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  • Review Handout S9-1
  • Ask for a volunteer to read the sentences placing emphasis on the bold words in each sentence. Explain how the meaning of the sentence changes when emphasis is placed on a different word each time.By varying the emphasis placed on different words within a sentence, the reader can manipulate sentence meaning. As a result, fluent readers can begin to understand the importance of expressive speech in oral reading.
  • Ask participants to work with a partner and divide the text in the sample phrase-cued passage.
  • The following phrasing of the passage above is just one of several posibilities.
  • Assign fluency assessment to participants in small groups. Ask participants to present information to whole group.Qualitative AssessmentsObservation as Evaluation: Handout S9-6Student’s Self-report Checklist: Handout S9-7Reading Miscue Inventory: Handout S9-8 Quantitative AssessmentsMultidimensional Fluency Scale: Handout S9-95-point Fluency Scale for Oral Reading: Handout S9-10One minute Read: Handout S9-11TOWRE: Handout S9 13-14Speed Drills: Handout S9-15Median Annual Oral Reading Rate Increases for Students in Grades 4 through 8: Handout S9-12

Session 9 Presentation Transcript

  • 1. Reading … Set … Go!
    Application of Research-Based Instructional Practices
    Competency 2
    Component # 1-013-311
    Center for Professional Learning
    Session 9
    Instructor: Carmen S. Concepcion
    readingsetgo.blogspot.com
    Fall 2010
  • 2. FluencyShare Investigative Activity
  • 3. Strategies for Successful Fluency Development in Students
    Procedures for Most Fluency Lessons
    Learner Modifications
    Content Area Considerations
    Provide Direct Instruction and Feedback
  • 4. Sentence Tunes
    We did not tell them you brought rotten apples.
    We didnot tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    We did not tell them you brought rotten apples.
    (You brought something else rotten)
  • 5. Gettysburg Address
    Fourscore and seven years ago our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war testing whether that nation so conceived…
  • 6. Gettysburg Address
    Fourscore / and seven years ago / our fathers / brought forth /on this continent / a new nation / conceived in liberty / and dedicated / to the proposition / that all men / are created / equal. / Now / we are engaged / in a great / civil war / testing whether / that nation / so conceived /…
  • 7. Phrase-Cued Weekly Practice Sessions
    Discuss weekly plan at your table
    Discuss implementation ideas
    Highlight key ideas
  • 8. Assessing Fluency
    Qualitative Assessments: Used to identify, describe, and measure reading behaviors
    Observation as Evaluation
    Student’s Self-report Checklist
    Reading Miscue Inventory
    • Quantitative Assessments: Used to measure fluent reading in numerical terms
    Multidimensional Fluency Scale
    5-point Fluency Scale for Oral Reading
    One minute Read
    TOWRE
    Speed Drills
  • 9. FLaRE Professional Paper: FluencyStrategy: Seed Discussion*
    Each student prepares an index card.
    Student pairs read their cards to each another.
    The partners ask questions to clarify.
    The two students trade cards and move to a new partner.
    Repeat the process with the new card.
    * This variation is called “The Party”
  • 10. Fluency Vocabulary Hot Seat
  • 11. Summing UP
    Fluency is a separate yet integral part of a reading process. Fluency results from a complex interrelationship of processes that are more than the sum of these components. Teachers who make fluency a part of their comprehensive reading program and implement instruction with engaging materials help students solve the reading puzzle.
  • 12. Comprehension Outcomes
    Knowledge
    Participants will be able to:
    Define comprehension
    Identify benefits of explicit and systematic morphemic instruction (affixes, base words, word origins) on vocabulary development in relation to comprehension.
    Identify principles of syntactic function as they relate to language acquisition and reading development.
    Describe the impact of text variations on the construction of meaning.
    Identify cognitive task levels and the role of cognitive development in constructing meaning using a variety of texts. (e.g.) knowledge, comprehension, application, analysis, synthesis, evaluation).
    Identify fundamental comprehension strategies and instructional practices that scaffold development of these strategies.
    Investigate conditions for learning across academic content areas.
  • 13. Skills
    Participants will be able to:
    Utilize instructional practices that promote the use of comprehension strategies with narrative and expository text.
    Plan for explicit, systematic instruction for scaffolding development of comprehension skills and cognition (e.g., reciprocal teaching, questioning the author, etc.).
    Comprehension Outcomes
  • 14. “Comprehension is an end product of meaning making. As teachers we cannot teach comprehension; readers themselves bring meaning to the text they read. What we can do is teach readers strategies that help activate the process of comprehending, which results in comprehension.”
    K. Goodman, 1994
  • 15. Metacognition
    An awareness of one’s own learning process.
  • 16. Four Levels of Metacognitive Knowledge
    Tacit learners/readers: Readers that lack awareness of how they think when they read
    Aware learners/readers: Readers who realize when meaning has broken down but who may not have sufficient strategic actions for fixing problem
    Strategic learners/readers: Readers who use effective thinking and comprehension strategies to enhance understanding and acquire knowledge. They are able to monitor and repair meaning when it is disrupted
    Reflective learners/readers: Readers who are strategic about their thinking and are able to apply strategic actions flexibly depending on their goals or purpose for reading.
    Perkins, 1992
  • 17. Word Splash on Comprehension Strategic Actions
    Determining Importance
    Summarizing
    Questioning
    Visualizing
    Inferring
    Making Connections
    Comprehension Monitoring
  • 18. What is Comprehension?
    Comprehension is constructing meaning from text or, making meaning from print.
    The click of comprehension occurs only when the reader evolves a schema that explains the whole message.
    Comprehension is the process in which the reader constructs meaning (in) interacting with text … through a combination of prior knowledge and previous experience; information available in text; the stance (taken) in relationship to the text; and immediate, remembered or anticipated social interactions and communications.
    Helping students increase comprehension of content area text involves teaching them how to connect new information to what is already known, read between the lines, and apply learning to new situations.
    Teaching reading in the content areas, therefore, is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.”
  • 19. Reading for Key Points
    Read Implementation of Instruction in Reading Comprehension from Report of the National Reading Panel
    Read FLaRE Professional Paper “Comprehension”
    Highlight main points and jot down your reflections about those points on the margins
  • 20. Teacher Modeled Mapping – Science
  • 21. Concept Map
  • 22. Follow Up Assignment
    Explore the use of the concept map strategy with your students
    Make a plan for assessing students use of concept map strategy
    Bring samples of students’ work to next session