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Session 7






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  • Use this to segue into a review the importance of increasing the rigor and higher-order reasoning in LA/Reading classes.
  • Colored dots; chart paper placed around the room with the following topics printed on them:I read aloud to my students at least once a week.My students participate in oral reading activities such as choral reading, reader’s theater, radio reading, paired reading, and echo reading.I confer or have conversations with my students routinely to address their individual reading goals, weaknesses, and needs.I assess my students’ oral and silent reading rates.I know the independent, instructional, and frustration reading level of all my students.The students in my classes evaluate their own reading behaviors and goals.I provide at least 90 minutes each week for my students to have sustained silent reading (SSR) and voluntary free reading opportunities with a wide variety of choices that include fiction, nonfiction, magazines, newspapers, and informational texts.

Session 7 Presentation Transcript

  • 1. Reading … Set … Go!
    Application of Research-Based Instructional Practices
    Competency 2
    Component # 1-013-311
    Center for Professional Learning
    Session 7
    Instructor: Carmen S. Concepcion
    Fall 2010
  • 2. Consider this…
  • 3. Critical Word Cloze # 1
    Read the cloze passage with words missing.
    Independently, complete the cloze.
    Share with group.
    Nall was so _____. She was _____ to the _____ with Charkle. She would _____ a _____ _____ so she could _____ out books. Charkle _____ her _____ out the _____. “_____, Charkle,” jibbed Nall _____ly. “Now we can _____ out _____ together!” _____ Charkle _____ly.
  • 4. Critical Word Cloze # 2
    Nall was so plamper. She was larping to the flannerby with Charkle. She would grunk a flannery barp so she could crooch out books. Charkle lanted her gib out the neb. “Parps, Charkle,” jibbed Nall plamperly. “Now we can crooch out carples together!” pifed Charkle trigly.
    Who were the characters in the story?
    Where were they larping?
    Why did she want to grunk a flannerby barp?
  • 5. Critical Word Cloze # 3
    Nall was so excited. She was going to the library with Charkle. She would get a library card so she could check out books. Charklehelped her fill out the form. “Thanks, Charkle,” jibbed Nallexcitedly. “Now we can check out books together!” laughed Charkle happily.
  • 6. Multiple Exposures
    Students must have multiple exposures to a word to learn it well. Repeated exposure to vocabulary in a variety of contexts improves word learning.
    “One of the strongest findings about vocabulary instruction, weather direct instruction or learning words from context, is that multiple encounters are required before a word is really known, that is, if it is to affect a student’s comprehension and become a useful and permanent part of the student’s vocabulary repertoire.
    L. Beck, M.G. McKeown, & L. Kucan, 2000. p.73
    Bringing words to life: Robust vocabulary instruction
  • 7. Effective Practices in Vocabulary Development
    Group Janet Allen’s Effective Practicesin Vocabulary Development into 2 piles – those to increase and those to decrease.
    Share your results with another group.
    Compare to Allen’s chart.
  • 8. Effective Practices in Vocabulary Development
  • 9. Fluency Outcomes
    Participants will be able to:
    • Define fluency
    • 10. Explain the role of fluency in development of the reading process
    • 11. Identify features of text that influence comprehension
    • 12. Identify principles of reading fluency as they relate to reading development
    • 13. Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance
  • Eumycetes or Fungi
    Fungi are thallophytes without chlorophyll that reproduce by means of spores. A thallophyte is a plant without differentiation into stem, leaves, and roots; consequently it has a very simple structure and is devoid of any special vascular system. Fungi are either saprophytes or parasites, the latter causing many and varied diseases of forest trees. Fungi generally have two reasonable distinct phases in their development, the vegetative and the reproductive stage, the latter usually being the most conspicuous. For example the microscopically fine mycelium hidden from view in the cells of the heartwood is the vegetative stage of a wood-destroying fungus causing decay in a living tree, whereas the fructification or conk plainly visible on the trunk is the reproductive stage. –taken from Forest Pathology, 1948
  • 14. Fostering Fluency
  • 15. Anticipation Guide for Fluency
    Agree Disagree
    __ __ 1. Fluency in reading is most relevant at the beginning states of reading.
    __ __2. Fluency is independent of comprehension.
    __ __ 3. Research has identified several methods to increase reading fluency.
    __ __ 4. Oral reading fluency is developed best through independent reading.
    __ __ 5. One aspect of fluency can be judged by determining the student’s rate of reading in words per minute (WPM).
    __ __ 6. It is appropriate to consider fluency in silent reading.
    __ __ 7. Fluency is actually speed of reading.
    __ __ 8. Fluency strategies are primarily for students experiencing difficulty in reading.
    __ __ 9. Students should adjust reading rate according to their purposes for reading.
    __ __ 10. A reasonable oral fluency rate for third-grade students is 160 words per minute (WPM) by the end of the school year.
  • 16. Fluency
    • Fluency is the ability to read with accuracy, expression/phrasing, appropriate rate and comprehension.
    • 17. Fluency is often thought about in relation to oral reading; nevertheless, fluency is also important in silent reading if students are to be efficient and effective readers.
    • 18. Fluency is not the final goal in any overall reading program, but a gateway to comprehension. Fluent reading frees resources to process meaning.
    R.L. Allington, 1983, Fluency: A neglected goal in reading instructin, Reading Teacher, 36, 556-561
  • 19. Key Elements of Fluency
  • 20. Strategies for Successful Fluency Development in Students
    • Model Fluent Reading
    • 21. Echo Reading
    • 22. Guided Oral Reading Opportunities
    • 23. Repeated Reading
    • 24. Paired Reading
    • 25. Choral Reading
    • 26. Reader’s Theater
    • 27. Radio Reading
  • Jigsaw Activity
    • Group 1: Model Fluent Reading
    • 28. Group 2: Choral Reading Opportunities
    • 29. Group 3: Readers’ Theater
    • 30. Group 4: Radio Reading
  • Investigative Activity
    • CPALMS
    • 31. What is it?
    • 32. How does it support rich instruction?
  • 33.
  • 34.
  • 35. CPALMS Scavenger Hunt
  • 36. Reflection:
    How does CPALMS support rich instruction
  • 37. For Next Class…
    • This session was on the topic of fluency: defining, recognizing key elements of being a fluent reader, and suggestions. Design a week (or longer) of instruction incorporating fluency activities for your class.
    • 38. What would instruction look like?
    • 39. How would you know the fluency levels of your students?
    • 40. How would you screen, progress monitor, or decide improvement occurred?
    • 41. What resources could you use?
    • 42. Post a response to this questions to the class blog. Please include the grade level and student make-up of your group, as well as the subject area.