+ Secondary Literacy 6 Decoding & Fluency Secondary Literacy 6

+ DO NOW Mini-Reading Building Blocks Oral Test

+ 1. Say… 2. Say… 3. Why do we have letters in English? 4. About 5. Coge 6. T 7. E

+ Mini-Reading Building Blocks Oral Test (questions 8, 9 & 10) Many American farm workers have been aided by the efforts of a shy, patient man named Cesar Chavez. As a youth, Cesar traveled from one farm to another picking crops as they ripened. Since his family had no permanent home, Cesar had attended thirty-seven different schools by the time he reached seventh grade.

+

+ What are we learning? Knowledge - Components of reading accurately and fluently Skills – Fluency: Good strategies for promoting fluency whenever students read in class Skils – Decoding: How & why to lead a deep lexical representation mini- lesson

Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Skilled Reading- fluent coordination of word reading and comprehension processes

+ Intricately Connected Decoding is the basis of fluency Fluency is a prerequisite for comprehension So for all teachers who use reading…

Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Skilled Reading- fluent coordination of word reading and comprehension processes

+ Agenda DO NOW Introduction Fluency: what is it and how do I support it? CM Practice: Reader’s Theatre Decoding: teaching meaning, spelling, pronunciation, and word parts CM Practice: Deep Lexical Representation Mini Lesson Close

+ The Basics: What goes into reading accurately and fluently? Handout: Building Blocks of Reading Guided Notes CM Binder page __ To which of the DO NOW questions does this connect?

+ Called Basic Because… Necessary, but not sufficient Even with success with these, may still struggle with comprehension Lacking strategies to comprehend Many students will struggle with fluency  our session focus

+ Louisa Cook Moats Literacy Researcher Read a passage

+ Debrief: Disfluency Passage Were you reading with automaticity? Were you focused on word analysis or comprehension? Was comprehension achieved? Why or why not?

+ OK, so fluency is important; now how do I teach it? How could I teach or support you to read this passage more fluently? Brainstorm

+ Fluency: Strategies to Avoid Round Robin reading Silent reading – all the time

+ Fluency: Strategies That Work Teaching sounds for individual letters and phonemes Breaking down words into parts Teacher modeling/read aloud Repeated reading With partner, parents, reading buddy Reader’s Theatre Choral reading Not “added on”, but used as scaffolding whenever students read

+ Fluency: Strategies That Work How might these strategies be helpful? Did this process make you feel uncomfortable about your reading? The importance of teacher feedback All different ways to read a text in class

+ Reader’s Theater Authentic purpose/goal Language Arts, Science, Social Studies A challenging text In pairs, practice Level of mastery

+ Reader’s Theater

+ Handout: Reflection on Fluency 1. What effect did the process of repeated readings have on your fluency and sense of success as a reader with this passage? 2. What insight did you have about our students’ experiences struggling with text? 3. Which of the fluency strategies that we have discussed will you use?

+ Mini-Reading Building Blocks Oral Test (questions 8, 9 & 10) Many American farm workers have been aided by the efforts of a shy, patient man named Cesar Chavez. As a youth, Cesar traveled from one farm to another picking crops as they ripened. Since his family had no permanent home, Cesar had attended thirty-seven different schools by the time he reached seventh grade.

+ Debrief What may have gone wrong? What factors contributed to my dysfluency here? Students need to gain a deep lexical representation of the medium and low frequency words To know word’s meaning, pronunciation, and the parts that make up the word.

+ Deep Lexical Representation ML Planner Words selected: Longer & lower frequency Meaning column like Sec Lit 5 Student friendly definitions Examples & non-examples Word parts column Pronunciation column One to two minutes per word No more than ten minutes total

+ Workshop Plan mini-lesson solo Five words from a passage Hand-out: Deep Lexical Representation ML Planner Share with partner

+ Debrief What is challenging about this process? How will investing 5-10 minutes in this before reading save time later on?

+ What did we learn?

+ Our bigger purpose Teaching literacy is our job; as part of our professional development, we must continue to seek out opportunities to learn more about the building blocks of literacy.

+ Last Thoughts… “Go as fast as you can and as slow as you must.” Aylett Cox A pioneer in the field of dyslexia “Find your place on the planet. Dig in, and take responsibility from there.” Gary Snyder Poet