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Fluency : Early Language and Literacy Certificate, Course 1

Fluency : Early Language and Literacy Certificate, Course 1. Class 19 Guided Reading Plus. Housekeeping. Progress Monitoring Due in class on 4/25! turn in PM Form + copies of running records stapled all together turn in a hard copy

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Fluency : Early Language and Literacy Certificate, Course 1

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  1. Fluency:Early Language and Literacy Certificate, Course 1 Class 19 Guided Reading Plus DPS Early Language & Literacy Certificate - Course 1

  2. Housekeeping • Progress Monitoring Due in class on 4/25! • turn in PM Form + copies of running records stapled all together • turn in a hard copy • make sure rr’s are stapled in same order as names on form • PM form must be cumulative and entered electronically DPS Early Language & Literacy Certificate - Course 1

  3. Housekeeping • Progress Monitoring Due in class on 4/25! • gather most recent ‘ongoing’ running record from each child in your group • they will not be the same book this time • rr will be at the instructional level of the group because it is taken during the writing day • like Feb 21 • add different reading and writing focus areas for each child based on running record and observation DPS Early Language & Literacy Certificate - Course 1

  4. Homework Review • Share out: • How is it going with determining your teaching points ‘in the moment’? • Practice: rr(Handout: I Am an Inventor – level 24) • Based on this rr, what teaching points would you select? • What would your reading focus area be for this child? DPS Early Language & Literacy Certificate - Course 1

  5. Essential Questions • What does it mean to read fluently? • How do I address fluency across the lesson? DPS Early Language & Literacy Certificate - Course 1

  6. Foundational Ideas • One of the most salient characteristics of a struggling reader is dysfluency. Struggling readers typically sound terrible when they read aloud. Why? • they are reading far too difficult texts • they have developed deeply ingrained habits of reading slowly without expression DPS Early Language & Literacy Certificate - Course 1

  7. Foundational Ideas • Six dimensions of fluency • Pausing: punctuation • Phrasing: like talking, reflect writer’s meaning • Intonation: rising and falling tones of voice; rhythm • Stress: emphasis • Pace: speed • Integration: putting it all together– shows evidence of understanding DPS Early Language & Literacy Certificate - Course 1

  8. Watch a Reader • Handout: Lucky Goes to Dog School – level 7 • pg. 8-11 • DVD: James (Time:3:05-3:45) • Location on DVD: Individual, Observing & Analyzing • Overall, how did James sound? • Listen again. DPS Early Language & Literacy Certificate - Course 1

  9. Discuss • How was James doing in terms of…. • Pausing: punctuation • Phrasing: like talking, reflect writer’s meaning • Intonation: rising and falling tones of voice; rhythm • Stress: emphasis • Pace: speed • Integration: putting it all together – shows evidence of understanding DPS Early Language & Literacy Certificate - Course 1

  10. Watch Again • DVD: James (Time:3:05-3:45) • Location on DVD: Individual, Observing & Analyzing • Additional thoughts? DPS Early Language & Literacy Certificate - Course 1

  11. Foundational Ideas • FAST does not equal FLUENT • In fact, going fast before you pull all the pieces together is a recipe for disaster…. DPS Early Language & Literacy Certificate - Course 1

  12. So… • What is the relationship between fluency and comprehension? DPS Early Language & Literacy Certificate - Course 1

  13. Foundational Ideas • Pausing, phrasing, intonation, stress & integration cause AND demonstrate comprehension • Pace is a by-product of all of the above. DPS Early Language & Literacy Certificate - Course 1

  14. Foundational Ideas • Struggling readers can only develop fluency by reading fluently! • What does that mean for our teaching? DPS Early Language & Literacy Certificate - Course 1

  15. Foundational Ideas • With leveled texts and powerful teaching, there is NO REASON for the struggling group to sound different from the high-progress group! • The casual observer should not be able to detect that they are struggling readers. DPS Early Language & Literacy Certificate - Course 1

  16. Foundational Ideas • Fluency is HIGHLY DEPENDENT on the type of text the reader is trying to process • fiction vs. nonfiction • pleasure vs. new learning • independent vs. instructional DPS Early Language & Literacy Certificate - Course 1

  17. Table Talk • So, when is fluency taught during the Guided Reading Plus lesson? DPS Early Language & Literacy Certificate - Course 1

  18. Foundational Ideas • Because getting the message (meaning) is the goal of reading, AND fluency both causes and demonstrates comprehension, fluency is taught across the lesson in GRP. DPS Early Language & Literacy Certificate Program - Course 1

  19. Foundational Ideas • Reading Day – When is fluency taught? • Word Study: • YES! • Book Orientation: • YES! • Interaction/Listening-in During Reading: • YES! • Meaning Discussion after Reading: • No – why not? • Strategy Discussion after Reading: • YES! DPS Early Language & Literacy Certificate Program - Course 1

  20. Foundational Ideas • Writing Day – When is fluency taught? • Assessment (rr): • yes, individually • Discussion Before Writing: • Yes – oral rehearsal • Writing about Reading: • YES! • Strategy Discussion • YES! DPS Early Language & Literacy Certificate Program - Course 1

  21. Let’s Practice • Read aloud: Lucky Goes to Dog School- E/7 • Jigsaw: With your group, be prepared to share a few examples as to how you would support fluency in your lesson component. • Reading Day • Word Study • Book Orientation • Interaction During Reading • Strategy Discussion After Reading • Writing Day • Writing About Reading DPS Early Language & Literacy Certificate - Course 1

  22. Prompting for Phrasing • Teach: • (frame tag) You can read these words together. Watch me. You try it. • Prompt: • (frame tag) Can you read these words together? • Reinforce: • (frame tag) You put these words together. You sounded just like a teacher! DPS Early Language & Literacy Certificate - Course 1

  23. Foundational Ideas • We need to teach hard for fluency once children are no longer pointing (3-4)! • Note: If children are dysfluent, we won’t be able to complete the lesson in the time allotted. DPS Early Language & Literacy Certificate - Course 1

  24. Foundational Ideas • In the words of Marie Clay, children need massive opportunities to read enchantingly interesting texts at their independent level. • We build fluency by reading LOTS of easy/independent/familiar texts DPS Early Language & Literacy Certificate - Course 1

  25. Essential Questions • What does it mean to read fluently? • How do I address fluency across the lesson? DPS Early Language & Literacy Certificate - Course 1

  26. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity DPS Early Language & Literacy Certificate - Course 1

  27. Homework • READ • WRS: 394-395 – Teaching Hard for Fluency • DO • Reflect on reading • Reflect on class • BRING to next class • Progress Monitoring • Next class powerpoint (for notes) • ALL handouts received thus far DPS Early Language & Literacy Certificate - Course 1

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