Creating Fluent Readers Dr. Tim Rasinski

1. Creating Fluent ReadersDr. Tim Rasinski http://www.timrasinski.com/

2. Effective Teaching of Reading- The Essential Elements1. Phonemic Awareness2. Phonics (Word Decoding)3. Vocabulary (Word Meaning)4. Reading Fluencya. Automaticity b. Expressive (prosodic reading)c. Accuracy5. Comprehension6. Professional Development

3. The first three are the foundation which feed into fluency. Fluency feeds into comprehension. Comprehension is, of course, the ultimate goal. Effective Teaching of Reading- The Essential Elements1. Phonemic Awareness2. Phonics (Word Decoding)3. Vocabulary (Word Meaning)4. Reading Fluencya. Automaticity b. Expressive (prosodic reading)c. Accuracy5. Comprehension6. Professional Development

4. Fluency is the gateway to comprehension. • Upwards of 90% of our struggling comprehension kids have fluency difficulty!!

5. Reading Fluencya. Automaticity b. Expressive (prosodic reading)c. Accuracy ? Effortlessly, you have to practice in order to dig into deeper meaning.

6. Readers not only are accurate in word recognition, they are effortless or automatic in recognizing the words they encounter. The significance of achieving automaticity is that readers can devote their limited cognitive resources to the important task of comprehending the text.

7. Reading Fluencya. Automaticity b. Expressive (prosodic reading)c. Accuracy ? Accuracy depends upon a student’s word decoding and vocabulary. Approximately, 95% word recognition accuracy is considered adequate for instructional level reading.

8. Prosodic or expressive reading conveys meaning.For example, “dude”* as a greeting* with consternation* like you’ve won the lottery

9. Readers use their new-found cognitive energy to interpret the passage they are reading. In oral reading this is done through an expressive and appropriately phrased rendering of a written passage at an appropriately fluent speed. It is assumed that this type of interpretive reading is also reflected in silent reading.

10. Prosodic or expressive reading conveys meaning.Tom borrowed my new lawnmower.Can you read this in a way that makes it sound like Tom borrowed the lawnmower and not Joe or Larry?Can you read this in a way that sounds as if you have more than one lawnmower?

11. Research supports oral reading for struggling readers and beginningreaders.NOT round robin reading(pg 18 – The Fluent Reader)

12. Oral reading is fun • Oral reading is real reading • Oral reading builds confidence • Oral reading builds community • Oral reading connects spoken and written language • Oral reading strengthens decoding skills • Oral reading fosters fluency! • Oral reading boosts comprehension!

13. Words Per Minute is only an indicator, not a recipe for instruction. What are Rasinski’s components of effective fluency instruction?

14. Components of Effective Fluency Instruction • Accuracy in Word Recognition • (decoding and vocabulary) Making and Writing Words- variation of Pat Cunningham’s Making Words Word Ladders Grades 1-3& Grades 3-6

15. Word Families/Rimes/Phonograms: • By adding a beginning letter(s) to these word families, students can spell and read 654 one syllable words: • -ab -at -ink -ore -unk • -ack -ay -ip -ot -y • -ag -ell -ight -out • -ail -est -ill -ow (how, chow) • -ain -ew -im -ow (bow, throw) • -am -ed -in -op • -an -eed -ine -uck • -ank -ick -ob -ug • -ap -ing -ock -um Source: Fry, E. (1998) The most common phonograms. The Reading Teacher.

16. Word Family Instruction 4-day routine: Day One • Introduce one or more word families. • Brainstorm and list words that belong to a particular word family. • Practice reading the listed words • Search for words • Word games • Write and erase • Quick read list multiple times • Word banks and sorts

17. Word Family Instruction 4-day routine: Day Two: 1. Review and practice words from list. • Add new words to list. • Read and reread one or more poems (or other texts) that feature the targeted word families. • Have students identify key words in poems, as well as other interesting repeated words. Use word whopper, markers, or other pointing device. • Assign individual or groups of students to write their own word family rhyme.

18. Word Family Instruction 4-day routine: Day Three: • Rhymes are put on chart paper and hung around the room. • Students read and reread the student-composed rhymes. • Individual words, word families, and other word elements are identified and highlighted. Day Four and Beyond: Collect student poems, type, duplicate, let students practice reading.

19. Other essential resources for effective word recognition/vocabulary instruction: • Fry Instant Word List / Practice ideas • Fry Instant Phrases • Latin/Greek Derivations worth teaching – page 33 • Word roots/prefixes/suffixes – page 10 • Nifty Thrifty Fifty words

20. Model Fluent Expressive Oral Reading for Students • -improves comprehension (two-fold=students respond to the text on a personal level/exchange responses with one another) • -improves vocabulary • -increases fluency • -builds motivation Components of Effective Fluency Instruction

21. Preparing for Read Aloud • Timing • Atmosphere • Book selection • Your favorites • Beyond student comfort zone • Make connections • Award winners • Read professional journals/websites • Think beyond books • Practice

22. Conducting the Read Aloud • Setting the stage • Shel Silverstein’s “Invitation” If you are a dreamer, come in, If you are a dreamer, a wisher, a liar, A hope-er, a pray-er, a magic bean buyer… If you’re a pretender, come sit by my fire For we have some flax-golden tales to spin, Come in! Come in!

23. Conducting the Read Aloud: • Think Aloud during the read aloud • Close the scene: • Lee Bennett Hopkins’ “Good Books, Good Times” Good Books, Good times. Good stories, good rhymes. Good beginnings, good ends. Good people, good friends. Good fictions, good facts. Good afternoons, good acts. Good stories, good rhymes. Good books, good times.

24. Responding to the Read Aloud: • Oral Response: • Discussion • Think, pair, share • Oral reading of selected passages • Written Response: • Writing to a prompt • Open ended writing • Journal writing • Poetry writing

25. Responding to the Read Aloud: • Visual Response • Creating/drawing pictures • Sketch to sketch • Induced imagery • Physical Response • Tableau • Pantomime • Dance and movement • Combinations of any of the above

26. Components of Effective Fluency Instruction • Repeated (Practiced) Reading of Authentic Texts (How do you get students to read something 15 times?) • Competing against self • Radio reading • Say it like the character • Mumble reading • Cooperative repeated reading • Center repeated reading • Singing In one study Rasinski cited –singing 3x a week for 30 min. for 12 weeks with children who were going to be retained yielded a year’s worth of progress.

27. Components of Effective Fluency Instruction • Assisted (Scaffolded) Reading • -choral reading • refrain (cookie jar) • line-a-child • dialogue • antiphonal reading (groups) • call and response • cumulative (Preamble) • choral singing (Katz) • impromptu choral reading

28. More assisted reading: • paired reading (one weak/one strong) • Neurological Impress Method • Recorded readings page 13 • Echo readings • Buddy readings

29. Focus on Phrased Reading/Developing Reading Fluency • The old man the boat. • Woman without her man is nothing. Components of Effective Fluency Instruction After selecting a poem, write its lines onto sentence strips, which serve as cue cards, to show your child how good readers cluster portions of text rather than saying each word separately. Hold up strips one at a time and have your child read the phrases together. Reinforce phrased reading by using the same poem in guided reading and pointing to passages you read. 6. Be sensitive to text difficulty. ZPD 7. Create Synergistic Instructional Routines. Page 14

30. What materials are GOOD for reading orally? Reader’s theater Song lyrics Poetry Nursery rhyme Important speeches and letters from history www.timrasinski.com A GREAT source for all of these!

31. Some humor to keep us going!