How would you respond to this parent

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Welcome!

• How would you respond to this parents question?
• Ive seen teachers use stopwatches to train
  students to read faster. How do you make sure my
  son is reading fast enough?

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Session 2Assessments and Strategies for Fluency
and Vocabulary

• Fort Bragg Schools
• Elements of Literacy
• October 14, 2008

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Elements of Literacy

• Phonemic Awareness
• Phonics, Word Study
• Fluency
• Vocabulary
• Comprehension

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Elements of Literacy

• Phonemic Awareness
• Phonics, Word Study
• Fluency
• Vocabulary
• Comprehension

• Conventions
• Conventions
• Sentence Fluency
• Word Choice, Voice
• Ideas, Organization

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Todays Topics includeFluency and Vocabulary
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What is fluency?

• Fluency includes speed, accuracy, and phrasing
• Reading is not a race. Its about making sense
  of the words and ideas on the page. (Garan 102)
• There is no cruise control for smart reading.
  Good readers vary their speed according to the
  text and their needs.

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2 Volunteers

• Reader
• Timer
• Passage from Garan p. 105

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Questions Garan 105-6

• Did you read the passage fluently?
• Do you have any idea what you read?
• Would reading it any faster than you just did
  help or hinder your comprehension?
• Even if you had the needed background knowledge
  to comprehend this passage, do you think youd
  understand it better if you read it more slowly
  rather than faster?
• Did the fact that you were being timed with a
  stopwatch help or hinder your comprehension? Did
  it shift your focus from meaning to speed?

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What impacts fluency? White p. 126
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Why are some students fluent and some arent?
White p. 128

• Discuss possibilities at your table

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Why are some students fluent and some arent?
White 128

• Hypotheses by Richard Allington (1983)
• Fluent children have fluent models
• Successful readers can focus on expression while
  poor readers are focusing on word recognition and
  phonics application
• Fluent readers get more opportunities to read
• Fluent readers are often reading at their
  instructional or independent level. Struggling
  readers are often reading at their frustration
  level.
• Fluent readers understand the goal of reading is
  to make meaning rather than to only pronounce
  words accurately.

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Related Read Alouds

• Any books that lend themselves to repetition
  would be good to use to develop fluency
• easy readers
• chapter books with conversation
• books with plays
• You Read to Me, Ill Read to You by Mary Ann
  Hoberman (there are several of these)
• Joyful Noise by Paul Fleischman

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What is vocabulary?

• Oral vocabulary words we recognize in speaking
  and listening
• Reading vocabulary words we can read and
  understand
• The development of a childs oral vocabulary
  contributes to the development of a childs
  reading vocabulary (White 81).

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Vocabulary White 81-82

• Is related to phonics ability
• Is a key component of fluency
• Has its biggest impact on comprehension
• Includes sight words
• (ex said, the, like)
• Includes general reading vocabulary
• (ex enormous, disappear, foolish)

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Vocabularys impact on comprehension White 81

• Volunteer reader ?
• Youre going to read the next slide aloud to the
  group
• Youll probably be able to pronounce and define
  all of the words, but will you understand the
  words in this context???

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Vocabularys impact on comprehension White 81

• The opening pair were both out for ducks.
  Inverarity viciously pulled Brown into the gully
  but was sent retiring to the pavilion by a
  shooter from Cox. Jones in slips and Chappell at
  silly mid on were superb, and Daniel bowled a
  maiden over in his first spell.
• (Adapted from Brian Cambourne, The whole story
  Natural learning and the acquisition of literacy
  in the classroom. Auckland, New Zealand
  Scholastic, 1988, p. 161).

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Vocabularys impact on comprehension White 82

• Who was winning?
• Do you care?
• What sport was the article about?
• A passage where words and meanings are unfamiliar
  to you cause frustration which is why many of
  our students quit trying

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Types of Vocabulary White 82

• Sight words
• Important for beginning readers
• Must be known by sight
• Frequently occur in beginning reader books
• Students with poor sight word vocabularies will
  have poor accuracy, fluency, and comprehension

• General Reading Vocabulary
• Precise labels for known concepts
• Descriptions of new ideas
• Sometimes occur outside a childs speaking
  vocabulary
• Students use word-learning strategies to figure
  out the meaning

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Types of Word-Learning Strategies White 84

• Sentence context
• Referring to visuals (pictures, diagrams)
• Structural analysis (un happy not happy)

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Related Read Alouds

• Any books that use descriptive language would be
  useful to illustrate vocabulary concepts
• Bats at the Beach by Brian Lies
• The Storm Book by Charlotte Zolotow
• The Invention of Hugo Cabret by Brian Selznick

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Articles

• We are going to break into 5 groups
• You can choose your article, but try to spread
  your school out so everyone from your school is
  in a different group, reading a different article
• When you are in your group (20 minutes),
• Read/skim the article
• Come up with 3-5 discussion questions related to
  the article
• Write the questions on chart paper
• Prepare to share a brief summary of your article
  and your questions (lt 5 minutes)

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Articles

• Group 1
• What Aaron Taught Me About Fluency by Max Brand
• Group 2
• 5 Surefire Strategies for Developing Reading
  Fluency by Lisa Blau
• Group 3
• Words Are Wonderful by Margaret Ann Richek
• Group 4
• Integrating Curriculum Through the Learning
  Cycle Content-Based Reading and Vocabulary
  Instruction by Brenda Spencer and Andrea
  Guillaume
• Group 5
• Building Word Consciousness by Jeff Barger
• What if they can say the words but dont know
  what they mean? by Pat Cunningham

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Articles

• When you are in your group (20 minutes),
• Read/skim the article
• Come up with 3-5 discussion questions related to
  the article
• Write the questions on chart paper
• Prepare to share a brief summary of your article
  and your questions (lt 5 minutes)

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BREAK

• Door prizes
• School packet

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Related Assessments from Deborah Whites book
Assessment First

• Fluency p. 129-134
• One minute timed readings (at childs
  instructional level)
• Read 180 Topic Software Teaching Resources
• Scales (holistic and multidimensional)
• Vocabulary p. 87-96
• Sight Word Assessment
• General Reading Vocabulary Assessment
• Specific Reading Vocabulary Assessment
• Word-Learning Strategies Assessment

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Activities

• We are going to break into 4 groups
• You can choose your activity, but try to spread
  your school out so everyone from your school is
  in a different group, participating in a
  different activity
• When you are in your group (20 minutes),
• Follow the task card for your activity
• Think about why this activity would be useful in
  developing fluency or vocabulary
• Think of other ways this activity could be
  adapted
• Write the usefulness and adaptations on chart
  paper
• Prepare to share a brief summary of your activity
  and your other thoughts (lt 5 minutes)

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Related Activities

• Group 1
• Scripting for Readers Theater
• Group 2
• Punctuation emphasis
• Group 3
• 4 boxes
• Group 4
• Non-fiction Conventions

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Activities

• When you are in your group (20 minutes),
• Follow the task card for your activity
• Think about why this activity would be useful in
  developing fluency or vocabulary
• Think of other ways this activity could be
  adapted
• Write the usefulness and adaptations on chart
  paper
• Prepare to share a brief summary of your activity
  and your other thoughts (lt 5 minutes)

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Rhythmic PhoneticsCluster 1 (long vowels,
diphthongs, short vowels)

• Long a (play)
• Long e (see)
• Long i (ice)
• Long o (no)
• Long u (you)
• /ow/ (cow)
• /oo/ (two)
• /oy/ (boy)

• Short a (apple)
• Short e (elephant)
• Short i (igloo)
• Short o (octopus)
• Short u (umbrella)

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Rhythmic PhoneticsCluster 2 (Quick consonant
sounds)

• /b/ bean
• /d/ duck
• /t/ team
• /p/ pot

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Wrap-Up

• Feedback
• Comments, Suggestions, Questions
• Next session on October 21
• Comprehension and Read Alouds
• If youd like to bring a read aloud you
  particularly enjoy, feel free ?
• Thank you for your participation today ?