Fluency : Early Language and Literacy Certificate, Course 1

DPS Early Language & Literacy Certificate - Course 1 1

Fluency:Early Language and Literacy

Certificate, Course 1

Class 19Guided Reading Plus


HousekeepingO Progress Monitoring Due in class on

4/25!O turn in PM Form + copies of running

records stapled all togetherO turn in a hard copyO make sure rr’s are stapled in same

order as names on formO PM form must be cumulative and

entered electronically


HousekeepingO Progress Monitoring Due in class on 4/25!

O gather most recent ‘ongoing’ running record from each child in your group

O they will not be the same book this time O rr will be at the instructional level of the group

because it is taken during the writing dayO like Feb 21O add different reading and writing focus areas

for each child based on running record and observation


Homework ReviewO Share out:

O How is it going with determining your teaching points ‘in the moment’?

O Practice: rr (Handout: I Am an Inventor – level 24)

O Based on this rr, what teaching points would you select?

O What would your reading focus area be for this child?


Essential Questions

O What does it mean to read fluently?

O How do I address fluency across the lesson?


Foundational IdeasO One of the most salient characteristics

of a struggling reader is dysfluency. Struggling readers typically sound terrible when they read aloud. Why?

O they are reading far too difficult texts

O they have developed deeply ingrained habits of reading slowly without expression


Foundational IdeasO Six dimensions of fluency

O Pausing: punctuation

O Phrasing: like talking, reflect writer’s meaning

O Intonation: rising and falling tones of voice; rhythm

O Stress: emphasis

O Pace: speed

O Integration: putting it all together – shows evidence of understanding


Watch a ReaderO Handout: Lucky Goes to Dog School –

level 7O pg. 8-11

O DVD: James (Time:3:05-3:45)

O Location on DVD: Individual, Observing & Analyzing

O Overall, how did James sound?

O Listen again.


Discuss O How was James doing in terms of….

O Pausing: punctuation

O Phrasing: like talking, reflect writer’s meaning

O Intonation: rising and falling tones of voice; rhythm

O Stress: emphasis

O Pace: speed

O Integration: putting it all together – shows evidence of understanding


Watch AgainO DVD: James (Time:3:05-3:45)

O Location on DVD: Individual, Observing & Analyzing

O Additional thoughts?


Foundational IdeasO FAST does not equal FLUENT

O In fact, going fast before you pull all the pieces together is a recipe for disaster….


So…

O What is the relationship between fluency and comprehension?


Foundational IdeasO Pausing, phrasing, intonation, stress

& integration cause AND demonstrate comprehension

O Pace is a by-product of all of the above.


Foundational Ideas

OStruggling readers can only develop fluency by reading fluently!

O What does that mean for our teaching?


Foundational IdeasO With leveled texts and powerful

teaching, there is NO REASON for the struggling group to sound different from the high-progress group!

O The casual observer should not be able to detect that they are struggling readers.


Foundational Ideas

OFluency is HIGHLY DEPENDENT on the type of text the reader is trying to processO fiction vs. nonfictionO pleasure vs. new learningO independent vs. instructional


Table Talk

O So, when is fluency taught during the Guided Reading Plus lesson?

DPS Early Language & Literacy Certificate Program - Course 1

18

Foundational IdeasO 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.


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Foundational IdeasO Reading Day – When is fluency taught?

O Word Study: O YES!

O Book Orientation: O YES!

O Interaction/Listening-in During Reading: O YES!

O Meaning Discussion after Reading:O No – why not?

O Strategy Discussion after Reading: O YES!


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Foundational IdeasO Writing Day – When is fluency

taught? O Assessment (rr):

O yes, individually

O Discussion Before Writing: O Yes – oral rehearsal

O Writing about Reading: O YES!

O Strategy DiscussionO YES!


Let’s PracticeO Read aloud: Lucky Goes to Dog School - E/7

O Jigsaw: With your group, be prepared to share a few examples as to how you would support fluency in your lesson component.

O Reading DayO Word StudyO Book OrientationO Interaction During ReadingO Strategy Discussion After Reading

Writing Dayo Writing About Reading


Prompting for PhrasingO Teach:

O (frame tag) You can read these words together. Watch me. You try it.

O Prompt:O (frame tag) Can you read these words

together?O Reinforce:

O (frame tag) You put these words together. You sounded just like a teacher!


Foundational IdeasO We need to teach hard for fluency

once children are no longer pointing (3-4)!

O Note: If children are dysfluent, we won’t be able to complete the lesson in the time allotted.


Foundational IdeasO In the words of Marie Clay, children

need massive opportunities to read enchantingly interesting texts at their independent level.

OWe build fluency by reading LOTS of easy/independent/familiar texts


Essential Questions

O What does it mean to read fluently?

O How do I address fluency across the lesson?


Essential ConnectionsO LEAP

O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback

O English Language LearnersO Oral Language DevelopmentO Academic Language

O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity

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HomeworkO READ

O WRS: 394-395 – Teaching Hard for Fluency

O DOO Reflect on readingO Reflect on class

O BRING to next classO Progress Monitoring O Next class powerpoint (for notes)O ALL handouts received thus far

DPS Early Language & Literacy Certificate - Course 1

Documents

Fluency : Early Language and Literacy Certificate, Course 1