Presentation on theme: "+ First Friday Family Fun November 1, 2013 Fluency ~ Accuracy ~ Lexiles Book Leveling ~ Sight Words."— Presentation transcript:
+ First Friday Family Fun November 1, 2013 Fluency ~ Accuracy ~ Lexiles Book Leveling ~ Sight Words
+ Stages of Reading Development A continuum that explains how students progress as readers. Stages are based on students’ experience and not their age or grade level. Knowing these stages is helpful when developing materials for specific types of readers. Emergent Readers Early Readers Transitional Readers Fluent Readers
+ Emergent Readers Need enriching and enjoyable experiences with books Students become comfortable with books even before they can read them independently – recognize letters and words and language patterns Can work with concepts of print and are at the beginning stages of developing the ability to focus attention on letter- sound relationships Sharing books over and over, extending stories, relating experiences to both print and pictures, and guiding students to “read,” helps children begin to make predictions about what they are reading.
+ Early Readers Are able to use several strategies to predict a word, often using pictures to confirm predictions Can discuss the background of the story to better understand the actions in the story and the message the story carries Cueing systems are called upon significantly, so they must pay close attention to the visual cues and language patterns, and read for meaning Reading habits of risk-taking, and of predicting and confirming words while keeping meaning in the mind are established
+ Transitional Readers Often like to read books in a series as a comprehension strategy; the shared characters, setting, and events support their reading development They read at a good pace; reading rate is one sign of a child’s overall comprehension. Generally have strategies to figure out most words but continue to need help with understanding increasingly more difficult text
+ Fluent Readers Are confident in their understandings of text and how text works, and they are reading independently The teacher focuses on students’ competence in using strategies to integrate the cueing systems Students are maintaining meaning through longer and more complex stretches of language Effective readers come to understand text as something that influences people’s ideas
+ Fluency The ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.
+ What the problem looks like… A kid’s perspective: “I just seem to get stuck when I try to read a lot of the words in this chapter.” “It takes me so long to read something.” “Reading through this book takes so much of my energy, I can’t even think about what it means.” “This is stupid!” A parent’s perspective: “He knows how to read words but seems to take a long time to read a short book.” “She reads a book with no expression.” “He stumbles a lot and loses his place when reading something aloud.” “She moves her mouth when reading silently (subvocalizing).
+ How to help… Kid’s can: Track words with their finger as a parent/teacher reads the passage aloud. Then read it themselves. Have a parent/teacher read aloud to you. Then, match your voice to theirs. Read your favorite books over and over again. Practice getting smoother and reading with expression. Parent’s can: Support and encourage your child. Read aloud to your child to provide an example of how fluent reading sounds. Remind your child to pause between sentences and phrases. Give your child books with predictable vocabulary and clear rhythmic patterens. Use books on tape.
+ Accuracy Strategies Cross checking…Do the pictures and/or words look right? Do the sound right? Do they make sense? Use the pictures…Do the words and pictures match? Use beginning and ending sounds. Blend sounds; stretch and reread. Flip the sound. Chunk letters and sounds together. Skip the word, then come back. Trade a word/guess a word that makes sense.
+ What happens if students are not fluent readers? Read the following paragraph and answer the comprehension questions.
+ Questions… Does Fern love Wilbur? How do you know? Describe what Fern does when she feeds Wilbur in the morning. What does Fern do when the school bus comes in the afternoon? Why does Mrs. Arable feed Wilbur?
+ 70% Fern _____ _____ more than _____. She _____ to _____ him, to _____ him, to put him to _____. Every _____, as soon as she got up, she _____ his _____, _____ his _____ on, and held the _____ for him. Every _____, when the _____ _____ stopped in _____ of her house, she _____ out and ran to the _____ to _____ another _____ for him. She _____ him again at _____, and again just _____ going to _____. Mrs. _____ gave him a _____ around _____ each day, _____ Fern was _____ in _____. (E.B. White, 1952)
+ 80% Fern _____ Wilbur more than _____. She _____ to _____ him, to _____ him, to put him to bed. Every _____, as soon as she got up, she _____ his _____, tied his _____ on, and held the _____ for him. Every _____, when the _____ _____ stopped in front of her house, she jumped out and ran to the _____ to fix another _____ for him. She _____ him again at _____, and again just before going to bed. Mrs. Arable gave him a _____ around _____ each day, when Fern was _____ in _____. (E.B. White, 1952)
+ 90% Fern _____ Wilbur more than anything. She loved to stroke him, to _____ him, to put him to bed. Every _____, as soon as she got up, she _____ his milk, tied his _____ on, and held the bottle for him. Every afternoon, when the school _____ stopped in front of her house, she jumped out and ran to the _____ to fix another _____ for him. She fed him again at _____, and again just before going to bed. Mrs. Arable gave him a _____ around noontime each day, when Fern was away in _____. (E.B. White, 1952)
+ 95% Fern _____ Wilbur more than anything. She loved to stroke him, to feed him, to put him to bed. Every morning, as soon as she got up, she _____ his milk, tied his bib on, and held the bottle for him. Every afternoon, when the school _____ stopped in front of her house, she jumped out and ran to the _____ to fix another bottle for him. She fed him again at _____, and again just before going to bed. Mrs. Arable gave him a feeding around noontime each day, when Fern was away in school. (E.B. White, 1952)
+ Accuracy Levels Independent Level : % Instructional Level : 94-97% Frustration Level : 93% or lower To build fluency, material should be at instructional level or above.
+ Book Levels & Lexiles Selecting the right materials for your child.
+ Websites… Scholastic Book Wizard - Phone/iPad Apps… Lexile Framework for Reading – East Stroudsburg Area School District – Level It Books - $2.99
+ Sight Words (Suggestions from the Reading Specialists)
+ Learning Sight Words Anchor Remember 3, 5, 7, 9 Mix known with a few unknown Involve as many sensory modalities as possible: visual, auditory (hear and say) tactile Learn phonetically correct words first to build upon success Fast write word families: at, cat, that Understand that there are commonly confused words because of the ways the words are stored in the brain. Is/said, for/of, for/from Study words together that have a relationship: could, would, should or here, there, where DON’T study words that have similar spellings, but no relation to each other: on/no or now/know
+ Sight word games & suggestions… Bingo, concentration, go fish, shazam, word searches. Put words on cards, place the cards in a can, toss contents into the air. Read the words that land face up, then face down. Post words around the house. Have students find and highlight words in a newspaper or magazine article.
+ More Websites… Candohelperpage – Cookie – Mansfield/Richland County Public Library – Dolch Kit – VocabularySpellingCity – Reading Rockets –