Decoding & Fluency Secondary Literacy 6

1. Decoding & FluencySecondary Literacy 6

2. DO NOW • Mini-Reading Building Blocks Oral Test

3. Mini-Reading Building Blocks Oral Test • Say… • Say… • Why do we have letters in English? • About • Coge • T • E

4. 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.

6. 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

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

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

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

10. 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

11. 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?

12. 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

13. Louisa Cook MoatsLiteracy Researcher • Read a passage

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

15. 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

16. Fluency: Strategies to Avoid • Round Robin reading • Silent reading – all the time

17. 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

18. 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

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

20. Reader’s Theater

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

22. 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.

23. 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.

24. 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

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

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

27. What did we learn?

28. 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.

29. 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