1. Reading In Hand Using Ipods to Enhance Reading Instruction Presented by April Kelley & Lynne Herr Presented by April Kelley & Lynne Herr

2. Introductions  Name  School  Grade Level  Looking forward to…  Name  School  Grade Level  Looking forward to…

6. Now, I want you to open your hard drive. Click on your applications folder. Do you see a folder marked “Things that Stress Me Out”? I want you to drag that to the trash.”

7. Round the Room Survey What do you want to know about reading instruction and ipods? What do you know about reading instruction and ipods?

8. Round the Room Survey  Put aside your pencil and paper. When I say, “Go”. Move around the room, sharing your responses from “What do I want to know about reading instruction & ipods?” and listen to the responses of others. Meet as many as possible.  When I call “TIME” return to your seat and write as many of the responses as you can remember.

9. Round the Room Survey  At your table, pool and extend your lists. Designate one recorder and one reporter.

10. Outcomes  The participants will learn…  about reading fluency (research & application).  how to utilize the ipod touch to enhance reading instruction.  The participants will learn…  about reading fluency (research & application).  how to utilize the ipod touch to enhance reading instruction.

11. Using Your Ipod Touch

12. Student Reading What stood out for you as you listened?

13. Text Rendering  Read the Text  Underline one sentence, one phrase, and one word that you feel are important.  Discuss what you underlined with your team.  Read the Text  Underline one sentence, one phrase, and one word that you feel are important.  Discuss what you underlined with your team.

14. What is it? NAEP defines fluency as the ease of naturalness of reading. The key elements include:  Grouping or phrasing of words  Adherence to authors syntax  Expressiveness of the oral reading The key elements include:  Grouping or phrasing of words  Adherence to authors syntax  Expressiveness of the oral reading

15. ESP E - Expression S - Smoothness P - Pacing Reading Fluency Rubric E - Expression S - Smoothness P - Pacing Reading Fluency Rubric

16. Attention to Fluency has Grown  1983 - Richard Allington calls it the neglected goal of the reading program.  1984 to present - Rasinski, Zutell, Samuels, Carbo, Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.  1995 - NAEP assesses fluency for the first time.  2000 - NRP dedicated 1/3 of it’s report to fluency instruction as a gateway to comprehension.  2002 - NCLB incorporates fluency as 1 of 5 components of a researched based reading program.  1983 - Richard Allington calls it the neglected goal of the reading program.  1984 to present - Rasinski, Zutell, Samuels, Carbo, Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.  1995 - NAEP assesses fluency for the first time.  2000 - NRP dedicated 1/3 of it’s report to fluency instruction as a gateway to comprehension.  2002 - NCLB incorporates fluency as 1 of 5 components of a researched based reading program.

17. Why is it important?  In 1995, the NAEP (National Assessment of Education Progress) conducted a large study of the status of fluency achievement in American education. The study examined the reading fluency of a nationally representative sample of 4th graders and found 44% of the students to be disfluent even with grade level stories that the students had read under supportive conditions. Moreover, that study found a close relationship between fluency and reading comprehension and overall proficiency scores in reading.

18. Bottom line from the NAEP study: Students who are low in fluency may have difficulty getting meaning of what they read.

19. The Theory of Automaticity Fluency helps enable reading comprehension by freeing cognitive resources for interpretation. (National Reading Panel Report, 2000) Fluency helps enable reading comprehension by freeing cognitive resources for interpretation. (National Reading Panel Report, 2000)

20. Can you think of examples in your learning that support the theory of automaticity? Learning to drive…

21. What is it that caused that skill to become automatic for you?

22. Because you’ve practiced that skill over and over, what else can your mind do or think of while you’re doing that activity?

23. That’s the intention of fluency. We want reading to become so automatic that students can begin focusing their energy on other things while reading (such as comprehension).

24. When should we start providing fluency instruction?  When a student is reading with 95% accuracy. (words correct/total words)  Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.  Does mean we shouldn’t emphasize it. Accuracy, THEN Fluency  When a student is reading with 95% accuracy. (words correct/total words)  Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.  Does mean we shouldn’t emphasize it. Accuracy, THEN Fluency

25. Practice Scoring  Student #1  Listen  Rate Individually  Discuss w/ Partner  Share  Repeat with student #2 and student #3  Student #1  Listen  Rate Individually  Discuss w/ Partner  Share  Repeat with student #2 and student #3 Which student should receive fluency instruction? Why?

26. Research Based Instruction that Supports Fluency  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!

27. What do you do in your classroom to support these strategies?  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!

28. Repetition  Ideas?  Recording Self on ipods  Podcasts  Reader’s Theater http://www.youtube.com/watch?v=P6X6M-THp2I http://www.youtube.com/watch?v=P6X6M-THp2I  Lucky Listener  6-Min. Solutions  Poems for Two Voice http://www.youtube.com/watch?v=0uGojuhJN9I http://www.youtube.com/watch?v=0uGojuhJN9I  Poetry Cafe  Ideas?  Recording Self on ipods  Podcasts  Reader’s Theater http://www.youtube.com/watch?v=P6X6M-THp2I http://www.youtube.com/watch?v=P6X6M-THp2I  Lucky Listener  6-Min. Solutions  Poems for Two Voice http://www.youtube.com/watch?v=0uGojuhJN9I http://www.youtube.com/watch?v=0uGojuhJN9I  Poetry Cafe

29. Modeling  Ideas?  Listening to books on CD or ipod  Fluency Lessons  Using Samples and Student-Friendly Rubrics Access to Materials http://esu6-readingnews.wikispaces.com/  Ideas?  Listening to books on CD or ipod  Fluency Lessons  Using Samples and Student-Friendly Rubrics Access to Materials http://esu6-readingnews.wikispaces.com/

30. Direct Instruction & Feedback  Ideas?  Fluency Lessons  Ideas?  Fluency Lessons

31. Phrasing Practice  Ideas?  Phrasing Lessons  Dolch Phrases  Ideas?  Phrasing Lessons  Dolch Phrases

32. Our Reading In Hand Grant Project  Focus on Fluency  Reading Fluency & Ipod Training  Coaching Support (Modeled Lessons, Observations & Data Analysis)  Fluency Assessments  Task Description  RIH Fluency Rating Days  Focus on Fluency  Reading Fluency & Ipod Training  Coaching Support (Modeled Lessons, Observations & Data Analysis)  Fluency Assessments  Task Description  RIH Fluency Rating Days

33. What questions do you have about how to record or how to use voice memos with students?

34. Practice Recording

35. Using Apps to Enhance Instruction

36. App #1 - Story Kit How might you use this app?

37. App #2 - Strip Designer How might you use this app?

38. App #3 - Idea Sketch How might you use this app?

39. App #4 - Grammar 2 How might you use this app?

40. Explore Time What apps you can find to enhance your instruction?

41. Share Time What apps did you find to enhance your instruction?

42. Did we answer our questions?

43. Thank You!!! Evaluation

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