Reading Foundations for Grades 3-5

Transcription

1 Reading Foundations for Grades 3-5 Fluency Phonics and Word Recognition

2 Foundational Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency CCSS, pages 15-17

3 Standard 4a Instruction *Use on-level text to make predictions before reading *Check predictions after reading *Monitor comprehension before, during, and after reading *Ask and answer questions *Summarize a text

4 Standard 4b Instruction *Partner read *Reread phrases and prose *Decode grade-level multisyllabic words *Read grade-level sight words accurately and automatically *Read with expression

5 Standard 4c Instruction *Use effective strategy to decode unfamiliar words *Use effective strategy to determine meaning of unfamiliar words (roots, affixes) *Use context to confirm pronunciation (present-a gift; present-to introduce) and meaning

6 Standard 3a Instruction *Know meanings of common prefixes and suffixes and understand how they change the meaning of words *Know meaning of common roots *Use knowledge of affixes and roots to decode words in and out of context *Use effective strategy to decode multisyllabic words

7 Instruction for Third Grade *Standard 3b Decode common Latin suffixes *Standard 3c Use strategy to decode using syllabication rules and morphemes *Standard 3d Know and read phonemic and morphemic spelling patterns

8 Definition of 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 in ways that help them gain meaning from what is read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. (Armbruster, Lehr, & Osborn, 2001, p. 22)

9 Factors that Affect Fluency

10 Factors that Affect Fluency Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. I love dogs. I love cats. I love to read about dogs and cats.

11 Factors that Affect Fluency Since H2O is a suitable sink for these acids, all such acids will lose protons to H2O in aqueous solutions. These are therefore all strong acids that are 100% dissociated in aqueous solution; this total dissociation reflects the very large equilibrium constants that are associated with any reaction that undergoes a fall in free energy of more than a few kilojoules per mole. This planet is the only known planet to harbor life. The oceans on this planet cover nearly 70 percent of its surface. It is the third planet in order from the Sun, and is about 150 million kilometers from the Sun.

12 Why is Fluency So Important? Poor fluency affects you in a variety of ways. Why would these comments concern you? I don t like reading. It takes me too long to read something. Reading through this book takes so much of my energy, I can t even think about what it means. She reads a book with no expression. He stumbles a lot and loses his place when reading something aloud. She reads like a robot.

13 Fluent vs. Non-Fluent Readers Identify words accurately and automatically which focuses attention on comprehension Connections are more easily made between the text and themselves Difficulty in consistently identifying words rapidly Read word-by-word which makes the reading sound choppy Group words in unnatural ways Find more difficulty making text connections

14 An Effective Method of Teaching Fluency: Rhyming Peas porridge hot Peas porridge cold Peas porridge in the pot Five days old Introduces a variety of word families which can later be used to decode words It allows students to hear and see parts of words which they may see later in a book they are reading Helps children develop an ear for our language. Rhyme and rhythm highlight the sounds and syllables in words.

15 Video What does Jan Hasbrouck say about fluency and the CCSS?

16 Common Core Reading Foundational Skills Standard 4: Read with sufficient accuracy and fluency to support comprehension Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and reread for understanding.

17 A Focus on Fluency

18 Understanding and Assessing Fluency Why is it critical to make sure that students have sufficient fluency? How should you assess fluency?

19 Fluency Assessments Because reading is so critical to success in and out of school and because many students struggle with fluent reading, fluency should be assessed often. Effective fluency assessments provide information that will guide instruction and improve student outcomes (Hosp, Hosp, and Howell 2007). TFR, p. 199

20 Several variables influence a student s fluent reading of a given text: a student s reading comprehension the proportion of words a student recognizes instantaneously a student s decoding speed and accuracy a student s metacognitive abilities the extent of a student s vocabulary knowledge or the size of a student s vocabulary whether or not the student is reading in a meaningful context. These factors will either impede or improve a student s fluent reading of a specific text. Torgesen and Hudson 2006 Teaching Reading Sourcebook, p. 323 GRW, p. 8

21 Fluency Rubric

22 A Focus on Fluency What is the importance of fluency and the factors that affect its development? What is known about effective fluency instruction?

23 Choral Reading is reading aloud in unison with a whole class or group of students helps build students' fluency, self-confidence, and motivation.

24 Paired Reading students read aloud to each other fluent readers can be paired with less fluent readers children who read at the same level can reread a story they have previously read.

25 Reader's Theater it involves children in oral reading through reading parts in scripts students do not need to memorize their part; they need only to reread it several times

26 Tape Assisted Reading is an individual or group reading activity students read along in their books as they hear a fluent reader read the book on an audiotape.

27 Fluency Strategies How would you work these strategies into your daily classroom reading routines? Would you teach these strategies whole group or small group? Why? How do these strategies relate to the CCSS Foundational Skills Standard 4?

28 Phonics Instruction in the Common Core State Standards Foundational Skills K-5 Phonics and Word Recognition Pages 15 and 17 Appendix A pp.17-22

29 Decoding The language of any people is the sound system by which the individuals communicate with one another. The written language is merely a system of symbols, a code, used to represent the spoken language. One of the basic steps in the reading process is translating the code into the sounds of the spoken language.

30 Phoneme A phoneme is the smallest unit of sound that distinguishes one word from another. pin pin pin pin tin pen pit chin The symbol / / encloses a represented phoneme.

31 How Many? glass grass How many phonemes in each word? phoneme chin How many phonemes in each word?

32 Grapheme A grapheme and a letter are not synonymous. What letters form the final grapheme in the word wash?

33 Write the Phoneme Use the / / symbol to write the individual phonemes for the following words: pan milk sense laugh

34 Phoneme/Grapheme keep come quit How many graphemes represent the first phoneme in these words?

35 Phonics Quiz How many letters are contained in our alphabet? How many phonemes do those letters represent?

36 Word Study Letter Name (consonants, short vowels, consonant blends and digraphs) Within Word (vowel patterns) Syllables and Affixes (Doubling, unaccented syllables) Derivational Relations (Greek and Latin, suffixes, vowel alternations)

37 Prefixes Graves recommends that teachers provide explicit instruction in the most frequently used prefixes. White, Sowell, and Yanagihara suggest teaching prefixes in the order of their frequency. These researchers found that twenty prefixes account for about 97 percent of the prefixed words in printed school English. Four prefixes (un-, re-, in- and dis-) account for about 58 percent of prefixed words.

38 Suffixes The essential function of a suffix is to indicate the part of speech of a particular word. When it comes to understanding what a word means, the suffix is the least important component. Inflectional: s, es, ed, ing Derivational: ful, less Only a few suffixes merit intensive scrutiny. Rasinski, Padak, Newton, and Newton (2008)

39 Limitations Some prefixes are not consistent in meaning. Sometimes the removal of what appears to be a prefix leaves no meaningful root word. Sometimes the removal of what appears to be a prefix or a suffix leaves a word that is not obviously related in meaning to the whole word.

40 The identification of syllables and how they join together becomes very important to students in about third grade, when they must independently decode words of greater length. If they are not taught to perceive the larger chunks of written words and to associate vowel pronunciation with syllable structure, they will be quite stymied by longer words encountered in reading. If they are aware of syllable units and where to divide them, however, they can read words such as detective, insulation, and accomplishment with no trouble. Speech to Print, page GRW, p. 8

41 Research Students who read single-syllable words often have difficulty with multisyllabic words (Just and Carpenter 1987). Skilled readers ability to recognize a long word depends on whether they can chunk it into syllables in the course of perceiving it. (Adams 1990) Less skilled readers need to be taught how to chunk words. (Beck, 2006)

42 Six Syllable Patterns Syllable Patterns Word Description Closed Syllable VC, CVC cat cast Ends in at least one consonant The vowel is short Open Syllable CV no by Ends in one vowel The vowel is long Vowel Consonant e VCe, CVCe Ice Cake Ends in 1 vowel, 1 consonant, and final e The final e is silent The vowel is long

43 Six Syllable Patterns, continued Syllable Patterns Word Description Vowel r Vr Vowel Team Final Stable Star read read apple nation Has an r after the vowel The vowel makes an unexpected sound Has 2 adjacent vowels Each vowel team must be learned individually Has final consonant le combination or Has non-phonetic reliable unit (- tion = /shun/) CCSS, Appendix A, p. 21

44 Generalizations for Word Division: 1. Every syllable must have a vowel sound. 2. A prefix or suffix is a separate syllable. 3. Certain letter combinations at the end of words form a final stable syllable. 4. Locate vowels. 5. Vowel teams, digraphs, or diphthongs should not be separated into different syllables. In all other instances, try dividing between the vowels. 6. When two consonants are found between two vowels, the word is divided between the two consonants. CCSS Appendix A, pp

45 Generalizations, cont. 7. When one consonant is located between two vowels, the consonant is usually attached to the second syllable making the first vowel sound long. 8. When that doesn t work, divide after the consonant and give the vowel the short sound.

46 Decoding Multisyllabic Words Closed VC or CVC Open CV Silent e VCe Vowel Team R Controlled Final Stable Syllable Multisyllabic Words lawyer basketball compute nation

47 Prompts for solving Multisyllabic Words What do you know that might help? Where is the tricky part of the word? What could you try? Do you see a part that might help? Try it another way. Look for a part you know. Look at the prefix/suffix Use the generalization chart

48 Five Aspects of Word Knowledge: 1. Incrementality 2. Multidimensionality 3. Polysemy 4. Interrelatedness 5. Heterogeneity 48

49 Definitions Morpheme: smallest unit of language that carries meaning.. Bound: cannot stand alone as a word Free: can stand alone as a word Root: basic part of word that carries meaning Affix: morpheme that changes the meaning or function of a root to which it is attached Base word: word to which affixes may be added: cannot be broken into smaller parts

50 Morphology/Word Study vertebrates kingdom Passerine non-passerine flightless tropical lightweight protection replacement wetlands invertebrates extinct hemisphere unlike endangered ornithologist warmth zoologist prey backward

51 The Roots Advantage Fifth graders encounter 10,000 new words each year in their reading alone. Fortunately, 4,000 of those new words are derivatives of familiar words, most of them of Greek or Latin origin.

52 Greek and Latin Roots A word root is a word part that means something. When a root appears inside a word, it lends its meaning to the word and helps create the word s meaning. Words that contain the same root also share meaning. We call these cognates. The root conveys sound and meaning. Teaching the meaning of roots equips students to expand their vocabularies.

53 Greek and Latin Roots Greek: Related to math and science (astro, geo) Latin: General purpose (struct, spect)

54 Vocabulary Practice Word Theater (Partners select a word from a list and have two minutes to act it out) Word Skit (Teams select a word, write its definition, create a situation to show the meaning) Wordo (Students write words in boxes on a card and x-out as clue is given such as synonym, definition, read in sentence) Concentration (Prefix, Suffix, Root)

55 Word Spokes Activity Cursive Writing Concur Computer Cursor Incur Debt Cur River Current Currency Current Events

56 The Vocabulary Strategy Look for Context Clues in the words, phrases and sentences surrounding the word Look for Word-Part Clues Try to break the word into parts. Look at the root word. What does it mean? Look at the prefix. What does it mean? Look at the suffix. What does it mean? Put the meanings of the word parts together. Guess the Word s Meaning Try out the meaning in the original sentence Use the dictionary, if necessary, to confirm your meaning.

57 Try It Appendix B, page 175 What They Fought for by James M. McPherson

58 Websites for Students

59 Websites for Teachers _latin_root_words.htm