A Multi-Genre Presentation!

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A Multi-Genre Presentation!
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A Multi-Genre Presentation!

• And a Fluency Exercise..

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• Celebrating Veterans
• Nov 11, 2013!

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You're A Grand Old
Flag You're a grand old flag, You're a
high flying flag, And forever, in peace, may
you wave You're the emblem of the land I
love, The home of the free and the brave.
Every heart beats true Beneath the Red,
White and Blue, Where there's never a boast
or brag, Should old acquaintance be forgot
Keep your eye on that Grand Old Flag!
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• THE ARMY SONG
• Over hill, over daleAs we hit the dusty
  trail,And those caissons go rolling along.In
  and out, hear them shout,Counter march and right
  about,And those caissons go rolling along.Then
  it's hi! hi! hee!In the field artillery,Shout
  out your numbers loud and strong,For where ever
  you go,You will always knowThat those caissons
  go rolling along.

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NAVY ! Anchors Aweigh, my
boys, Anchors Aweigh. Farewell to college
joys, We sail at break of day-ay-ay-ay.
Through our last night on shore, Drink to
the foam, Until we meet once more,
Here's wishing you a happy voyage home.
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MARINE CORPS From the Halls of
MontezumaTo the Shores of TripoliWe fight our
country's battlesIn the air, on land and
seaFirst to fight for right and freedom And to
keep our honor clean We are proud to claim the
title of United States Marine.

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AIR FORCE Off we go into the wild
blue yonder, Climbing high into the sunHere
they come zooming to meet our thunder, At them
boys, Give 'er the gun! (Give 'er the gun now!)
Down we dive, spouting our flame from under,Off
with one helluva roar! We live in fame or go
down in flame. Hey! Nothing can stop the U.S.
Air Force!
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COAST GUARD We're always ready for
the call,We place our trust in Thee.Through
howling gale and shot and shell,To win our
victory."Semper Paratus" is our guide,Our
pledge, our motto, too.We're "Always Ready," do
or die!Aye! Coast Guard, we fight for you.
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God Bless America 

• God bless America. Land that I love.
• Stand beside her and guide her
• Through the night with a light from above.
• From the mountains to the prairies
• To the oceans white with foam.
• God bless America My home sweet home
• God bless America My home sweet home. 
•  

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Why Sing?
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Why Sing?

• Its a Joyous Art Form

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Why Sing?

• Its a Joyous Art Form
• Its Reading

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\

• From Rebecca I
• Sent Tuesday, April 12, 2011 1104 PM
• To RASINSKI, TIMOTHY
• Subject Singing and Fluency
•  
• Hi Dr. Rasinski, 
• Over the summer and again in October you spoke at
  Teachers College
• about the power of singing. I challenged myself
  in October to begin
• singing with my students and they have been
  singing ever since.
• I've thanked you once and have to thank you
  AGAIN. I have
• never seen so much progress in reading. Everyone
  of my first graders
• are reading on grade level (or higher) and they
  love to sing.
• Reader's Theater has also made a difference. You
  have changed the
• way I teach. My students enter my classroom most
  mornings with their
• current song playing. They hum or sing throughout
  the day.
•  
• I am so proud of these joyful learners.
•  
• Thank you again,

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Now a Word Game A Word Ladder

• science

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• science
• since

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• science
• since
• sin

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• science
• since
• sin
• sip

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• science
• since
• sin
• sip
• sap

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• science
• since
• sin
• sip
• sap
• cap

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• science
• since
• sin
• sip
• sap
• cap
• car

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• science
• since
• sin
• sip
• sap
• cap
• car
• cart

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• Science
• since
• sin
• sip
• sap
• cap
• car
• cart
• Art !

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Whatever Happened to the Art of Teaching Reading?
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Great Minds Have Recognized the Importance of Art

• It is the supreme art of the teacher to awaken
  joy in creative expression and knowledge.
• Imagination is more important than knowledge!
  

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Great Minds Have Recognized the Importance of Art

• It is the supreme art of the teacher to awaken
  joy in creative expression and knowledge.
• Imagination is more important than knowledge!
  
• Albert Einstein

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The Genius of Steve Jobs

• Walter Isaacson
• NY Times 10/30/2011

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• I always thought of myself as a humanities
  person, but I liked electronics. Then I read
  something that one my heroes, Edwin Land of
  Polaroid, said about the importance of people who
  could stand at the intersection of humanities and
  sciences, and I decided that is what I wanted to
  do.
• Steve Jobs

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Blooms Learning Taxonomy

• Remember
• Understand

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Blooms Learning Taxonomy

• Remember
• Understand
• Apply
• Analyze
• Evaluate

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Blooms Learning Taxonomy

• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create!

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And yet, art is increasingly diminished in
education

• We live in a time that puts a premium on the
  measurement of outcomes, on the need to be
  absolutely clear about what we want to
  accomplish. We like our data hard and our
  methods stiff we call it rigor.
• Elliot Eisner (2004)

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Reading is a Science

• Scientifically based reading instruction

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks and cut scores

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)
• Progress monitoring/Endless testing

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)
• Progress monitoring/Endless testing
• Accountability determined by testing

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)
• Progress monitoring/Endless testing
• Accountability determined by testing
• Common core standards

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)
• Progress monitoring/Endless testing
• Accountability determined by testing
• Common core standards
• Decodable texts

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Reading is a Science

• Scientifically based reading instruction
• Scripted instruction
• NCLB
• Fidelity of implementation
• Quantitative benchmarks
• AYP
• RTI
• Value Added
• DIBELS (Nonsense word fluency)
• Progress monitoring/Endless testing
• Accountability determined by testing
• Common core standards
• Decodable texts
• Complex texts and close reading

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• Stiff methods for hard data!

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• Stiff methods for hard data!
• And disengaged and disinterested students.

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• Consider the following decodable text

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Mr. Zag (a decodable book)

• Page 1
• Mr. Zag had a bag.
• Page 2
• Mr. Zag had a bag, and the bag had a tag.

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Mr. Zag (a decodable book)

• Page 1
• Mr. Zag had a bag.
• Page 2
• Mr. Zag had a bag, and the bag had a tag.
• Page 3
• Mr. Zag had a bag. THE END!

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• Is this science? Yes
• Is this art? No

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The Consequence of All Science?

• Drilling children on how to take tests
  discourages innovation, creativity, punishes
  divergent thinking, and prioritizes skills over
  knowledge. And the endless hours devoted to test
  preparation certainly deaden students interest
  in school.
• Diane Ravitch
• Former Assistant Secretary of Education
• Newsweek, April 4, 2011

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The Consequence of All Science?

• CREATIVITY and INNOVATION!
• For the first time, research shows that American
  creativity is declining.
• Newsweek, July 10, 2010

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• Art has the means of keeping alive the sense of
  purposes that outrun evidence and of meanings
  that transcend habit.
• John Dewey

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A Study of Creativity

• Art Students
• Amabile, Teresa. (1979). Effects of external
  evaluation on artistic creativity. Journal of
  Personality and Social Psychology, Vol 37(2),
  221-233.

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• students in the standards and evaluation
  groups produced artworks significantly lower on
  judged creativity than did students in the
  nonstandard and nonevaluation control groups.

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Art - Aesthetic

• The feeling that comes from
• A musical composition by Mozart
• A painting by Picasso
• A dance choreographed by Twyla Tharp
• A sculpture by Michelangelo
• A photo by Annie Leibovitz
• A play by Wilder
• OR

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Art - Aesthetic

• A book, a speech, a song, a poem, a quote, an
  interesting sentence, even a well chosen word.

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Can Reading be Both Art and Science?
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Can Reading be Both Art and Science?

• YES!

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Consider my area of expertise

• Reading Fluency
• Scientific research has demonstrated and
  validated the potential of repeated readings
  (deep reading)

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When readers read a text several times

• Reading of the practiced text improves.
• Reading of new, more challenging texts also
  improves
• Word recognition
• Fluency (reading speed)
• Comprehension

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Deep (Repeated) Reading(A summary of the
research)

• x x

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Deep (Repeated) Reading(A summary of the
research)

• x 1
  

A
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Deep (Repeated) Reading(A summary of the
research)

• 2
• x 1
  

A
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Deep (Repeated) Reading(A summary of the
research)

• 3
• 2
• x 1
  

A
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Deep (Repeated) Reading(A summary of the
research)

• 4
• 3
• 2
• x 1
  

A
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Deep (Repeated) Reading(A summary of the
research)

• 4 3
  
• 3
• 2
• 2
• 1
• x 1
  

A
B
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Deep (Repeated) Reading(A summary of the
research)

• 4 3
  
• 3
• 2
• 2
• 1
• x 1
  

A
B
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Deep (Repeated) Reading(A summary of the
research)

• 4 3
  
• 3
• 2 2
• 1
• 2
• 1
• x 1
  

A
B
C
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Deep (Repeated) Reading(A summary of the
research)

• 4 3
  
• 3
• 2 2
• 1
• 2
• 1
• x 1
  

A
B
C
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Thats science

• And as a result we now have students reading
  largely informational texts repeatedly for the
  singular purpose of reading it fast.

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Thats Fake Fluency

• Consider the following text that is from a
  published and popular fluency program. Students
  are intended to read this text multiple times.

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Ice Age Animals of Malta

• Some strange animals lived on a tiny island
  called Malta 150 thousand years ago. The
  elephants and hippos were shorter than you. But
  the turtles, mice, and birds were huge.
• Were going to read this 5 times until you can
  read it at 120 words per minute!

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Fluency is more than speed

• Fluency is automaticity in word recognition
  (measured by speed)

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Fluency is more than speed

• Fluency is automaticity in word recognition
  (measured by speed)
• BUT
• Fluency is also meaningful prosody (expression)
  when reading.

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Fluency is more than speed

• Dude!

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Ice Age Animals of Malta

• Some strange animals lived on a tiny island
  called Malta 150 thousand years ago. The
  elephants and hippos were shorter than you. But
  the turtles, mice, and birds were huge.

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Lets take another look at fluencyScientificall
y and Artfully
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Abraham Lincoln

• We continue to celebrate the bicentennial of his
  birth as well as the150th anniversary of the
  American Civil War.
• His life is worth studying
• cultural literacy.
• Lots of books are written about Mr. Lincoln.

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A book and a song

• Meant to be read/sung repeatedly and
  expressively for eventual meaningful and
  purposeful performance to an audience?
• Thats True Fluency!

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A book and a song

• But theres more that can be read repeatedly and
  performed.

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Lincolns Speeches

• Cooper Union
• Let us have faith that right makes might, and in
  that faith let us to the end, dare to do our duty
  as we understand it.

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First Inaugural

• We are not enemies, but friends. We must not be
  enemies. Though passions may have strained, it
  must not break our bonds of affection. The
  mystic chords of memory, stretching from every
  battlefield and patriot grave to every living
  hearth-stone all over this broad land, will yet
  swell the chorus of the Union, when again
  touched, as surely they will be, by the better
  angels of our nature.

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Second Inaugural

• Fondly do we hope--fervently do we pray--that
  this mighty scourge of war may speedily pass
  away. Yet, if God wills that it continue, until
  all the wealth piled by the bond-man's two
  hundred and fifty years of unrequited toil shall
  be sunk, and until every drop of blood drawn with
  the lash, shall be paid by another drawn with the
  sword, as was said three thousand years ago, so
  still it must be said "the judgments of the Lord,
  are true and righteous altogether .

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Gettysburg

• that we here highly resolve that these dead
  shall not have died in vain -- that this nation,
  under God, shall have a new birth of freedom --
  and that government of the people, by the people,
  for the people, shall not perish from the earth.

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• But, O Sarah! If the dead can come back to this
  earth and flit unseen around those they loved, I
  shall always be near you in the garish day and
  in the darkest night -- amidst your happiest
  scenes and gloomiest hours - always, always and
  if there be a soft breeze upon your cheek, it
  shall be my breath or the cool air fans your
  throbbing temple, it shall be my spirit passing
  by.
• Sarah, do not mourn me dead think I am gone and
  wait for thee, for we shall meet again. 
• Sullivan

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BATTLE CRY OF FREEDOM!

• Yes we'll rally round the flag, boys, we'll rally
  once again,Shouting the battle cry of
  freedom,We will rally from the hillside, we'll
  gather from the plain,Shouting the battle cry of
  freedom!

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What would happen if we had students practice and
then perform such historic and artful texts?
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Is this..

• History?
• Reading?
• Fluency -- Repeated reading?
• Scientifically?
• Artfully?
• Even a model for our students own writing?

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And we could continue our artful and scientific
study of Lincoln and the American Civil War

• With other songs
• With heartfelt letters
• With powerful rhetoric
• With poetry that inspires
• With prose that tell the inside story
• With other primary sources
• And with informational text

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Effective Teaching of Reading Fluency

• Is a science
• And it is an art!

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But does it really work?
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RESULTS

• Lorraine Griffith 4th grade teacher West
  Buncombe County Elementary.
• Artful Repeated Readings
• 2.9 years average growth of struggling readers
• 59 words correct per minute gain (25 wcpm is the
  normal gain for grade 4)
• Griffith, L. W., Rasinski, T. V. (2004). A
  focus on fluency How one teacher incorporated
  fluency with her reading curriculum. The Reading
  Teacher, 58, 126- 137.

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Other Studies

• Young, C., Rasinski, T. (2009). Implementing
  readers theatre as an approach to classroom
  fluency instruction. The Reading Teacher, 63(1),
  413.
• Biggs, M., Homan, S., Dedrick, R., Rasinski, T.
  (2008). Using an interactive singing software
  program A comparative study of middle school
  struggling readers. Reading Psychology, An
  International Quarterly, 29, 195-213.
• Wilfong, L.G. (2008). Building Fluency,
  Word-Recognition Ability, and Confidence in
  Struggling Readers The Poetry Academy. The
  Reading Teacher, 62(1), 413.
• Rasinski, T., Stevenson, B. (2005). The
  Effects of Fast Start Reading, A Fluency Based
  Home Involvement Reading Program, On the Reading
  Achievement of Beginning Readers. Reading
  Psychology An International Quarterly, 26,
  109-125.
• Martinez, M., Roser, N., Strecker, S. (1999).
  I never thought I could be a star A Readers
  Theatre ticket to reading fluency. The Reading
  Teacher, 52, 326-334.
• Rasinski, T. V., Padak, N. D., Linek, W. L.,
  Sturtevant, E. (1994). Effects of fluency
  development on urban second-grade readers.
  Journal of Educational Research, 87, 158165.

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• Rhonda P
• 6th grade teacher
• South Carolina
• Using poetry performance as the fluency
  intervention in her classroom
• Student Profile in Reading
• Beginning of the Year
• Below Basic 67
• Basic 30
• Proficient 3
• Advanced 0

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• Rhonda P
• 6th grade teacher
• South Carolina
• Using poetry performance as the fluency
  intervention in her classroom
• Student Profile in Reading
• Beginning of the Year End of Year
• Below Basic 67 24
• Basic 30 45
• Proficient 3 25
• Advanced 0 6

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Can Phonemic Awareness be Taught Artfully?
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Can Phonemic Awareness be Taught Artfully?
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Can Phonics be Taught Artfully?
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Can Phonics be Taught Artfully?

• Star light, star bright
• First star I sea tonight
• I wish I may I wish I might
• Have the wish I wish tonight.

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Can Phonics be Taught Artfully?

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Can Vocabulary be Taught Artfully?

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Can Vocabulary be Taught Artfully?

• Harvest words from the books we read.
• Engage in activities that are game like.
• Tap into the roots of English Latin/Greek.

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Grat- / Grac-
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Grat- / Grac-

• Thanks/ Favor

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Grat- / Grac-

• Thanks/ Favor
• Grace, Gracious, Gratitude, Grateful, Gratitude,
  Gratuity, Gratis, Ingrate, Gracias, Congratulate,

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Can Vocabulary be Taught Artfully?
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Can Comprehension be Taught Artfully?

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Can Comprehension be Taught Artfully?

• Yes, have students use or transform
  (re-represent or recreate) the texts they read
  into other authentic forms and uses.

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Can Comprehension be Taught Artfully?

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My Own Story.

• Maybe not empirical research.
• But true. And artful.

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And so..

• What does this all mean?
• How can I transform, create, or re-represent what
  I have been trying to say in some other form.

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How about a Poem (or Two)

• This is What You Shall Do
• Walt Whitman
• A manifesto for teachers.

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• This is what you shall do Love the earth and sun
  and the animals, despise riches, give alms to
  every one that asks, stand up for the stupid and
  crazy, devote your income and labor to others,
  hate tyrants, argue not concerning God, have
  patience and indulgence toward the people, take
  off your hat to nothing known or unknown or to
  any man or number of men, go freely with powerful
  uneducated persons and with the young and with
  the mothers of families, read these leaves in the
  open air every season of every year of your life,
  re-examine all you have been told at school or
  church or in any book, dismiss whatever insults
  your own soul,

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• This is what you shall do Love the earth and sun
  and the animals, despise riches, give alms to
  every one that asks, stand up for the stupid and
  crazy, devote your income and labor to others,
  hate tyrants, argue not concerning God, have
  patience and indulgence toward the people, take
  off your hat to nothing known or unknown or to
  any man or number of men, go freely with powerful
  uneducated persons and with the young and with
  the mothers of families, read these leaves in the
  open air every season of every year of your life,
  re-examine all you have been told at school or
  church or in any book, dismiss whatever insults
  your own soul,
• and your very flesh shall become a great poem.

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I Read It Because Its Beautifulby Karen Morrow
Durica

• Somehow a life without poetry seemsDismal Emp
  ty Flat Not much.
• So each day in my classroom I readSonnets Hai
  kus Free verse And such.

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• An observer sat in my room one day Noted
  poems title Evaluated delivery Recorded
  lesson sequence Said dryly It seems
• Theres no connection curricular-wise No
  anticipatory set No vocabulary drill No
  comprehension query Do they even know what it
  means?

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• I could have contrived a defense or two,
  but Spirits flowed with peaceful joy Honesty
  prevailed Simple truth explained I read it
  because its beautiful, I said.
• She didnt quite frown but recalled all the same,
  But weve Standards to meet Timelines to
  keep Pages to cover Important content to be
  read.

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• I looked from her to my students gaze
  they Had relished the words Danced with the
  rhythm Mused with the meaning Were richer in
  spirit than when we began.
• I read it because it was beautiful. And beauty
  is Never superfluous Never
  irrelevant Always needed Always in my
  lesson plan.

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• May all teachers find the poet (and artist) in
  themselves to inspire their students and change
  the world.
• Thank you teachers.

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Timothy Rasinski, Ph.D.

• trasinsk_at_kent.edu
• 330-672-0649
• In science one tries to tell people, in such a
  way as to be understood by everyone, something
  that no one ever knew before. But in poetry and
  art, it's the exact opposite.
• Franz Kafka (1883-1924)