Reading Foundations for Grades 3-5

1. Reading Foundations for Grades 3-5 Fluency Phonics and Word Recognition

2. Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency CCSS, pages 15-17

3. Standard 4a Instruction *Use on-level text to make predictions before reading *Check predictions after reading *Monitor comprehension before, during, and after reading *Ask and answer questions *Summarize a text

4. Standard 4b Instruction *Partner read *Reread phrases and prose *Decode grade-level multisyllabic words *Read grade-level sight words accurately and automatically *Read with expression

5. Standard 4c Instruction *Use effective strategy to decode unfamiliar words *Use effective strategy to determine meaning of unfamiliar words (roots, affixes) *Use context to confirm pronunciation (present-a gift; present-to introduce) and meaning

6. Standard 3a Instruction *Know meanings of common prefixes and suffixes and understand how they change the meaning of words *Know meaning of common roots *Use knowledge of affixes and roots to decode words in and out of context *Use effective strategy to decode multisyllabic words

7. Instruction for Third Grade *Standard 3b Decode common Latin suffixes *Standard 3c Use strategy to decode using syllabication rules and morphemes *Standard 3d Know and read phonemic and morphemic spelling patterns

8. Definition of Fluency “Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what is read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.” (Armbruster, Lehr, & Osborn, 2001, p. 22)

9. Factors that Affect Fluency 9 5 1 0 4 7 2 9 5 1 0 4 7 2 6 025813 6025813

10. Factors that Affect Fluency • Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. • Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. • I love dogs. I love cats. I love to read about dogs and cats.

11. Factors that Affect Fluency • Since H2O is a suitable sink for these acids, all such acids will lose protons to H2O in aqueous solutions. These are therefore all strong acids that are 100% dissociated in aqueous solution; this total dissociation reflects the very large equilibrium constants that are associated with any reaction that undergoes a fall in free energy of more than a few kilojoules per mole. • This planet is the only known planet to harbor life. The oceans on this planet cover nearly 70 percent of its surface. It is the third planet in order from the Sun, and is about 150 million kilometers from the Sun.

12. Why is Fluency So Important? • Poor fluency affects you in a variety of ways. • Why would these comments concern you? • “I don’t like reading. It takes me too long to read something.” • “Reading through this book takes so much of my energy, I can’t even think about what it means.” • “She reads a book with no expression.” • “He stumbles a lot and loses his place when reading something aloud.” • “She reads like a robot.”

13. Fluent vs. Non-Fluent Readers

14. An Effective Method of Teaching Fluency: Rhyming Introduces a variety of word families which can later be used to decode words It allows students to hear and see parts of words which they may see later in a book they are reading Helps children develop an ear for our language. Rhyme and rhythm highlight the sounds and syllables in words. Peas porridge hot Peas porridge cold Peas porridge in the pot Five days old

15. A Focus on Fluency http://www.prel.org/products/re_/fluency-1.htm

16. Understanding and Assessing Fluency • Why is it critical to make sure that students have sufficient fluency? • How should you assess fluency? http://www.readingrockets.org/article/27091/

17. Fluency Assessments “Because reading is so critical to success in and out of school and because many students struggle with fluent reading, fluency should be assessed often. Effective fluency assessments provide information that will guide instruction and improve student outcomes” (Hosp, Hosp, and Howell 2007). TFR, p. 199

18. Fluency Rubric

19. Choral Reading • is reading aloud in unison with a whole class or group of students • helps build students' fluency, self-confidence, and motivation. http://www.readingrockets.org/strategies/choral_reading/

20. Paired Reading • students read aloud to each other • fluent readers can be paired with less fluent readers • children who read at the same level can reread a story they have previously read. 

21. Reader's Theater • it involves children in oral reading through reading parts in scripts • students do not need to memorize their part; they need only to reread it several times http://www.readingrockets.org/strategies/readers_theater/

22. Tape Assisted Reading • is an individual or group reading activity • students read along in their books as they hear a fluent reader read the book on an audiotape.

23. Fluency Strategies • How would you work these strategies into your daily classroom reading routines? • Would you teach these strategies whole group or small group? Why? • How do these strategies relate to the CCSS Foundational Skills Standard 4?

24. Decoding • The language of any people is the sound system by which the individuals communicate with one another. The written language is merely a system of symbols, a code, used to represent the spoken language. • One of the basic steps in the reading process is translating the code into the sounds of the spoken language.

25. Phoneme A phoneme is the smallest unit of sound that distinguishes one word from another. pin pinpinpin tin pen pitchin The symbol / / encloses a represented phoneme.

26. How Many? glass grass phoneme chin knight How many phonemes in each word?

27. Grapheme A grapheme is a symbol that represents a sound. A grapheme and a letter are not synonymous. What letters form the final grapheme in the word wash?

28. Write the Phoneme Use the / / symbol to write the individual phonemes for the following words: pan milk sense laugh

29. Phoneme/Grapheme • keep • come • quit How many graphemes represent the first phoneme in these words?

30. Phonics Quiz • How many letters are contained in our alphabet? • How many consonant letters have distinct phonemes?

31. Word Study • Letter Name (consonants, short vowels, consonant blends and digraphs) • Within Word (vowel patterns) • Syllables and Affixes (Doubling, unaccented syllables) • Derivational Relations (Greek and Latin, suffixes, vowel alternations)

32. Prefixes Graves recommends that teachers provide explicit instruction in the most frequently used prefixes. White, Sowell, and Yanagihara suggest teaching prefixes in the order of their frequency. These researchers found that twenty prefixes account for about 97 percent of the prefixed words in printed school English. Four prefixes (un-, re-, in- and dis-) account for about 58 percent of prefixed words.

33. Suffixes The essential function of a suffix is to indicate the part of speech of a particular word. When it comes to understanding what a word means, the suffix is the least important component. Inflectional: s, es, ed, ing Derivational:ful, less Only a few suffixes merit intensive scrutiny. Rasinski, Padak, Newton, and Newton (2008)

34. Limitations • Some prefixes are not consistent in meaning. • Sometimes the removal of what appears to be a prefix leaves no meaningful root word. • Sometimes the removal of what appears to be a prefix or a suffix leaves a word that is not obviously related in meaning to the whole word.

35. “The identification of syllables and how they join together becomes very important to students in about third grade, when they must independently decode words of greater length. If they are not taught to perceive the larger chunks of written words and to associate vowel pronunciation with syllable structure, they will be quite stymied by longer words encountered in reading. If they are aware of syllable units and where to divide them, however, they can read words such as detective, insulation, and accomplishment with no trouble.” Speech to Print, page 100-01. GRW, p. 8

36. Research • Students who read single-syllable words often have difficulty with multisyllabic words (Just and Carpenter 1987). • Skilled readers’ ability to recognize a long word depends on whether they can chunk it into syllables in the course of perceiving it.” (Adams 1990) • Less skilled readers need to be taught how to chunk words. (Beck, 2006)

37. Six Syllable Patterns

38. Six Syllable Patterns, continued CCSS, Appendix A, p. 21

39. Generalizations for Word Division: • Every syllable must have a vowel sound. • A prefix or suffix is a separate syllable. • Certain letter combinations at the end of words form a final stable syllable. • Locate vowels. • Vowel teams, digraphs, or diphthongs should not be separated into different syllables. In all other instances, try dividing between the vowels. • When two consonants are found between two vowels, the word is divided between the two consonants. CCSS Appendix A, pp. 21-22

40. Generalizations, cont. • When one consonant is located between two vowels, the consonant is usually attached to the second syllable making the first vowel sound long. • When that doesn’t work, divide after the consonant and give the vowel the short sound.

41. Decoding Multisyllabic Words Closed VC or CVC Open CV Silent e VCe Vowel Team R Controlled Final Stable Syllable Multisyllabic Words lawyer basketball compute nation

42. Prompts for solving Multisyllabic Words • What do you know that might help? • Where is the tricky part of the word? • What could you try? • Do you see a part that might help? • Try it another way. • Look for a part you know. • Look at the prefix/suffix • Use the generalization chart

43. Five Aspects of Word Knowledge: • Incrementality • Multidimensionality • Polysemy • Interrelatedness • Heterogeneity

44. Definitions • Morpheme: smallest unit of language that carries meaning….. Bound: cannot stand alone as a word Free: can stand alone as a word • Root: basic part of word that carries meaning • Affix: morpheme that changes the meaning or function of a root to which it is attached • Baseword: word to which affixes may be added: cannot be broken into smaller parts

45. Morphology/Word Study vertebrates invertebrates kingdom extinct Passerine hemisphere non-passerine unlike flightless endangered tropical ornithologist lightweight warmth protection zoologist replacement prey wetlands backward

46. The “Roots Advantage” Fifth graders encounter 10,000 new words each year in their reading alone. Fortunately, 4,000 of those new words are derivatives of familiar words, most of them of Greek or Latin origin.

47. Greek and Latin Roots • A word root is a word part that means something. When a root appears inside a word, it lends its meaning to the word and helps create the word’s meaning. • Words that contain the same root also share meaning. We call these cognates. • The root conveys sound and meaning. Teaching the meaning of roots equips students to expand their vocabularies.

48. Greek and Latin Roots • Greek: Related to math and science (astro, geo) • Latin: General purpose (struct, spect)

49. Vocabulary Practice • Word Theater (Partners select a word from a list and have two minutes to act it out) • Word Skit (Teams select a word, write its definition, create a situation to show the meaning) • Wordo (Students write words in boxes on a card and x-out as clue is given such as synonym, definition, read in sentence) • Concentration (Prefix, Suffix, Root)

50. Word Spokes Activity