DOCSLIB.ORG

Reading Fluency Jan Hasbrouck, Ph.D

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reading Fluency Jan Hasbrouck, Ph.D Reading Fluency Jan Hasbrouck, Ph.D. Reading FAST www.gha-pd.com My conclusions from reading research: Compelling evidence from a convergence of reading research is indicating that or Reading WELL? 90% to 95% of all students can achieve literacy skills at or approaching grade level. These statistics include students with dyslexia and other learning disabilities. Students succeed when they receive intensive, comprehensive, and high-quality prevention and early intervention instruction, Putting provided by well-informed and well-supported teachers. This instruction must be systematic, explicit, and intensive, and designed to appropriately integrate elements of oral language development, phonemic awareness, phonics and Fluency In decoding, fluency, vocabulary development, and reading comprehension skills and strategies. Perspective Jan Hasbrouck, Ph.D. Torgesen, 2007; Vellutino & Fletcher, 2007; Rashotte, MacPhee, Torgeson, 2001; Al Otailba, Connor, Foorman, Schatschneider, Greulich, Sidler, 2009; Every Child Reading: An Action Plan and Every Child Reading: A Professional Development Guide. Presented by Jan Hasbrouck, Ph.D. Available online from Learning First Alliance Reading Fluency : Educators as Physicians : Understanding and Teaching this Complex Skill Using RTI Data for Effective Decision-Making Jan Hasbrouck, Ph.D. Deborah R. Glaser, Ed.D. Jan Hasbrouck, Ph.D. Four Modules FOUR MODULES Framework for Intervention Defining & Describing this Complex Skill Assessing Reading Fluency Benchmark/Screening Planning and Teaching Fluency Diagnosis Teaching Fluency through Skill Integration Progress Monitoring Summary booklets sold in sets of 4 Summary booklets sold in sets of 4 Available online at www.gha-pd.com Available online at www.gha-pd.com © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 1 Reading Fluency Jan Hasbrouck, Ph.D. Key Ideas about Reading Fluency How to Fluency is a complex skill. Fluency is necessary but not sufficient for reading DEFINE comprehension & motivation. Reading Fluency? We can use rate PLUS accuracy measures (ORF) for important assessment purposes. Some students are fluent enough; others can be taught. FLUENT reading is NOT fast reading! NRP Instructional Components CCSS Reading Standards Phonemic Awareness Literature Phonics Reading Informational Text Fluency Foundational Vocabulary Skills Comprehension Read more complex text Respond using text evidence Close reading model National Reading Panel (2000) 50-50 balance literature & information text © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 2 Reading Fluency Jan Hasbrouck, Ph.D. CCSS Foundational Skills K-5 What is Reading Fluency? Print Concepts “there are still a number of questions surrounding our understanding of what Phonological Awareness constitutes fluency” Phonics & Word Recognition Kuhn, Schwanenflugel, & Meisinger (2010) p. 230 Fluency National Governors’ Association CCSS (2010) What is Reading Fluency? What is Reading Fluency? Fluent reading should sound like Reasonably accurate reading at an SPEECH appropriate rate with suitable prosody that leads to accurate and deep Stahl & Kuhn (2002) comprehension and motivation to read. Hasbrouck & Glaser (2012) © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 3 Reading Fluency Jan Hasbrouck, Ph.D. What is Reading Fluency? What is Reading Fluency? Reasonably ACCURATE? Appropriate RATE? Aim for at least _____ % accuracy th _____ %ile on oral reading (Rasinski, Reutzel, Chard, Thompson, 2011) fluency (ORF) norms on Emerging readers: _____ % unpracticed, grade-level text What is Reading Fluency? Robert borrowed my new bicycle. ROBERT borrowed my new bicycle. Suitable PROSODY? (Robert, not Raymond, borrowed my bike.) Robert BORROWED my new bicycle. Pitch, tone, volume, emphasis, rhythm (Robert did not steal my bike.) Robert borrowed MY new bicycle. Mirrors spoken language (Robert didn't borrow your bike, he borrowed mine.) & conveys meaning Robert borrowed my NEW bicycle. (Robert didn't borrow my old bike, he borrowed the new one.) Robert borrowed my new BICYCLE . (Robert didn't borrow my new book, he borrowed my bike.) Rasinski (2012) © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 4 Reading Fluency Jan Hasbrouck, Ph.D. What is Reading Fluency? What is Reading Fluency? Suitable PROSODY? The ability to read Mirrors spoken language accurately & conveys meaning quickly with expression & phrasing BUT abnormal pitch, intonation, phrasing, pauses can be “suitable” COMPONENTS of fluency What is Reading Fluency? Expression & Phrasing? Word Decoding Skills Text Decoding Skills Prosody REFLECTS • Phoneme awareness • Orthographic knowledge • Sight words comprehension skill rather than • Letter sounds • Phonograms • Decoding connected text CONTRIBUTING to it • Multiple cue efficiency Comprehension Skills • Metacognition • Passage context • Content knowledge • Social context • Vocabulary COMPONENTS of fluency MECHANICS of fluency © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 5 Reading Fluency Jan Hasbrouck, Ph.D. CCSS Foundational Skills: CCSS Foundational Skills: Fluency K - Gr 5 Fluency K - Gr 5 Kindergarten Kindergarten Read emergent reader texts * with purpose & understanding Read emergent reader texts with purpose & understanding Grades 1-5 Grades 1-5 * Emergent reader texts – Texts consisting of short sentences Read with sufficient ACCURACY & FLUENCY to comprised of learned sight words and CVC words; may also include support comprehension: rebuses to represent words that cannot yet be decoded or recognized; see also rebus * Rebus – A mode of expressing words and phrases by using pictures of objects whose names resemble those words CCSS Foundational Skills: “a living work” Fluency K - Gr 5 “The Standards are intended to be Kindergarten a living work: as new and better Read emergent reader texts with purpose & understanding evidence emerges, the Standards Grades 1-5 will be revised accordingly.” Read with sufficient FLUENCY to support comprehension: National Governors Association Center for Best Reading on-level text with PURPOSE & UNDERSTANDING Practices, Council of Chief State School Officers (2010). Common Core State Standards. Washington D.C. Reading on-level text orally with ACCURACY , appropriate RATE , & EXPRESSION on successive readings Using CONTEXT to confirm or self-correct word recognition and understanding, rereading as necessary © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 6 Reading Fluency Jan Hasbrouck, Ph.D. SoWhat is Reading Fluency? What is the A highly COMPLEX skill that is NECESSARY but not SUFFICIENT ROLE for students to read independently , proficiently , and with motivation . of Fluency in Reading? FLUENT reading is not FAST reading! Characteristics of REAL ISSUE: Nonfluent Readers Comprehension & Motivation! MULTIPLE causes of DESCRIPTORS : comprehension problems: Read word—by—word Lack of background knowledge Slow, laborious readers Lack of language foundation Uncertain of sight words Fails to organize and use information to understand--Does not realize when Ignore punctuation s/he fails to understand (metacognition) Unmotivated Decoding and/or fluency skills are weak © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 7 Reading Fluency Jan Hasbrouck, Ph.D. Bridge to Comprehension Doorway to Comprehension? Fluency forms the bridge between word Fluency serves as a doorway between word identification & constructing meaning identification & constructing meaning FLUENCY FLUENCY Constructing Constructing Identifying Identifying Meaning Meaning Words Words Vocabulary Vocabulary Comprehension Comprehension Pikulski & Chard (2005) Hasbrouck & Glaser (2012) The Role of Fluency in Reading? ASSESSING ACCURACY: Comprehension is limited by Reading Fluency inaccurate reading RATE: Comprehension is limited by inefficient, slow , laborious reading Lack of fluency = lack of motivation = fewer words read = smaller vocabulary = limited comprehension (self-perpetuating) © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 8 Reading Fluency Jan Hasbrouck, Ph.D. 3 BIG IDEAS about fluency assessments “Fluency” 1. Assessments of accuracy + rate (ORF) can Assessments help determine which students might need support (benchmark/screening). DO NOT 2. ORF assessments can help diagnose a student’s individual skill level in reading fluency. ASSESS 3. ORF assessments can help us determine if a student is making sufficient progress. Fluency! Assessing ORF Oral Reading Fluency the number of words in text read assessments were correctly per minute (wcpm) MISNAMED ! or letters, sounds, words More Accurate: Performance measure of ACCURACY + RATE © 2013 Gibson Hasbrouck & Associates www.gha-pd.com www.jhasbrouck.com 9 Reading Fluency Jan Hasbrouck, Ph.D. Assessing ORF Assessing ORF the number of words in text read the number of words in text read correctly per minute (wcpm) correctly per minute (wcpm) or or letters, sounds, words letters, sounds, words CBM Assessments of Curriculum-Based ACCURACY and RATE (ORF) Measurement (CBM) DIBELS Dynamic Indicators of Basic Early Literacy Skills K-6 Long research history Reading Fluency Benchmark Assessor Stan Deno University of Minnesota (RFBA ) Read Naturally K-8 GOAL: Develop QUICK assessments that were RELIABLE AIMSWeb Pearson K-8 and VALID to help teachers: 1. Find students who MIGHT need academic help Riverside K-8 EasyCBM 2. Determine if instruction
Load more

Recommended publications
  • Building the Foundation for Close Reading with Developing Readers
    BUILDING THE FOUNDATION FOR CLOSE READING WITH DEVELOPING READERS SHEILA F. BAKER AND LILLIAN MCENERY ABSTRACT Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms that support their diverse reading levels, abilities, and special needs during close reading activities. The authors identify technologies which enable teachers to embed multimedia, interactive activities, and questions and activities that promote critical thinking and which guide readers to take a closer look at the content of their texts. Close reading is a term that has been with us for some time. As early as 1838, Horace Mann wrote, I have devoted especial pains to learn, with some degree of numerical accuracy, how far the reading, in our schools, is an exercise of the mind in thinking and feeling and how far it is a barren action of the organs of speech upon the atmosphere (p, 531).....The result is, that more than eleven-twelfths of all the children in the reading classes, in our schools, do not understand the meaning of the words they read; that they do not master the sense of the reading-lessons, and that the ideas and feelings intended by the author to be conveyed to, and excited in, the reader’s mind, still rest in the author’s intention, never having yet reached the place of their destination (p.
    [Show full text]
  • Print ED376490.TIF
    DOCUMENT RESUME ED 376 490 CS 214 616 AUTHOR Westcott, Warren, Ed.; Westcott, Holly Ed. TITLE Carolina English Teacher 1994/1995. INSTITUTION South Carolina Council of Teachers ef English, Columbia. PUB DATE 94 NOTE 60p.; For 1992/ 1993 edition, see ED 359 543. PUB TYPE Collected Works Serials (022) JOURNAL CIT Carolina English Teacher; 1994-95 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS American Indian Literature; Childrens Literature; *Cultural Differences; Elementary Secondary Education; English Curriculum; English Instruction; Higher Education; Literature Appreciation; Multicultural Education; *Peer Evaluation; *Peer Groups; *Writing (Composition); *Writing Instruction IDENTIFIERS Winthrop College SC ABSTRACT This journal contains a wide ranging collection of articles on teaching English at all levels. Articles include: "Why Can't My Students Do It My Way?" (Thomas C. Thompson); "The First Step Is Fluency: An Interview with Richard Marius" (Carroll Viera); "Teaching Writing: The Dilemma" (Janet Sanner); "Teaching American Indian Literatures in South Carolina's Classrooms" (Jim Charles); "The World of Children's Literature: Tht Eleanor Burts Collr-tion at Winthrop University" (Terry L. Norton and Ron Chepsiuk); "Bridging Cultures Through Literature" (Ron Carter); "Communicating With Supervisors: Teaching Reading, Writing, Speaking, Viewing, and Listening in Applied Communications" (Janet T. Atkins); "Does Participation in a Writing Institute Have Lasting Effect on Teaching Behaviors and Continued Learning of Former Participants?" (Nell Braswell and Joye P. Berman); "Reading Closely and Reading Widely: Recent Young Adult Novels for Middle School" (Harriett Williams); and "Dialogic Feelings: Feeling in Composition and Culture" (John Paul Tassoni). Three book reviews conclude the journal. (TB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Designing Fiction-Based Close Reading Experiences for the High School English Language Arts Classroom
    University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2015 Designing Fiction-Based Close Reading Experiences For The iH gh School English Language Arts Classroom Aubrey Jean Mcnary Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Mcnary, Aubrey Jean, "Designing Fiction-Based Close Reading Experiences For The iH gh School English Language Arts Classroom" (2015). Theses and Dissertations. 1811. https://commons.und.edu/theses/1811 This Thesis is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. Copyright 2015 Aubrey McNary ii PERMISSION Title Designing Fiction-Based Close Reading Experiences for the High School English Language Arts Classroom Department Teaching and Learning Degree Master of Science In presenting this thesis in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make if freely available for inspection. I further agree that the permission for extensive copying for scholarly purposes may be granted by the professor who supervised my thesis work or, in her absence, by the chairperson of the department or the dean of the School of Graduate Studies. It is understood that any copying or publication or other use of this thesis or part thereof for financial gain shall not be allowed without my written permission.
    [Show full text]
  • Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
    Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002).
    [Show full text]
  • Close Reading As an Intervention for Struggling Middle School Readers
    FEATURE ARTICLE Close Reading as an Intervention for Struggling Middle School Readers D o u g l a s F i s h e r & N a n c y F r e y An after- school reading intervention made a difference for struggling middle school students. But what made the difference? Close reading, peer collaboration, and wide reading of young adult literature. ized intensive reading interventions in groups of two housands of adolescents across the world are to four students. According to the researchers’ find- participating in a wide range of intervention ings, participants “demonstrated significantly higher efforts designed to improve their literacy scores than comparison students on standardized mea- Tachievement (Calhoon, Scarborough, & Miller, 2013 ). sures of comprehension (effect size = 1.20) and word These efforts include additional classes during the identification (effect size = 0.49), although most con- regular school day, after school, and in summer pro- tinued to lack grade- level proficiency in reading de- grams, as well as computerized interventions (Hartry, spite three years of intervention” (p. 515). Cantrell Fitzgerald, Porter, 2008 ; Soper & Marquis- Cox, 2012 ). and colleagues ( 2010 ) reported on a reading interven- Given that millions of dollars are spent each year fo- tion effort focused on comprehension strategy instruc- cused on students who have fallen behind their peers tion, the Learning Strategies Curriculum, which is in literacy development, the effectiveness of these part of the Strategies Intervention Model (Tralli, intervention efforts is an important consideration. Colombo, Deshler, & Schumaker, 1996 ). This study Thankfully, evidence suggests that reading focused on word identification, vocabulary, visualiz- interventions with adolescents can be effective.
    [Show full text]
  • Research and the Reading Wars James S
    CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills.
    [Show full text]
  • Close Reading & Text Complexity
    Close Reading & Text Complexity Selecting the best texts and strategies to engage and challenge our students. First Impressions Lisa Jones-Farkas Handouts Reading Coach @ Brandon Blue: Note-taking sheet High School; Hillsborough Cream: Text Complexity County Schools Email: Goldenrod: Word [email protected] Questioning Agenda: Green: Charting the Text Text Complexity Overview & White: PowerPoint Tools and Close-Reading Yellow: Doug Fisher Overview & Strategies for the classroom article Please read Order of Importance: through the • Ask text-dependent characteristics of questions close reading and • Establish a purpose for place them in reading order of importance. Most • Encourage text marking important at the • Select text of appropriate top and least at size & complexity the bottom. • Check for understanding • Provide discussion time • Engaging text for students Order will • Select text of appropriate vary… size • Establish a purpose for Just be sure to reading remember these • Provide discussion time key factors when • Encourage text marking choosing texts and strategies • Check for understanding for close reading. • Engaging text for students • Asking text-dependent questions Today’s Focus: Power Standards Text Complexity is: “The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations.” CCSS Appendix A Measuring Text Complexity • Quantitative measures look at factors impacting “readability” as measured by particular computer programs. • Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive reader. • Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text.
    [Show full text]
  • Reading Fluency
    ß What is reading fluency? ß Why is fluency important? Reading ß What instruction helps students Fluency develop fluency? ß How can we adapt instruction for students with special needs? ß How can we monitor students’ progress in fluency? ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 1 Fluency: reading quickly, accurately, and with expression ß Combines rate and accuracy ß Requires automaticity Fluency ß Includes reading with prosody Rate + Accuracy Fluency Comprehension ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 2 Automaticity: ß Is quick, accurate recognition of letters and words Automaticity ß Frees cognitive resources to process meaning ß Is achieved through corrected practice ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 3 What does fluent reading sound like? Fluent Reading . Fluent reading flows. It sounds smooth, with natural pauses. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 4 ß “Fluency provides a bridge between word recognition and comprehension.” —National Institute for Literacy (NIFL), Why Is 2001, p. 22 Reading ß Fluent readers are able to focus Fluency their attention on understanding Important? text. ß Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 5 What ß How to decode words (in isolation and in Students connected text) Need to ß How to automatically
    [Show full text]
  • Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection
    Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection by Catherine Snow Graduate School of Education, Harvard University Catherine O’Connor School of Education, Boston University September 13, 2013 A Policy Brief from the Literacy Research Panel of the International Reading Association Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection by Catherine Snow Graduate School of Education, Harvard University Catherine O’Connor School of Education, Boston University One of the widespread anticipatory reactions to the texts (Pearson, 2013). Those practices include, in the Common Core State Standards is a new emphasis in elementary grades, considerable anticipatory work before guidance to practitioners on “close reading” (Brown & the texts are broached. Kappes, 2012). Close reading is an approach to teaching For example, a familiar approach to illustrated narrative comprehension that insists students extract meaning from texts is to start with a ‘picture walk’ (Clay, 1991; Fountas & text by examining carefully how language is used in the Pinell, 1996), constructing the story from the pictures passage itself. It stems from the observation that many before considering the text. This practice is assumed to students emerging from the K-12 world are not ready to pique students’ interest and to build their abilities to predict engage with complex text of the kind they must work with and interpret—useful capacities, but no reason to limit in college. Its ultimate goal is to help students strengthen access to the text itself as a basis for predicting and their ability to learn from complex text independently, and interpreting. thus to enhance college and career readiness.
    [Show full text]
  • Developing Early Literacy: Report of the National Early Literacy Panel I
    Developing Early Literacy REPORT OF THE NATIONAL EARLY LITERACY PANEL A Scientific Synthesis of Early Literacy Development and Implications for Intervention Developing Early Literacy REPORT OF THE NATIONAL EARLY LITERACY PANEL A Scientific Synthesis of Early Literacy Development and Implications for Intervention 2008 This publication was developed by the National Center for Family Literacy under a grant funded by Inter-agency agreement IAD-01-1701 and IAD-02-1790 between the Department of Health and Human Services and the National Institute for Literacy. It was peer reviewed and copy edited under a contract with RAND Corporation and designed under a contract with Graves Fowler Creative. The views expressed herein do not necessarily represent the policies of the National Institute for Literacy. No official endorsement by the National Institute for Literacy of any product, commodity, or enterprise in this publication is intended or should be inferred. The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute provides national leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults by dissemination of information on scientifically based research and the application of those findings to instructional practice. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for Reading, a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services to make scientifically based reading research available to educators, parents, policy makers, and others with an interest in helping all people learn to read well.
    [Show full text]
  • Leveled Book List for Home Reading
    Looking for Book Ideas in Your “Just Right” Level? Booklist for 3-4 Classroom by Guided Reading Level Michelle, Alli, Cory Enclosed is a list of some great books for your children. The Guided Reading Level is the leveling system ​ ​ we currently use K­6 at ACS to help children find “just right” / “good fit” books. Most of student’s reading should be within levels s/he control with accuracy, fluency, and comprehension (see comprehension link in our blog). 3rd Grade M ­ Q 4th Grade Q ­ S/T 5th Grade T­ V Guided Reading Level L DRA 24 Cam Jansen series by David Adler Horrible Harry series by Suzy Kline Pinky and Rex by James Howe Ricky Ricotta’s Mighty Robot series by Dav Pilkey Song Lee series by Suzy Kline Guided Reading Level M DRA 28 Bailey School Kids series by Debbie Dadey Bink and Gollie by Kate DiCamillo Blue Ribbon Blues by Jerry Spinelli Buddy: the First Seeing Eye Dog by Eva Moore Camp Sink or Swim by Gibbs Davis The Case of the Elevator Duck by Polly Brends The Chalk Box Kid by Clyde Bulla Cloudy with a Chance of Meatballs by Judi Barrett The Copper Lady by Alice and Kent Ross The Drinking Gourd by Ferdinand Monjo Everybody Cooks Rice by Norah Dooley Five True Dog Stories by Margaret Davidson Five True Horse Stories by Margaret Davidson Flat Stanley by Jeff Brown The Flying Beaver Brothers series by Maxwell Eaton Freckle Juice by Judy Blume The Ghost in Tent 19 by Jim and Jane O’Connor The Haunted Library by Dori Hilestad Butler Helen Keller by Margaret Davidson Ivy and Bean by Annie Barrows Jenny Archer series by Ellen Conford Judy Moody series Megan McDonald Junie B.
    [Show full text]
  • Close Reading.Pdf
    Ed Camp 2015 Hope Scherlin “A significant body of research links the close reading of complex text- whether the student is a struggling reader or advanced- to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.”(Partnership for Assessment of Readiness for College and Careers, 2011, p7) CCSS expects students to be able to: read complex text write to the text examine meaning A thoughtful, critical analysis of text that focuses on significant details or patterns to develop a deep, precise understanding of the text. Most reading grazes the surface of a text; Close Reading digs deeper to uncover the meaning of the text. Short, complex text Limited pre-reading activities- Allows students to discover the meaning on their own Deliberately read and REREAD Discuss with others Respond to text-dependent questions Questions rooted in the text- no personal or text to self connections Consider Text Complexity Text and sentence structure, vocabulary, knowledge demands of the reader Readability Level Reader and Task Measures Prior knowledge, topic, interests, reading skills, etc. You know your students! Text Dependent Questions- cannot be answered with out using the text encourage a deep consideration of the text Requires students to be thoughtful readers Teaches students to think as they read- What is the author telling me here? Are there any hard or important words? What does the author want me to understand? How does the author play with language to add meaning? There is no specific sequence to Close Reading. This is a guide to help you scaffold the lesson focusing on increasing complexity.
    [Show full text]