1. Developing Fluent Readers and Writers  Why do students need to learn to read and write high-frequency words?  What strategies do students learn to use to recognize unfamiliar words?  How do students become fluent readers?  Why is fluency important?

2. Ms. Williams’ High-Frequency Word Instruction  Thematic Units of Study with Fiction & Non-Fiction Texts  Word Wall/ Word Manipulatives  Interactive Writing  Literacy Centers: Retelling, Science, Word Work, Listening, Word Wall, Writing, Word Sort, Library (student aides)  Language Experience Approach  Choral Reading

3. Goals in teaching students to read and write  Word Recognition: the quick and easy pronunciation or pronunciation or spelling of a spelling of a familiar familiar word word  Word Identification: the ability to figure out the pronunciation or spelling of an unfamiliar word using a strategy such as syllabic analysis the ability to figure out the pronunciation or spelling of an unfamiliar word using a strategy such as syllabic analysis

4. Word Recognition Strategies  High-Frequency, “Sight Words,” are not easily decodable  Word Walls / Word Work Centers  Making Words Tiles, Magnetic Letters, Paint Bags, Sidewalk Chalk  Introduce Words in Context  Chant/Clap the Spelling of New Words  Interactive Writing / L.E.A.  Class Books

5. Word Identification Strategies  Phonic Analysis – using sound / symbol relationships & patterns to decode & spell  By Analogy – using knowledge of rhyming words to deduce a pronunciation or spelling; focus on word families or rimes  Syllabic Analysis – breaking words into syllables before using phonics & analogies; also known as “chunking”  Morphemic Analysis – applying knowledge of root words & affixes to identify unfamiliar words through the meaning of all parts

6. What is Fluency?  Fluency is the ability to read effectively and involves three components:  Reading Rate – the speed at which students read (fluent reading = 100 words / minute)  Word Recognition – automatic recognition of high-frequency words  Prosody – the ability to orally read sentences with appropriate phrasing and intonation

7. Why is fluency so important for young readers?

8. Promoting Reading Fluency  Repeated Readings  Teaching Phrasing (chunking sentences)  Choral Reading / Unison Reading  Readers Theatre  Echo Reading  Listening Centers  Shared Reading  Buddy Reading  Closed Captioning