Announcements/Reminders

Announcements/Reminders

• Announcements/Reminders

• Learning Outcomes

• Unit 6 Assignments

• Preparing for the Project

• Foundations of Early Reading

• Factors Affecting Reading

• Strategies

• Any book that helps a child to form a habit of reading, to make reading one of his deep and continuing needs, is good for him.

• Maya Angelou

Think of a text that you were recently assigned to read…

• Think of a text that you were recently assigned to read…

• Did you find it easier or more difficult than text that you read by choice?

• How did you read the text differently from text you read for pleasure?

By the end of Unit 6, you should be able to;

• By the end of Unit 6, you should be able to;

• Identify a variety of strategies for building reading comprehension and improving reading fluency

• Understand how classroom events such as scheduling, providing quality reading materials and effective instruction can promote success in reading

• Examine a variety of reading practices such as modeling, shared reading, guided practice, and independent practice

Readings

• Readings

• Ch. 8 in your e-book "Elementary Reading: Expanding the Foundation for Ongoing Literacy Learning“

• Complete Study Guide

• Learning Activities

• Videos (3)

• Discussion Question

• On Critical Thinking

• Project

• Create a pamphlet on reading strategies (fluency & comprehension)

• Seminar

Create a pamphlet for parents/educators to use teaching strategies for reading comprehension and fluency.

• Create a pamphlet for parents/educators to use teaching strategies for reading comprehension and fluency.

• Use the template provided or create your own.

• Your pamphlet should include;

• Brief introduction (define terms, explanation, etc.)

• Comprehension strategies

• Fluency strategies

• References

• Resources

• Use the unit 6 project rubric in your syllabus

A brief introduction to the reading process defining the terms “comprehension” and “fluency” and an explanation of why comprehension and fluency are so important to successful reading

• A brief introduction to the reading process defining the terms “comprehension” and “fluency” and an explanation of why comprehension and fluency are so important to successful reading

• • Specific comprehension strategies –identify and explain them. You may want to consider some of the following;

• Visualizing Determining importance Monitoring and adjusting Predicting Making inferences Summarizing Analyzing Posing questions Using fix-up strategies Building vocabulary Word identification skills Before/During/After reading strategies

Specific fluency strategies—identify and explain them. You may want to consider some of the following;

• Specific fluency strategies—identify and explain them. You may want to consider some of the following;

• Repeated Readings Drill and practice of sight words to increase sight work recognition

• Use of straightedge to eliminate visual distractions when reading

• Reading along with a recording Echo-reading Timed readings

• References—include any resources you used in preparing your brochure (including your e-book and the videos). Be sure to use APA format in creating your References list.

• Resources—include a list of at least 3 websites that further discuss reading comprehension and/or fluency. List the titles of the websites, web addresses, names of the specific web pages at the websites, etc. Provide a brief summary of the website and why you believe it is a good resource

Content

• Content

•     85 points

• Introduction-explains reading process and defines “comprehension” and “fluency,” and explains the significance in successful reading

• Comprehension Strategies—identifies and explains a variety of strategies

• Fluency Strategies—identifies and explains a variety of strategies

• References  included

• Resources—includes at least 3 websites relevant to comprehension/fluency and provides full information (titles of websites, web addresses, etc.).  Resources include summary explaining benefits

• Mechanics/Structure

•       10 points

• Brochure format submitted

• Use of bullet points/brief phrases

• Appropriate Length (2-sided brochure)

• Spelling, Grammar checked

• Subject/Verb agreement, punctuation, capitalization, etc.

• References include unit materials and are in APA format

• Bottom-up approach (word identification strategies are very important, such as phonics)

• Top-Down approach (meaning acquired based on prior knowledge)

• Interactive approach (interaction between text and reader)

• What do the following components of reading refer to; word identification, vocabulary and connection to text. What are examples of each of these?

• Students use…
• Graphophonic Cues
• Morphemic Analysis Cues
• Context Clues

Word Identification Strategies

• Word Identification Strategies

What Students Need to Know

• What Students Need to Know

These should be taught to students..

• These should be taught to students..

Teaching Vocabulary

• Teaching Vocabulary

Good Readers…

• Good Readers…

Making Connections-

• Making Connections-

• Text-to-Self (T-S) refers to connections made between the text and the reader's personal experience. 

• Text-to-Text (T-T) refers to connections made between a text being read to a text that was previously read.

• Text-to-World (T-W) refers to connections made between a text being read and something that occurs in the world.

• Questioning –

• Questions help students clarify and deepen understanding of the text they are reading. 

• Visualizing-

• Visualization helps readers engage with text in ways that make it personal and memorable. 

• Inferring-

• Usually referred to as "reading between the lines".

• Determining Importance-

• Reader's need to distinguish between:

• Fiction and nonfiction

• Important from unimportant information

• Synthesizing-

• Reader's thinking changes as they gather more information.

• Source: http://www.busyteacherscafe.com/literacy/comprehension_strategies.html#connections

Good Readers…

• Good Readers…

Word Attack Strategies

• Word Attack Strategies

Field Trip:

• Field Trip:

• http://www.youtube.com/watch?v=85P_E-p0R7I

• Field Trip:

• http://www.youtube.com/watch?v=EhKRc1mMR3U

Strategies Prior to Reading

• Strategies Prior to Reading

• Quick-Write

• Student-generated questions

• Fact Storming & Brain Writing

• Strategies During Reading

• Write as you read

• Crystal Ball (making predictions)

• VOC Strategy (analyzing vocabulary)

• Strategies After Reading

• First-person summary

• Cinquain (language activity-5-line poem)

• http://www.youtube.com/watch?v=AdVAznqEAHc

Determine a schedule

• Determine a schedule

• Select and use materials

• Consider reading options

• Provide instruction

• Assessment

Chorale Reading The teacher and student/small group/class read a story together and aloud. This builds reading comprehension and fluency.

• Chorale Reading The teacher and student/small group/class read a story together and aloud. This builds reading comprehension and fluency.

• Cued Reading A teacher utilizes introductory discussion about a story before reading. This builds student comprehension and interest in reading.

• Echo Reading A teacher reads a text, one sentence at a time, as the student follows along. The student then attempts to imitate or "echo" the teacher. This technique builds fluency and confidence in oral reading skills.

• Group Dynamic Reading In a small group, the teacher and students take turns in reading the text. At first, the children follow what the teacher reads with their fingers. After this, the students read while the teacher listens. This builds oral reading skills and fluency.

• Guided Reading A student reads with the assistance of an instructor as it is needed. When an unfamiliar word appears, the instructor either tells the student the word or assists the student in decoding the word. During the story, the teacher stops at certain points and questions the student in order to determine/guide comprehension. This helps build practice in comprehension, decoding, sight word vocabulary, and oral reading.

• Lap Reading A student sits on a parent’s or teacher’s lap and listens to high interest stories. The goal of this technique is to build a student’s interest in reading, while creating a good oral reading model. This nurturing environment can be replicated in a story corner or anywhere that the child feels comfortable.

• Repeated Reading A student chooses a challenging text and listens to the instructor read it. The student then reads the text by him/herself. This process continues until the student can fluently read the text. This method can be woven into many different literacy approaches and adapted to different circumstances. It builds decoding, reading fluency and student confidence.

• Shared Reading The teacher reads a text while the student observes and follows along silently. This method helps build reading fluency and comprehension.

• Silent Reading Students read silently for a specified period of time. This method builds confidence in reading skills, but should only be used when students are ready.

• Tape-Assisted Reading A student reads along with a tape-recorded passage. Students continue at their own pace while building decoding skills, sight word vocabulary and fluency. It is important to use taped readings that are short in duration (3-4 minutes at the most) and read in phrases to ensure that students do are not lost or confused.

• Theatrical Reading In a small group, students take turns reading a story while an assigned student acts out what is read. This builds interest in reading and may break up the monotony in a lesson.

• Whisper Reading While a student reads a text aloud, the teacher whispers assistance in the student’s ear as needed. This builds reading fluency and oral reading confidence.

Understand the reading process

• Understand the reading process

• Identify psychological components that affect reading & motivation

• Create a classroom environment that facilitates reading

• Variety of reading options

• Select materials carefully

• Use assessment to guide

• instruction

• Be familiar with appropriate

• books for children

Vocabulary & Language Development

• Vocabulary & Language Development

• Sample activities/assessments:

•  Word analysis: e.g., dissecting words into their parts (prefix, root, suffix).
•  Vocabulary journals, A-B-C books, word webs, word walls.
•  Interactive editing, Cloze paragraphs, dictations, subject- specific journals.

• Guided Interaction

• Sample activities/assessments:

•  Partner interviews, Class surveys, Think-Pair- Share,
•  Poster projects, group presentations
•  Readers’ Theatre

• Metacognition & Authentic Assessment

• Sample activities/assessments:

• Guided reading, completing chapter pre-reading guides, reciprocal teaching, Directed Reading Thinking Activity (DRTA), Anticipation Guides, double-entry journals.

• Think-alouds, K-W-L. Learning logs/journals, quick- writes.

• Source: www.suu.edu/ed/resource/ESLSixKeyStrategies.pdf

Explicit Instruction

• Explicit Instruction

• Sample activities/assessments:

•  Teach/explain prerequisite language applications: reading directions, idioms, sentence starters, essay formats, pattern drills, or completing a story map; check for understanding.
•  Teach specific reading comprehension skills for completing: task procedures, answering questions, word problems, understanding text & graphics.

• Meaning-Based Context

• Introduce new concepts through familiar resources, prompts, visuals, or themes.

• Sample activities/assessments:

• Quick-write responses or recording student responses to visuals, current event stories, real-life models, video clips, teacher read-alouds, thematic prompts, role-play, comparing language uses for similar contexts.

• Identifying & analyzing different language and essential concepts.

• Modeling, Graphic Organizers, & Visuals

• Sample activities/resources:

• Venn diagrams, story maps, main idea + supporting detail schematics, double-entry journals, semantic attribute matrices.

• Jazz chants, read-alouds.

• Source: www.suu.edu/ed/resource/ESLSixKeyStrategies.pdf