Decoding

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Decoding FluencySecondary Literacy 6

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

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DO NOW

• Who is your Michael?
• What has your students struggles meant in the
  classroom for him/her?

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Whip Around

• One word response

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Agenda

• DO NOW
• Whip Around
• Objectives/Jot Pad
• ML the basics
• Diagnostic
• An example
• Readers Theater
• Jeopardy

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What are we learning?

• Components of reading accurately and fluently
• Good strategies for promoting fluency whenever
  students read in class
• Introduction to deep lexical representation of
  words
• Cumulative review of our Literacy Sessions

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Why are we learning this?

• Jot pad you tell me.
• Take one minute

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• There, perched on a cot, I pretended to read.
  My eyes followed the black signs without skipping
  a single one, and I told myself a story aloud,
  being careful to utter all the syllables. I was
  taken by surprise or saw to it that I was a
  great fuss was made, and the family decided that
  it was time to teach me the alphabetI went so
  far as to give myself private lessons. I would
  climb up on my cot with Hector Malots No Family,
  which I knew by heart, and, half reciting, half
  deciphering, I went through every page of it, one
  after the other. When the last page was turned, I
  knew how to read. I was wild with joy.
• Jean-Paul Sartre, The Words (1964)

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The Basics

• 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.
• Phonological/Phonemic Awareness
• Understanding that words are made up of parts
  (syllables and individual sounds, called
  phonemes).
• The Alphabetic Principle
• The idea that in any alphabetic writing system,
  the symbols represent sounds.
• Phonics (Decoding)
• The ability to use sounds/spelling
  correspondences and spelling patterns to decode
  words.
• 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.
• Even when students have success with these, they
  may still struggle with comprehension
• Vocabulary, background knowledge, appropriate
  strategies

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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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• conscientiousisolationmoleculeritualmomentous
  vulnerablekinshipconservatismjauntyinventive

• zanyjerkinnauseagratuitouslinearineptlegalit
  yaspenamnestybarometer

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San Diego Quick Reading Assessment

• GRADE 9
• conscientiousisolationmoleculeritualmomentous
  vulnerablekinshipconservatismjauntyinventive

• GRADE 10
• zanyjerkinnauseagratuitouslinearineptlegalit
  yaspenamnestybarometer

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San Diego Quick Reading Assessment

• 1 word missed Independent level2 words missed
  Instructional level3 words missed
  Frustration level

www.nifl.gov
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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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Louisa Cook MoatsLiteracy Researcher

• Read a passage

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• Meaning is preserved in spelling pronunciation
  varies and is not transcribed in perfect detail.
  The past tense morpheme is pronounced variously
  as d, t and ed and only the last form
  constitutes a syllable.

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• Which form of the past tense morpheme creates its
  own syllable?
• How does the spelling of the past tense
  demonstrate a connection to morphology?

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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

• Avoid
• Round Robin Reading
• Silent Reading

• Best Practice
• Structural Analysis
• Teacher Modeling
• Repeated Readings
• Choral Reading

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Readers Theater

• Authentic purpose/goal
• Language Arts, Science,
• Math, Social Studies
• A challenging text
• In pairs, practice
• Level of mastery
• Page 541

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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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What can you add to your toolkit?
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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

• www.rememberit.org
• Journals Home