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Stanley BPS Intern Program

Stanley BPS Intern Program. Agenda. The Stages of Reading Development Break Fluency. What IS Reading?. A message-getting, problem-solving activity that increases in complexity the more you do it into adulthood. Schema Activity. Let’s call the learning stages:

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Stanley BPS Intern Program

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  1. Stanley BPS Intern Program

  2. Agenda • The Stages of Reading Development • Break • Fluency

  3. What IS Reading? • A message-getting, problem-solving activity that increases in complexity the more you do it into adulthood

  4. Schema Activity Let’s call the learning stages: • Foundation (Pre-emergent) – build interest/motivation • Emergent – start learning • Transitional – learning lots and lots and lots • Advanced – pretty darn good – can handle anything • In small groups choose – riding a bike or learning to ski or… • Chart the things that happen at each “stage” • What do you learn • How do you learn it • What equipment do you need in order to learn it • Share

  5. Reading - Foundation • What are you preschool teachers doing to build interest/motivation/understandings? • What information are kids getting that will help them when they get to the emergent stage?

  6. Reading - Foundation • Book Talks/Interactive Read Alouds • Extended and planned talk around a book that is designed to both build concepts as well as knowledge about how texts organize information • Different than shared reading which is focused more on language play, rereading, and tends to happen in a large group • Children need to build a firm foundation in oral language and concept development to support comprehension • Children’s talk focuses on the here and now – what they’re doing with their hands or what’s just happened – don’t chat or make small talk about “abstract concepts”

  7. Reading - Foundation • Books provide a rich source of ideas for conversation, an opportunity to interact with text, a useful cognitive structure, and a means to build background knowledge with vocabulary to support its use. • How texts’ work – text structures that seem most obvious • Relationships • Sequences or processes • Classifications or lists • Hierarchy • look at NF texts – what is the structure? How can this structure be “taught” to young kids

  8. Reading - Emergent • DRA levels A-4 • Read – Out to Play • Turn and Talk - On “this slope” kids will learn to…

  9. Reading - Emergent • DRA levels A-4 • On “this slope” kids will learn to… • 1:1 & L to R • Use known words • Monitor/SC • Read for meaning • Get the gist • React/relate to text

  10. Reading – Upper Emergent • DRA levels 4-14 • Read – The Soccer Game • Turn and Talk - On “this slope” kids will learn to…

  11. Reading – Upper Emergent • DRA levels 4-14 • On “this slope” kids will learn to… • Read for meaning and purpose • Use large bank of known words • Use beg, mid, end sounds in words • Chunk words/break into parts (onset and rime)

  12. Reading – Early Fluent • DRA levels 16+ • Read – From Milk to Ice Cream • Turn and Talk - On “this slope” kids will learn to…

  13. Reading – Early Fluent • DRA levels 16+ • On “this slope” kids will learn to… • Think on a deeper level as they read • Keep M going over longer texts • Read with good fluency • Use variety of strategies to figure out words “on the run”

  14. Reading – Fluent • About 3rd grade and higher • Read – Chester Greenwood’s Big Idea • Turn and Talk - On “this slope” kids will learn to…

  15. Reading – Fluent • About 3rd grade and higher • On “this slope” kids will learn to… • Use/adjust strategic behaviors based on the genre • Recognize and discuss author’s craft • Analyze, compare, critique information

  16. BREAK

  17. Fluency

  18. What is meant by fluency? Task: In groups of 3-4 chart the behaviors of: • Fluent Readers • Nonfluent Readers

  19. Dimensions of Fluency • Pausing • Phrasing • Intonation/Rhythm • Stress • Pace • Integration Can you match the description with the dimension?

  20. Now…Let’s Read Fluently! ’08-isms By WILLIAM SAFIRE The language of political campaigning sparkles with coinages, clangs with old and new symbols and fills the hall with updated echoes of past political struggles. Here’s a selection of ’08-isms. Symbol of the little guy: John Q. Public made his debut as the baseball fan rooting for the 1922 New York Giants. For Franklin Delano Roosevelt, it was the economist William Graham Sumner’s the forgotten man, sighted by the new president “at the bottom of the economic pyramid.” At the 1956 Republican convention, a dump-Nixon rump movement nominated the nonexistent Joe Smith; he was later replaced by Joe Six-Pack as cultural hero of those in 1864 who hailed the great unwashed and in 1969 emerged victorious as the silent majority.

  21. Let’s Assess… What went well? Not so well? • Pausing • Phrasing • Intonation/Rhythm • Stress • Pace • Integration

  22. Let’s Read Fluently! To a Poor Old Woman   by William Carlos Williams munching a plum on the street a paper bag of them in her hand They taste good to her They taste good to her. They taste good to her You can see it by the way she gives herself to the one half sucked out in her hand Comforted a solace of ripe plums seeming to fill the air They taste good to her

  23. Let’s Assess… What went well? Not so well? • Pausing • Phrasing • Intonation/Rhythm • Stress • Pace • Integration

  24. Let’s Read Fluently! Paul Revere's Ride Henry Wadsworth Longfellow Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,-- One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm."

  25. Let’s Assess… What went well? Not so well? • Pausing • Phrasing • Intonation/Rhythm • Stress • Pace • Integration

  26. Turn and Talk What are some factors that affect fluency? • Yours? • Students?

  27. Factors That Affect Fluency • Difficulty of text • Context or situation • Motivation and emotion • Reading orally • Lack of “ear” • Interruptions • Attention focused on accuracy not comprehension

  28. Role of Self-Correction • In groups of 3 • Jigsaw “Role of Self-Correction” • Go in order when telling others

  29. Joey

  30. What do you think of Joey’s fluency Turn and Talk - What can he do well? Not so well? • Pausing • Phrasing • Intonation/Rhythm • Stress • Pace • Integration

  31. Page 2 of handout - transitions • Where’s Joey?

  32. Good Fluency Instruction… the absolutely essential first feature is to make sure that children have books in their hands they can actually read, read accurately, and probably books that they have some background knowledge and experience with…one of the reasons we get so many kids who don't seem to be able to read with fluency is that they get so little practice with what we call high-success reading--and that's reading with 98 to 99% accuracy and reading with comprehension. -Richard Allington

  33. Fluency Instruction Developing an ear… • Read alouds and shared reading Reading aloud well is a skill all teachers need…

  34. Supported Reading Lots of easy reading with teacher monitoring and assistance • Repeated readings • Choral reading • Paired reading/buddy reading • Echo reading

  35. Texts to Support Readers • Back of page two • Which book might support Joey

  36. Performance Reading • Recorded Books, • Readers Theatre • Reader’s Theater with informational text • Reading and performing poetry

  37. There Once Was a Queen There Once Was a Queen Whose face was green. She ate her milk And drank her bread, And got up in the morning To go to bed.

  38. A note about ELLs: Comprehension is the key. Timed tests can retard ELLs fluency development. Fluency for ELLs is demonstrated by their ability to understand and interpret the words and read them in such a manner that they convey the intended message of the text. Source: Teaching Reading to English Language Learners: Differentiated Literacies By Herrera, Perez, and Escamilla

  39. Do a fluency “Unit of Study” • This is cool. • This is cool! • This is cool?

  40. Do a fluency “Unit of Study” Sweet grandma trying to show love irritated mother in a hurry It’s time for bed. Don’t forget to feed the dog. Your dentist appointment is today.

  41. Do a fluency “Unit of Study” • Study punctuation • Read, Punctuation Takes a Vaccation • Use jokes

  42. Teaching Hard for Fluency • Last page of handout • It’s HUGE… but FUN…

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