first friday family funnovember 1, 2013
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First Friday Family FunNovember 1, 2013. Fluency ~ Accuracy ~ Lexiles Book Leveling ~ Sight Words. Stages of Reading Development. - PowerPoint PPT PresentationTRANSCRIPT
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First Friday Family FunNovember 1, 2013
Fluency ~ Accuracy ~ Lexiles Book Leveling ~ Sight Words
+Stages of Reading Development A continuum that explains how students
progress as readers. Stages are based on students’ experience and not their age or grade level. Knowing these stages is helpful when developing materials for specific types of readers.
Emergent Readers Early Readers
Transitional Readers Fluent Readers
+Emergent Readers
Need enriching and enjoyable experiences with books Students become comfortable with books even before
they can read them independently – recognize letters and words and language patterns
Can work with concepts of print and are at the beginning stages of developing the ability to focus attention on letter-sound relationships
Sharing books over and over, extending stories, relating experiences to both print and pictures, and guiding students to “read,” helps children begin to make predictions about what they are reading.
+Early Readers
Are able to use several strategies to predict a word, often using pictures to confirm predictions
Can discuss the background of the story to better understand the actions in the story and the message the story carries
Cueing systems are called upon significantly, so they must pay close attention to the visual cues and language patterns, and read for meaning
Reading habits of risk-taking, and of predicting and confirming words while keeping meaning in the mind are established
+Transitional Readers
Often like to read books in a series as a comprehension strategy; the shared characters, setting, and events support their reading development
They read at a good pace; reading rate is one sign of a child’s overall comprehension.
Generally have strategies to figure out most words but continue to need help with understanding increasingly more difficult text
+Fluent Readers
Are confident in their understandings of text and how text works, and they are reading independently
The teacher focuses on students’ competence in using strategies to integrate the cueing systems
Students are maintaining meaning through longer and more complex stretches of language
Effective readers come to understand text as something that influences people’s ideas
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Fluency
The ability to read with speed, accuracy, and proper expression. In order to
understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading
aloud, fluent readers read in phrases and add intonation appropriately. Their reading
is smooth and has expression.
+What the problem looks like…
A kid’s perspective:
“I just seem to get stuck when I try to read a lot of the words in this chapter.”
“It takes me so long to read something.”
“Reading through this book takes so much of my energy, I can’t even think about what it means.”
“This is stupid!”
A parent’s perspective:
“He knows how to read words but seems to take a long time to read a short book.”
“She reads a book with no expression.”
“He stumbles a lot and loses his place when reading something aloud.”
“She moves her mouth when reading silently (subvocalizing).
+How to help… Kid’s can: Track words with their
finger as a parent/teacher reads the passage aloud. Then read it themselves.
Have a parent/teacher read aloud to you. Then, match your voice to theirs.
Read your favorite books over and over again. Practice getting smoother and reading with expression.
Parent’s can: Support and encourage your
child. Read aloud to your child to
provide an example of how fluent reading sounds.
Remind your child to pause between sentences and phrases.
Give your child books with predictable vocabulary and clear rhythmic patterens.
Use books on tape.
+ Accuracy Strategies Cross checking…Do the pictures and/or words look
right? Do the sound right? Do they make sense? Use the pictures…Do the words and pictures match? Use beginning and ending sounds. Blend sounds; stretch and reread. Flip the sound. Chunk letters and sounds together. Skip the word, then come back. Trade a word/guess a word that makes sense.
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What happens if students are not fluent readers?
Read the following paragraph and answer
the comprehension questions.
+Questions…
Does Fern love Wilbur? How do you know? Describe what Fern does when she feeds
Wilbur in the morning. What does Fern do when the school bus
comes in the afternoon? Why does Mrs. Arable feed Wilbur?
+
70%
Fern _____ _____ more than _____. She _____ to _____ him, to _____ him, to put him to _____. Every _____, as soon as she got up, she _____ his _____, _____ his _____ on, and held the _____ for him. Every _____, when the _____ _____ stopped in _____ of her house, she _____ out and ran to the _____ to _____ another _____ for him. She _____ him again at _____, and again just _____ going to _____. Mrs. _____ gave him a _____ around _____ each day, _____ Fern was _____ in _____.
(E.B. White, 1952)
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80%
Fern _____ Wilbur more than _____. She _____ to _____ him, to _____ him, to put him to bed. Every _____, as soon as she got up, she _____ his _____, tied his _____ on, and held the _____ for him. Every _____, when the _____ _____ stopped in front of her house, she jumped out and ran to the _____ to fix another _____ for him. She _____ him again at _____, and again just before going to bed. Mrs. Arable gave him a _____ around _____ each day, when Fern was _____ in _____.
(E.B. White, 1952)
+
90%
Fern _____ Wilbur more than anything. She loved to stroke him, to _____ him, to put him to bed. Every _____, as soon as she got up, she _____ his milk, tied his _____ on, and held the bottle for him. Every afternoon, when the school _____ stopped in front of her house, she jumped out and ran to the _____ to fix another _____ for him. She fed him again at _____, and again just before going to bed. Mrs. Arable gave him a _____ around noontime each day, when Fern was away in _____.
(E.B. White, 1952)
+
95%
Fern _____ Wilbur more than anything. She loved to stroke him, to feed him, to put him to bed. Every morning, as soon as she got up, she _____ his milk, tied his bib on, and held the bottle for him. Every afternoon, when the school _____ stopped in front of her house, she jumped out and ran to the _____ to fix another bottle for him. She fed him again at _____, and again just before going to bed. Mrs. Arable gave him a feeding around noontime each day, when Fern was away in school.
(E.B. White, 1952)
+ Accuracy Levels
Independent Level : 97-100%Instructional Level : 94-97%
Frustration Level : 93% or lower
To build fluency, material should be at instructional level or above.
+Book Levels & LexilesSelecting the right materials for your child.
+Websites… Scholastic Book Wizard - www.scholastic.com/bookwizard
Phone/iPad Apps…
Lexile Framework for Reading – www.lexile.com East Stroudsburg Area School District – www.esasd.net
Level It Books - $2.99
+Sight Words(Suggestions from the Reading Specialists)
+Learning Sight Words Anchor Remember 3, 5, 7, 9 Mix known with a few unknown Involve as many sensory modalities as possible: visual, auditory (hear
and say) tactile Learn phonetically correct words first to build upon success Fast write word families: at, cat, that Understand that there are commonly confused words because of the
ways the words are stored in the brain. Is/said, for/of, for/from Study words together that have a relationship: could, would, should or
here, there, where DON’T study words that have similar spellings, but no relation to
each other: on/no or now/know
+Sight word games & suggestions… Bingo, concentration, go fish, shazam, word searches. Put words on cards, place the cards in a can, toss
contents into the air. Read the words that land face up, then face down.
Post words around the house. Have students find and highlight words in a newspaper
or magazine article.
+More Websites…
Candohelperpage – http://rbeaudoin333.homestead.com/sightvocab_1.html
Cookie – www.cookie.com/kids/games/sight-words.html Mansfield/Richland County Public Library –
www.mrcpl.org/literacy/lessons/sight/index.html Dolch Kit – www.theschoolbell.com/Links/Dolch/
Contents.html VocabularySpellingCity – www.spellingcity.com Reading Rockets – www.readingrockets.org
+Contact Information
Mrs. Julie Slack – [email protected] Ms. Jackie Doyle – [email protected] Mrs. Jenny Rourke – [email protected] Mrs. Stephanie Flaherty – [email protected] Mrs. Larysa Martone-Bunn – [email protected] Mrs. Bobbi Nordmark – [email protected]
Phone – (570)223-6911 ext. 2061