Foundations of ResearchBased Reading EPI 10010

1
Foundations of Research-Based Reading EPI 10010

• Instructor
• Shannon Ayrish
• shannonayrish_at_yahoo.com or ayrishs_at_tcc.fl.edu
• Course Times
• Tuesday and Thursday 530-930
• May 13- June 19

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Anticipation Questions

• Please answer the questions
• Dont use your book
• These answers should be what you anticipate now
• We will revisit the questions at the end of class
  to clarify our understanding
• We will turn these questions in at the end of
  class

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Dont Forget

• Please sign-in
• Put out your name tent
• Assignment due Thursday, May 22 - Pick a
  presentation time
• Turn in your Anticipation Questions/Guides

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Looking at Phonics Readers

• I will give each of you a Phonics Reader
• Pick one story
• Read it
• Try to figure out the phonics rule the story is
  supposed to practice. (5 minutes)
• Share with your partner (5 minutes)

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Website of the Day

• Scholastic for Teachers
• http//www2.scholastic.com/browse/teach.jsp
• Teaching resources
• Rubric Maker
• Poetry
• Lesson plans
• Printables

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Fluency

• Fluency is the ability to read a text accurately
  and quickly.
• When fluent readers read silently, they recognize
  words automatically.
• They group words quickly to help them gain
  meaning from what they read.
• Fluent readers read aloud effortlessly and with
  expression.
• They are reading sounds natural, as if they are
  speaking.
• Readers who have not yet developed fluency read
  slowly, word by word.
• Their oral reading is choppy and plodding.

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Fluency Vocabulary

• Automaticity
• Expression
• Rate
• Phrasing
• Turn to your neighbor and define these words
  orally.

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Why is Fluency instruction important?

• Fluency is important because it provides a bridge
  between word recognition and comprehension.
• Because fluent readers do not have to concentrate
  on decoding the words, they can focus their
  attention on what the text means.
• Fluent readers can make connections among the
  ideas in the text and between the text and their
  background knowledge. In other words, fluent
  readers recognize words and comprehend at the
  same time.
• Less fluent readers, however, must focus their
  attention on figuring out the words, leaving them
  little attention for understanding the text.

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Characteristics of Effective Fluency Instruction

• Explicit Instruction
• Modeling
• Reading Practice
• Access to Appropriately Challenging Material
• Use of Oral and Silent Reading
• Monitoring and Accountability
• Wide and Repeated Reading

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Developing Fluency Skills

• Researchers have found several effective
  techniques related to repeated oral reading
• students read and reread a text a certain number
  of times or until a certain level of fluency is
  reached. Four re-readings are sufficient for most
  students and
• oral reading practice is increased through the
  use of audiotapes, tutors, peer guidance, sight
  word practice or other means.
• In addition, some effective repeated oral reading
  techniques have carefully designed feedback to
  guide the reader's performance.

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Summing Up

• Fluency is the ability to read a text accurately
  and quickly.
• Fluency is important because it frees students to
  understand what they read.
• Reading fluency can be developed by modeling
  fluent reading by having students engage in
  repeated oral reading.
• Monitoring student progress in reading fluency is
  useful in evaluating instruction and setting
  instructional goals and can be motivating to
  students.

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Brainstorm Strategies for Fluency

• Go to http//epireading.pbwiki.org
• Day 3 Fluency
• Work in groups of 3-4 members
• Use the links to complete the grid on fluency
  strategies
• Turn you grid in for participation

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Getting Into Groups

• For the group project we will form groups of 2-4
  members
• Choose group members that share your
  instructional level and/or subject
• Start focusing on a concept to be taught over a
  week
• Five lesson plans will be developed on the concept

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A Poem for the Road

• Each night we will end with a poem at 915
• Our poet tonight is Tom
• I will bring a collection of poetry anthologies
  for you to choose from
• You can bring your own too

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Reflection Questions

• Each night we will stop at 920 to reflect on our
  anticipation questions
• Look back at the anticipation questions
• Reflect on your original answers
• Compare your answers with your neighbor
• Make additions and changes as needed