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Judith Goodman

Judith Goodman . Jag Consultant Service jagoodman2006@yahoo.com 281.487.5415. Agenda. 1 1/2 hours on Fluency resource 1 hour on Project Based Learning in American History Describe project based learning Model a lesson in project based Learning Assessment for Project Based Learning .

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Judith Goodman

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  1. Judith Goodman Jag Consultant Service jagoodman2006@yahoo.com 281.487.5415

  2. Agenda • 1 1/2 hours on Fluency resource • 1 hour on Project Based Learning in American History • Describe project based learning • Model a lesson in project based Learning • Assessment for Project Based Learning

  3. Reading First Phonics Phonemic Awareness Vocabulary Comprehension E N U C L Y F Dr. Timothy Rasinski

  4. What Is Fluency? Fluency is the ability to read quickly and accurately with meaning, while at the same time using expression and proper phrasing

  5. Reasons the English Language Is Hard to Learn Jack—I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy—will you let me be yours? —Jill

  6. Reasons the English Language Is Hard to Learn Jack—I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men I yearn. For you I have no feelings whatsoever. When we’re apart I can be forever happy. Will you let me be? Yours—Jill

  7. What Is Fluency? ACCURACY in word recognition AUTOMATICITY in word recognition Reading with MEANING and EXPRESSION

  8. Reasons the English Language Is Hard to Learn • The bandage was wound around the wound. • The soldier decided to desert his dessert in the desert. • Since there is no time like the present, he thought it was time to present the present.

  9. Reasons the English Language Is Hard to Learn • The old man the boat. • Woman without her man is nothing. • The dog went in the house.

  10. Fluency<—>Comprehension Tim Rasinski says, “The road to silent reading comprehension runs through a town called fluency.”

  11. Fluency<—>Comprehension • Fluency is a gateway to comprehension • Fluency is surface understanding, and comprehension is depth

  12. Why Use Social Studies Texts? • Texts have meaning and comprehension is important • Great unit starters • Less time means more integration

  13. Why Use Social Studies Texts? Many social studies texts have voice and are meant to be read with expression and eloquence. They are meant to be performed.

  14. Choral Reading Cumulative Choral Reading Echo Reading Oral Reading Paired Reading Poem for Two Voices Reader’s Theater Repeated Reading Fluency Strategy Descriptions

  15. Primary Source Fluency Activities • From exploration to the new government • Poems; songs; reader’s theater; monologues; and quotations • Includes historical background and vocabulary

  16. Introduction to Teaching Fluency • Why This Book? • Teachers need good texts for teaching reading fluency within the content areas. • Reading fluency has become recognized as an essential element in elementary and middle grade reading programs (National Reading Panel, 2001)

  17. Readers who are fluent are: • Better able to comprehend what they read— • Better able to decode words so they can devote their cognitive resources to the all important task of comprehension • Better able to not get bogged down in working to decode words they confront in their reading • Better able to construct meaning (comprehension) by reading with appropriate expression and phrasing.

  18. How do readers develop fluency? Think Pair Share

  19. Fluency is developed by: • Guided practice • Repeated readings • Reading a text selection several times to the point where it can be expressed meaningfully—

  20. Readers who engage in regular repeated readings… • Improve • word recognition • Reading rate • Comprehension • Overall reading proficiency

  21. Why THIS Book? • Have FUN with these passages! • Read them with your students and read them again. • Regularly have your students read and perform the texts in this book • Develop fluent readers who are able to decode words effortlessly • Students construct meaning through their interpretations of texts.

  22. How to Use This Product Introduction (pages 5-8) • Written by Dr. Timothy Rasinski • Contains important information and ideas of how to use this book with your readers

  23. Beautiful America (page 15) • OBJECTIVE: • A fluency objective is included for each lesson. • This objective tells you which fluency strategy will be practiced within the lesson. • FLUENCY SUGGESTIONS AND ACTIVITIES • These steps in the lesson plan describe how to introduce the piece to your students. • Suggestions for ways to practice and perform the piece are also provided for your use. • Authentic performances are very important to ensure successful fluency for your readers.

  24. Beautiful America (page 16) History Connection • Each text in this book relates to an important historical person or event. • Information is provided with each lesson to give you the historical context of the piece. Vocabulary Connection • Words have been chosen and defined for your use. Extension Ideas • One or two extension ideas are given for each lesson.

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