1. Secondary Literacy: Decoding and Fluency NO LAPTOPS NEEDED Do Now: On your own - write down the name of your most disfluent student and what his/her reading sounds like. (If you have not heard any of your students read aloud, jot down a few words to describe what disfluent reading sounds like.)

2. “Sick” by Shel Silverstein 2

3. Session Goals Explain the components of reading fluently Describe the components of having a “deep lexical representation” of words and how to teach each component Incorporate strategies for promoting fluency & decoding into lesson plans 3

4. Stop & Jot: Why are we learning this? You tell me. Take one minute. 4

5. Disfluency Passage When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, and thereby leaves little room for comprehension

6. What is Fluency? Fluency is the ability to read with : -Automaticity (quickly & accurately) -Prosody (expression, phrasing, and tone) A necessary condition for comprehension 6 Decoding Comprehension Fluency Table Talk: Based on the diagram, what are some of the root causes disfluent reading?

7. 7 Instructional Activities to Build & Support Fluency High Low Level of Support for Reader Teacher read aloud Choral reading Reader’s Theatre Repeated Readings Partner Reading Independent reading Avoid popcorn and round robin reading.

8. Disfluency Passage: Popcorn Reading

9. Fluency Activities Jigsaw Create a 2-minute presentation for your assigned strategy: Strategy Purpose Procedural Details Model Group 1: Read-Aloud Group 2: Partner Reading Group 3: Choral Reading Group 4: Repeated Reading Group 5: Reader’s Theater 12 minutes to prep 2 minutes to present

10. In LPCs this afternoon…. 1. Identify where students will be reading text in an upcoming lesson. 2. Revise your lesson to include one of the four fluency instructional strategies. -Partner reading, repeated reading, choral reading -Be sure to incorporate the procedures described by your colleagues

11. What does your student need? Think about the student whose name you wrote down on a post it at the beginning of the session. What specific words or phrases are interrupting his/her reading? Why?

12. Decoding The ability to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.

13. Building Word Recognition Skills Students need a deep lexical representation of medium and low frequency words. Word Parts Pronunciation Meaning

14. Word Parts Point out and teach prefixes, suffixes, or root words. geothermal probability genus

15. Pronunciation Break words into syllables (use a dictionary!) and have students say each syllable. Discuss any weird sound- spelling patterns. impatient probability genus

16. Meaning Use methods to teach new vocabulary: give student friendly definition, give examples & non-examples, have students interact with the words. impatient probability genus

17. In LPCs this afternoon… 1. Identify 1-2 medium frequency words that might be difficult for students to decode. 2. Revise your lesson plan to include how you will teach students the word parts, pronunciation, and meaning of the word. Insert a table like this: 3 minutes Word PartsPronunciationMeaning

18. Closing By strengthening your students’ fluency & decoding abilities, you pave the way for them to become powerful readers, writers, and thinkers!

19. Closing “Literacy is not a luxury; it is a right and a responsibility.” - Bill Clinton Keep in touch! angelica.leveroni@gmail.com Leave me your email if you want a list of resources. 19