DAY 1 WORD RECOGNITION PHONICS, FLUENCY, & COMPREHENSION CONTENT AREA LITERACY.
-
Upload
shavonne-blair -
Category
Documents
-
view
218 -
download
0
Transcript of DAY 1 WORD RECOGNITION PHONICS, FLUENCY, & COMPREHENSION CONTENT AREA LITERACY.
DAY 1W O R D R E C O G N I T I O N
P H O N I C S , F LU E N CY , &C O M P R E H E N S I O N
CONTENT AREA LITERACY
WARM UP
• Q Q C1. Review the Neufeld piece 2. Take 1 Post-it Note
QuestionQuotationConnection or idea
Build and refresh content knowledge: Connect new information to existing schemata!
GOALS
This week:We will explore ways to use literacy concepts
to enhance subject matter instruction
Today:We focus on READING• Phonics• Fluency• Comprehension
WHAT DO I DO WHEN….
• MY STUDENTS CAN’T READ THE TEXT?!
• MY STUDENTS DON’T UNDERSTAND WHAT I WANT THEM TO DO!
• MY STUDENTS DON’T READ THEIR BOOKS!
• I CAN’T TEACH MY STUDENTS IF THEY DON’T READ!
WHAT IS READING?
• Ultimately, it is MEANING-MAKING• Phonemic awareness• Phonics• Comprehension• Fluency• Vocabulary
• Learning to Read vs. Reading to Learn
Set a purpose for reading
Text Processing:Decode fluentlyActively Monitor
Monitoring:Comprehension
Activating prior knowledge
Building new knowledge as needed
Making intertextual connections
Developing vocabulary concepts
Predicting
Evaluating and adjusting predictions
Asking questions
Clarifying
Summarizing Synthesizing
Sequencing Making inferences
Visualizing Knowledge of text
Distinguishing important information
Predicting/Hypothesizing
Exploring Point-of-View
READING TO LEARN
PHONICSCRACKING THE CODE:
LETTER SOUND RELATIONSHIPS
PHONICS: INSTRUCTIONAL STRATEGIES
• Explicit instruction• Decoding Strategies• Identifying vowels and vowel patterns
• Blending Sounds• Driving through sounds
• Chunking/segmenting larger words• Syllables• Word parts (suffix, prefix, root)
PHONICS RULES
• Vowel Rules• Short vowels (CVC)• Long vowels (CVVC CVCe)• Vowel digraphs• Sneak E / Silent E
• Vowel Dipthong• R controlled vowels/Bossy R
• Consonant Rules• Consonant Digraph• C & G
• Syllabication
DO HIGH SCHOOL KIDS USE PHONICS?
• YES!!! You and I still use phonics!
• Pronounce these words:• Geometry• Tangent• Nucleotide
FLUENCYACCURACY, SPEED, PROSODY
FLUENCY
• Fluency: The ability to read effectively, and it involves three components: reading speed, word recognition, and prosody
• Reading Speed: Rate (100 w/m at about 3rd gr.)
• Word Recognition: The ability to “call” words on sight- rather than sound out
• Prosody: The ability to read sentences with expression, using syntactic strategies and clues.
ARE MY STUDENTS FLUENT READERS?
LISTEN TO YOUR STUDENTS READ!
• What should you formatively be paying attention to?
• Slower reading• Decoding trouble• Trying to sound out irregular words (sight words)• Guessing words or not remembering repeated
words• Inability to break down multi-syllabic words• Reading without expression• Pointing to words• Reading word-by-word.
FLUENCY:INSTRUCTIONAL STRATEGIES
• Word recognition• High frequency words
• Word identification• Phonic analysis• Analogies• Syllabic analysis• Morphemic analysis
• Reading speed• Repeated readings• Reading practice
• Prosody• Phrase or chunk parts of sentences • Choral reading, Performance,
Presentation
FLUENCY: TURN AND TALK
• “As students read literature and informational text, their focus should be on comprehending and responding, but that is possible only when they are fluent readers.”• Agree or Disagree? Why?
MAKING MEANING
• What is your content area/instructional objective?
• Is it necessary that students wade through text?• Can you structure and routinize the reading of text?• Can meaning be made through:
• Strategic Discussion• Explicit Vocabulary Instruction• Various textual interaction (video, demonstration, listening)
COMPREHENSIONMAKING MEANING
COMPREHENSION
• Comprehension involves • Reader Skills: How readers think while reading• Text Features: The text, itself
• Comprehension does not just “happen”• While some of our students might “naturally”
comprehend, others have to work at it.
• As teachers we MUST MUST MUST model (think aloud) what we do when thinking about what we read.• Allow time for strategy use• Post strategy anchor charts
ANCHOR CHART
ANCHOR CHART
READER SKILLS
• Strategic Development of Comprehension• Make Connections to the Text• Text to Text, Text to Self, Text to World• Post-its
• Monitor understanding with Questioning• QAR (Question Answer Relationship)
• Determine Importance• Main Idea/Detail• Summaries• Graphic Organizers
Annotate and Highlight
TEXT FEATURES
Fiction Non Fiction
Narrative/Genre Elements Text Structure/Elements
Plot Structure Headings, line break, bold
Character Chart, graph
Narrative Devices Timeline
Setting: Location & Time Margin notes
Literary Language Glossary, index, contents
Point of View Review/summary sections
Theme
illustration
CLOSE READING
• Give students purpose for reading
• Allow students to read and engage with appropriate and engaging text
• Read, Write and Discuss what you are reading
CLOSE READ- TRY IT!
• Annotate• Purpose for Reading• First Reading: ANNOTATE
Main Idea
• Second Reading: Author’s Purpose
• Third Reading: Where do you stand?