WHAT IS QUICK READS? Intervention focusing on building fluency,comprehension, and vocabulary through thereading of short content based passages. Five levels A-E, beginning in second grade up to fifthgrade Divided by reading grade level Five passages per workbook Three workbooks per level Works increase in difficulty throughout the level andbetween levels, become longer and with less pictures. Each passage followed by comprehension questionsincluding multiple choice and short answer. Passages are focused on social studies and sciencecontent material
WHEN DO YOU USE QUICK READS? Can be used as an intervention or as part of acurriculum Teachers can decide the pace of the program andtailor it to an individual student Recommended time: Fifteen minutes per day for eighteen weeks At least three times a week, one passage per session Done through one on one interaction with ateacher/tutor or can be implemented in groups.
HOW DO YOU USE QUICK READS Materials: student workbook(textbook), white board,and a notebook for student answers Three readings of the passage followed by reviewsection All readings are facilitated by the teacher and havestructure and modeling imbedded in them At the end of every unit, or workbook, there is a“Connect your ideas” section that connects all thepassages in the book to each other.
FIRST READING Focuses on activating background knowledge ofthe student Teacher guides the student to look at the pictures, titles,and captions to make predictions about the text Also, the teacher and student identify at least two newvocabulary words that are new to the student andunderline them Teacher and student discuss their findings and define the newvocabulary words before the student begins the first reading Students read the passage silently and may use agraphic organizer to help them during the reading Students are looking for key words and passages to helpthem remember the passage After the initial reading, teacher and student discuss thestudents findings.
SECOND READING Modeled reading of the text by the teacher Teacher reads aloud the passage at a rate of oneminute per passage (the recommended time for eachpassage) Teacher must model good prosody, phrasings andfluency for the student After the second reading, teacher and studentdiscuss the main idea of the passage Together they come up with one or two sentencesthat sum up the passage, or a maid idea phrase.
THIRD READING Timed silent re-reading of the passage Using the one minute mark as a guide, studentstime themselves silently reading the passage. Students circle the last word in the passage that wasread Using the numbers at the end of each line of text theycome up with the number of words read overall Using a chart in the back of the student workbook,students can monitor their progress by recording theirreading score. Teacher and student, or group can also readchorally a fourth time for extra practice.
WRAP-UP Students complete the comprehension section ofthe workbook which includes the review questions. Teacher facilitates the multiple choice section byimplementing strategies without given students theanswers Example: Process of Elimination Students complete the short answer question ontheir own. Teacher discusses answers with students by askingthem to explain their findings Teacher can also check for punctuation, grammar,and capitalization in the answer to improve writingskills.
WHY USE QUICK READS? Based on Dr. Hiebert’s TEXT model Three tasks needed to read successfully: Recognizing familiar words Decoding unfamiliar words Comprehending the text Quick Reads uses this model to develop the difficulty ofits passages. Ratio of unfamiliar words to frequent words. Based on the idea that fluency is the biggest obstacle inreading proficiently fourth grade students Based on four strategies for increasing fluency Repeated oral reading Consistent comprehension strategy Making connections between material and prior knowledge Modeling of reading with expression and fluency
DOES IT WORK? Two studies done by Vardasy and Sanders in 2008found extensive gains in reading after implementingQuick Reads. 1st study 2nd & 3rd grade students scoring in the 34th percentile Fifteen weeks of Quick Reads instruction Increase in students fluency and word reading accuracy Attributed success to repeated oral reading of content basetexts. 2nd study 4th & 5th graders performing below grade level on readingassessments Twenty weeks along with control group Significant gains in vocabulary recognition, passagecomprehension and word comprehension.
PHOTO CREDITS http://www.pearsonschool.com http://www.midland-mi.org teachinglatinamericathroughliterature.wordpress.com www.wcmlibrary.org bellesbookshelf.blogspot.com yakimavalleylibraries.wordpress.com www.mediapolis.lib.ia.us www.inkity.com Microsoft Office Clip Art
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