Competency 2Component # 1-013-311

Center for Professional LearningSession 7

Instructor: Carmen S. Concepcionreadingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

Consider this…

Critical Word Cloze # 1Read the cloze passage with words missing.Independently, complete the cloze. Share with group.

Nall was so _____. She was _____ to the _____ with Charkle. She would _____ a _____ _____ so she could _____ out books. Charkle _____ her _____ out the _____. “_____, Charkle,” jibbed Nall _____ly. “Now we can _____ out _____ together!” _____ Charkle _____ly.

Critical Word Cloze # 2Nall was so plamper. She was larping to the flannerby with Charkle. She would grunk a flannery barp so she could crooch out books. Charkle lanted her gib out the neb. “Parps, Charkle,” jibbed Nall plamperly. “Now we can crooch out carples together!” pifed Charkle trigly.

Who were the characters in the story?Where were they larping?Why did she want to grunk a flannerby

barp?

Critical Word Cloze # 3Nall was so excited. She was going to the library with Charkle. She would get a library card so she could check out books. Charkle helped her fill out the form. “Thanks, Charkle,” jibbed Nall excitedly. “Now we can check out books together!” laughed Charkle happily.

Multiple ExposuresStudents must have multiple exposures to

a word to learn it well. Repeated exposure to vocabulary in a variety of contexts improves word learning.

“One of the strongest findings about vocabulary instruction, weather direct instruction or learning words from context, is that multiple encounters are required before a word is really known, that is, if it is to affect a student’s comprehension and become a useful and permanent part of the student’s vocabulary repertoire.

L. Beck, M.G. McKeown, & L. Kucan, 2000. p.73

Bringing words to life: Robust vocabulary instruction

Effective Practices in Vocabulary DevelopmentGroup Janet Allen’s Effective Practices in

Vocabulary Development into 2 piles – those to increase and those to decrease.

Share your results with another group.Compare to Allen’s chart.

Effective Practices in Vocabulary Development

Increase Decrease

1. Time for reading.2. Used of varied, rich text.3. Opportunities for students to

use words in a meaningful way.4. Use of concrete contexts when

possible (pictures, artifacts).5. Opportunities for students to

connect new words/concepts to those already known.

6. Study the concepts rather than single, unrelated words.

7. Teaching strategies leading to independent word learning.

8. Finding the word or concept that will have the biggest impact on comprehension rather than covering many words superficially.

9. Opportunities to inference.

1. Looking up definitions as a single source of word knowledge.

2. Asking students to write sentences for new words before they have studied the word in depth.

3. Notion that all words in a text need to be defined for comprehension.

4. Using context as a highly reliable tool for increasing comprehension.

5. Assessments that ask students for single definitions.

6. Explicit concept instruction and incidental encounters with words.

Fluency OutcomesKnowledge

Participants will be able to: Define fluency Explain the role of fluency in development of

the reading process Identify features of text that influence

comprehension Identify principles of reading fluency as they

relate to reading development Identify explicit, systematic instructional

plans for scaffolding fluency development and reading endurance

Eumycetes or FungiFungi are thallophytes without chlorophyll that reproduce by means of spores. A thallophyte is a plant without differentiation into stem, leaves, and roots; consequently it has a very simple structure and is devoid of any special vascular system. Fungi are either saprophytes or parasites, the latter causing many and varied diseases of forest trees. Fungi generally have two reasonable distinct phases in their development, the vegetative and the reproductive stage, the latter usually being the most conspicuous. For example the microscopically fine mycelium hidden from view in the cells of the heartwood is the vegetative stage of a wood-destroying fungus causing decay in a living tree, whereas the fructification or conk plainly visible on the trunk is the reproductive stage. –taken from Forest Pathology, 1948

Fostering Fluency

Anticipation Guide for FluencyAgree Disagree

__ __ 1. Fluency in reading is most relevant at the beginning states of reading.

__ __ 2. Fluency is independent of comprehension.

__ __ 3. Research has identified several methods to increase reading fluency.

__ __ 4. Oral reading fluency is developed best through independent reading.

__ __ 5. One aspect of fluency can be judged by determining the student’s rate of reading in words per minute (WPM).

__ __ 6. It is appropriate to consider fluency in silent reading.

__ __ 7. Fluency is actually speed of reading.

__ __ 8. Fluency strategies are primarily for students experiencing difficulty in reading.

__ __ 9. Students should adjust reading rate according to their purposes for reading.

__ __ 10. A reasonable oral fluency rate for third-grade students is 160 words per minute (WPM) by the end of the school year.

Fluency Fluency is the ability to read with accuracy,

expression/phrasing, appropriate rate and comprehension.

Fluency is often thought about in relation to oral reading; nevertheless, fluency is also important in silent reading if students are to be efficient and effective readers.

Fluency is not the final goal in any overall reading program, but a gateway to comprehension. Fluent reading frees resources to process meaning.

R.L. Allington, 1983, Fluency: A neglected goal in reading instructin, Reading Teacher, 36, 556-561

Key Elements of Fluency•Accuracy •Reading Rate

•Automaticity •Regression

•Decode •Speed of Comprehension

•Expression/Phrasing •Subvocalization

•Fluency •Vocalization

•Inner Voice •Word Recognition

•Phonemic Awareness

Strategies for Successful Fluency Development in Students Model Fluent Reading Echo Reading Guided Oral Reading Opportunities

Repeated Reading Paired Reading Choral Reading Reader’s Theater Radio Reading

Jigsaw Activity Group 1: Model Fluent Reading Group 2: Choral Reading Opportunities Group 3: Readers’ Theater Group 4: Radio Reading

Investigative Activity

• CPALMS• What is it?• How does it support rich instruction?

CPALMS Scavenger Hunt

Reflection:How does CPALMS support rich instruction

For Next Class…• This session was on the topic of fluency:

defining, recognizing key elements of being a fluent reader, and suggestions. Design a week (or longer) of instruction incorporating fluency activities for your class.

• What would instruction look like?• How would you know the fluency levels

of your students?• How would you screen, progress

monitor, or decide improvement occurred?

• What resources could you use?• Post a response to this questions to the

class blog. Please include the grade level and student make-up of your group, as well as the subject area.