

• Teacher modeling/read aloud
• Repeated reading
• With partner, parents, reading buddy
• Choral reading
• Not added on, but used as scaffolding whenever
  students read

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Readers Theater

• Authentic purpose/goal
• Language Arts, Science,
• Math, Social Studies
• A challenging text
• In pairs, practice
• Level of mastery

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Readers Theater
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Handout Reflection on Fluency

• What effect did the process of repeated readings
  have on your fluency and sense of success as a
  reader with this passage?
• What insight did you have about our students
  experiences struggling with text?
• Which of the fluency strategies that we have
  discussed will you use?

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Mini-Reading Building Blocks Oral Test(questions
8, 9 10)

• Many American farm workers have been aided by
  the efforts of a shy, patient man named Cesar
  Chavez. As a youth, Cesar traveled from one farm
  to another picking crops as they ripened. Since
  his family had no permanent home, Cesar had
  attended thirty-seven different schools by the
  time he reached seventh grade.

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Debrief

• What may have gone wrong?
• What factors contribute to my dysfluency here?
• Students need to gain a deep lexical
  representation of the medium and low frequency
  words
• To know words meaning, pronunciation, and the
  parts that make up the words meaning and
  pronunciation.

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Deep Lexical Representation ML Planner

• Words selected
• Longer lower frequency
• Listen to students read
• Meaning column like SLIT 5
• Student friendly definitions
• Examples non-examples
• One to two minutes per word
• No more than ten minutes total

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Workshop

• Plan mini-lesson solo
• Five words from a passage
• Hand-out Deep Lexical Representation ML Planner
• Share with partner

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Debrief

• What is challenging about this process?
• How will investing 5-10 minutes in this before
  reading save time later on?

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What did we learn?
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Our bigger purpose

• Teaching literacy is our job as part of our
  professional development, we must continue to
  seek out opportunities to learn more about the
  building blocks of literacy.

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Last Thoughts

• Go as fast as you can and as slow as you must.
• Aylett Cox
• A pioneer in the field of dyslexia
• Find your place on the planet. Dig in, and take
  responsibility from there.
• Gary Snyder
• Poet

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Check-out

• Collect Hand-out
• Reflection on Fluency
• Differentiated Sessions
• www.rememberit.org
• Journals to mailbox
• Names returned