Vocabulary Key Learning(S): Topic: Fluency Unit Essential Question(S
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What Is Fluency? Adapted From: Elish-Piper, L
NORTHERN ILLINOIS UNIVERSITY | JERRY L. JOHNS LITERACY CLINIC Raising Readers: Tips for Parents What is Fluency? Adapted from: Elish-Piper, L. (2010). Information and ideas for parents about fluency and vocabulary.Illinois Reading Council Journal, 38(2), 48-49. Reading fluency is the ability to read a text easily. Reading mean that children should read as fast as they possibly can. fluency actually has four parts: accuracy, speed, expression and Rate needs to be combined with accuracy, expression and comprehension. Each part is important, but no single part is comprehension to produce fluent reading. Some schools enough on its own. A fluent reader is able to coordinate all four provide a target rate for students in each grade level, usually as aspects of fluency. the number of correct words read per minute. You may wish to ask your child’s teacher if there is a rate goal used for your Accuracy: Reading words correctly is a key to developing fluency. Children need to be able to read words easily without child’s grade level. Those rate targets are important, but they having to stop and decode them by sounding them out or are not the only goal for fluency. For example, if a child reads breaking them into chunks. When children can accurately and very quickly but does not read with expression or understand easily read the words in a text, they are able to think about what what is read, that child is not reading fluently. they are reading rather than putting all of their effort toward Expression: Expression in fluency refers to the ability to read figuring out the words. -
Alphabetic Principle, Word Study, and Spelling Definitions Match the Key Concept to Its Definition by Writing the Letter in the Correct Blank
AP HANDOUT 2A Alphabetic Principle, Word Study, and Spelling Definitions Match the key concept to its definition by writing the letter in the correct blank. Set A 1. ______ decoding A. Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words 2. ______common sound B. Sound that a letter most frequently makes in a word 3. ______decodable texts C. Vowels and certain consonant sounds that can be prolonged during pronunciation and are easier to say without being distorted 4. ______ encoding D. Engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught 5. ______ alphabetic E. Process of converting printed words into their spoken principle forms by using knowledge of letter-sound relationships and word structure 6. ______ continuous F. Process of converting spoken words into their written sounds forms (spelling) SET B 7. ______ sounding out G. Words in which some or all of the letters do not represent their most common sounds 8. ______ letter H. Groups of consecutive letters that represent a particular recognition sound(s) in words 9. ______ irregular words I. Ability to distinguish and name each letter of the alphabet, sequence the letters, and distinguish and produce both upper and lowercase letters 10. ______ regular words J. Relationships between common sounds of letters or letter combinations in written words 11. ______ stop sounds K. Words in which the letters make their most common sound 12. ______ letter-sound L. Process of saying each sound that represents a letter(s) in correspondences a word and blending them together to read it 13. -
Fluency, Vocabulary and Comprehension Instruction
Fluency, Vocabulary and Comprehension Instruction Augustine Literacy Project - Charlotte Marion Idol, Site Coordinator Five Essential Components of Reading Instruction: 1.phonemic awareness 2.phonics 3.fluency 4.vocabulary 5.comprehension http://athome.readinghorizons.com/ Importance of Decoding skills: In many schools, 1st and 2nd grade instruction focuses on FVC instead of PA and P.(decoding) For our students, the holes in the foundation tend to be in PA and P. Please prioritize setting a firm foundation! For 1st month of tutoring, don’t worry about weaving in FVC instruction. Fluency/Vocabulary/Comprehension Instruction: What does it look like for 1st/2nd graders? How do I weave this instruction into each lesson? What are fun supplemental activities for “TAKE a BREAK” sessions? Fluency: ALP Manual: Tab 5, pp. 174-178 The ability to read text accurately and quickly. Scored as words read correctly per minute. ONLY DECODABLE TEXT! Easy independent reading level (95% success) Requires repeated ORAL reading practice with a partner providing modeling, feedback, and assistance Includes PROSODY: appropriate expression, inflection, pacing Activities to Promote Fluency Each session: You will already be doing repeated oral reading practice in lesson parts 3-5, 9 To add fun and prosody practice, when student rereads sentences in part 5, play “Roll Punctuation” or “Roll a Face.” Parts 3-5, 9. Handout B. Fluency “Take a Break” session activities: Paired Reading: Reading aloud along with your student to promote correct pacing, inflection, expression https://www.youtube.com/watch?v=H5RJyUnAkWM Punctuation Punch: Periods, commas, question marks, exclamation point. Fun AVK stimulation! Use book Yo! Yes! to teach this technique. -
The End of Illiteracy?
The End of Illiteracy? The Holy Grail of Clackmannanshire TOM BURKARD CENTRE FOR POLICY STUDIES 57 Tufton Street London SW1P 3QL 1999 THE AUTHOR Tom Burkard is the Secretary of the Promethean Trust and has published several articles on how children learn to read. He contributed to the 1997 Daily Telegraph Schools Guide, and is a member of the NASUWT. His main academic interest is the interface between reading theory and classroom practice. His own remedial programme, recently featured in the Dyslexia Review, achieved outstanding results at Costessey High School in Norwich. His last Centre for Policy Study pamphlet, Reading Fever: Why phonics must come first (written with Martin Turner in 1996) proved instrumental in determining important issues in the National Curriculum for teacher training colleges. Acknowledgements Support towards research for this Study was given by the Institute for Policy Research. The Centre for Policy Studies never expresses a corporate view in any of its publications. Contributions are chosen for their independence of thought and cogency of argument. ISBN No. 1 897969 87 2 Centre for Policy Studies, March 1999 Printed by The Chameleon Press, 5 - 25 Burr Road, London SW18 CONTENTS Summary 1. Introduction 1 2. A brief history of the ‘reading wars’ 4 3. A comparison of analytic and synthetic phonics 9 4. Problems with the National Literacy Strategy 12 5. The success of synthetic phonics 17 6. Introducing synthetic phonics into the classroom 20 7. Recommendations 22 Appendix A: Problems with SATs 25 Appendix B: A summary of recent research on analytic phonics 27 Appendix C: Research on the effectiveness of synthetic phonics 32 SUMMARY The Government’s recognition of the gravity of the problem of illiteracy in Britain is welcome. -
Specific Learning Disabilities (SLD) in Plain Language
Specific Learning Disabilities (SLD) in Plain Language Academic Areas of Concern Students with specific learning disabilities (SLD) have severe trouble learning or demonstrating skills in one or more of these academic areas: oral expression reading fluency listening comprehension reading comprehension written expression mathematics calculation and basic reading skill mathematics problem solving Students with SLD often do well in some school subjects but have extreme difficulty with skills like decoding (sounding out) words, calculating math facts, or writing down their thoughts. Even with adequate instruction and intensive intervention, a student with SLD has low classroom achievement when compared to students without disabilities in the same grade. Specific information about how the student has responded to instruction and intensive intervention is used to decide if a student is SLD or if the student is not achieving for other reasons. Referral for Special Education When someone thinks a student might have any disability and needs special education, a referral for a special education evaluation is made to the school. The referral must be in writing and say why the person making the referral thinks the student has a disability. A group of people, called an IEP team, which includes the student’s parents, does an evaluation and decides if the student meets state and federal criteria. Three Criteria to Meet The three criteria (requirements) below must be considered by the IEP team and all 3 of them must be met in order to decide the student has SLD. 1. Inadequate Classroom Achievement - This means a student's academic skills in one or more academic areas of concern are well outside the expected range for students without disabilities of the same age. -
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). -
Alphabetic Principle
Alphabetic Principle What is it? The alphabetic principle refers to the understanding that there are predictable and consistent relations between written letters and spoken sounds – the combination of letter knowledge and awareness. The 26 letters are the “key” to the English language. They have names, shapes, sounds, and go together to make words. Why is it important? Children's knowledge of letter names, shapes and sounds is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequences of letters. As this becomes internalized we will see writing and reading skills grow. Considerations: (what to think about?) • Be intentional with the purpose and clear with the expectations. “We are going to be learning about the letters of the alphabet. There are 26 letters (use the abc line to count together slowly while you touch them). You all have some of them in your names (check that out with their name cards). Letters have sounds and go together to make words. Your name is a word….” How cool is that!!” Make it interesting and meaningful. Revisit the learning often … “What letters do you know really well? Which ones are still tricky?” Kids can answer this! • Have 2 alphabet strips - one high to teach from and one low for students to access (have a special abc pointer to reach the high one when you teach from it). Have them run in one long line. • Be very explicit when talking about the alphabet and clear when enunciating. -
The Relationship Between Fluency and Comprehension
The Relationship between Fluency and Comprehension By Tania Myers Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education July 2015 Graduate Programs in Education Goucher College Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of Problem 2 Hypothesis 2 Operational Definitions 2 II. Review of the Literature 4 Defining Fluency and Comprehension 5 Relationship between Fluency and Comprehension 8 Boosting Reading Fluency and Comprehension in the Classroom 9 Progress Monitoring Fluency and Comprehension 14 Summary 18 III. Methods 19 Design 19 Participants 19 Instruments 20 Procedure 20 IV. Results 22 V. Discussion 24 Implications of Results 25 Threats to Validity and Reliability 26 Connections to Previous Studies 28 Recommendations for Future Research 29 References 32 List of Tables 1. Means and Standard Deviations of DIBELS Oral Reading Fluency and MAP Reading 22 Scores 2. Pearson Correlation between DIBELS Oral Reading Fluency and MAP Reading 22 Scores During Each Test Interval (Fall, Winter, and Spring) i Abstract The purpose of this study was to examine the relationship between reading fluency and comprehension and whether a student’s fluency rate impacted his or her ability to comprehend information. The study looked closely at the performance of 23 students enrolled in a second grade class. The measurement tools used were the Dynamic Indicators of Basic Early Literacy Skills, Sixth Edition (DIBELS), Oral Reading Fluency Assessment, and the Measures of Academic Progress Reading Assessment. The study involved the use of data collected during fall, spring, and winter testing intervals from the 2014-2015 school year. -
Alphabetic Principle: Concepts and Research
Alphabetic Principle: Concepts and Research The alphabetic principle is composed of two parts: • Alphabetic Understanding: Words are composed of letters that represent sounds. • Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words. Phonological recoding consists of: o Regular Word Reading o Irregular Word Reading o Advanced Word Analysis Regular Word Reading A regular word is a word in which all the letters represent their most common sounds. Regular words are words that can be decoded (phonologically recoded). Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy (Bay Area Reading Task Force, 1997). Beginning decoding ("phonological recoding") is the ability to: • read from left to right, simple, unfamiliar regular words. • generate the sounds for all letters. • blend sounds into recognizable words. Beginning spelling is the ability to: • translate speech to print using phonemic awareness and knowledge of letter-sounds. Progression of Regular Word Reading Skills Sight Word Sounding Saying the Reading Automatic Out Whole Word (sounding out Word (saying (saying each the word in your Reading each individual sound head, if (reading the individual and pronouncing necessary, and word without sound out the whole word) saying the sounding it -
The Importance of Phonics: Securing Confident Reading
The Importance of Phonics: Securing Confident Reading 1. Literacy levels in England: what’s happening now? After seven years of primary education, one in six 11 year olds still struggles to read. The 2011 tests for children leaving primary school also reveal that one in 10 boys aged 11 read no better than a seven year old. The PISA 2009 Study ‘How Big is the Gap?’ highlights how far England has slipped behind other nations in reading. GCSE pupils' reading is more than a year behind the standard of their peers in Shanghai, Korea and Finland. Overall, in the last nine years, England has fallen in PISA’s international tables from 7th to 25th in reading. This decline is reflected in the skills of England’s workforce. Employers report that young entrants to the labour market often lack the basic literacy skills to work effectively. The absence of these valued skills appears to have a direct impact on the high levels of youth unemployment. The Centre for Cities policy institute reports “youth unemployment in cities correlates to GCSE attainment. Those cities with high youth unemployment characteristically have significantly lower attainment in GCSE Maths and English.” (2011). Those who achieve a good start in the first few years of reading are very likely to have accelerated progress in their attainment throughout school and achieve the skills valued by employers. Of the children who achieved the high level 2a in Key Stage 1 reading, 98% went on to achieve the expected level 4 or above in Key Stage 2 in 2010 and 66% achieved level 5. -
Elements of a Reading Workshop to Increase Stamina, Fluency, & Joy
Elements of a Reading Workshop to increase Stamina, Fluency, & Joy Time Students need time to read in class in order to create a habit of reading and set the stage for homework reading, and teachers need reading time to confer individually with students about their choices, stamina, engagement, and goals. Students need time to discuss choices with classmates, time to analyze their progress, and time to practice fluency & comprehension strategies under the direction of the teacher. Choice Students need to make choices in reading that reflect their interests because interest drives engagement. Teachers should encourage wide reading in all genres as well as students who pursue an author or genre study. Allow students to reread favorite books and to abandon a book that no longer interests them. Response Teacher conferences are the primary tool for assessing progress, encouraging goal- setting and reflection, and analyzing student needs. Students will reflect on reading in writing (themed notebooks & writers’ notebooks), facilitate discussions in small groups, join blogs or reading sites for discussions outside of class, and respond regularly to other readers in the room. Vision Daily book talks present a wide range of voices, styles of text, categories of interest, etc. and are essential for helping students develop their own ‘to read next’ lists. We must commit to helping students define themselves as readers who like… Expectations All readers will develop the stamina to read longer and with greater fluency with daily practice. A reading rate is calculated regularly and students are expected to meet a weekly goal based on the challenge of the current selected text. -
Building the Alphabetic Principle in Young Children Who Are Deaf Or Hard of Hearing
The Volta Review, Volume 109(2-3), Fall/Winter 2009, 87–119 Building the Alphabetic Principle in Young Children Who Are Deaf or Hard of Hearing Jessica Page Bergeron , M.E.D. ; Amy R. Lederberg, Ph.D. ; Susan R. Easterbrooks, Ed.D. ; Elizabeth Malone Miller, M.S. ; and Carol McDonald Connor, Ph.D. Acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, was examined in young children who are deaf or hard of hearing (DHH) using a semantic association strategy embedded in two interventions, the Children’s Early Intervention and Foundations for Literacy. Single-subject design experiments using multiple baselines across content were used to examine the functional relation- ship between student outcomes and the intervention provided. Only students who were able to identify spoken words were included in the studies. Study One was con- ducted with 5 children 3.10–7.10 years of age in oral or signing programs. Study Two was conducted with 5 children 3.10–4.5 years of age in an oral program. All children acquired taught phoneme-grapheme correspondences. These findings provide much- needed evidence that children who are DHH and who have some speech perception abilities can learn critical phoneme-grapheme correspondences through explicit audi- tory skill instruction with language and visual support. Jessica Page Bergeron, M.E.D., is a Cognitive Developmental Specialist in the Department of Educational Psychology and Special Education at Georgia State University; Amy R. Lederberg, Ph.D., is a Professor in the Department of Educational Psychology and Special Education at Georgia State University; Susan R.