1. Day 1 Word Recognition Phonics, Fluency, & Comprehension
Content Area Literacy
Day 1
Word Recognition
Phonics, Fluency, &
Comprehension

2. Warm up Q Q C Review the Neufeld piece Take 1 Post-it Note Question
Quotation
Connection or idea
Build and refresh content knowledge: Connect new information to existing schemata!

3. Goals
This week:
We will explore ways to use literacy concepts to enhance subject matter instruction
Today:
We focus on READING
Phonics
Fluency
Comprehension

4. What do I do When…. MY STUDENTS CAN’T READ THE TEXT?!
MY STUDENTS DON’T UNDERSTAND WHAT I WANT THEM TO DO!
MY STUDENTS DON’T READ THEIR BOOKS!
I CAN’T TEACH MY STUDENTS IF THEY DON’T READ!

5. What is reading? Ultimately, it is MEANING-MAKING
Phonemic awareness
Phonics
Comprehension
Fluency
Vocabulary
Learning to Read vs. Reading to Learn

6. Reading to Learn Set a purpose for reading Text Processing:
Activating prior knowledge
Building new knowledge as needed
Making intertextual connections
Developing vocabulary concepts
Predicting
Set a
purpose for reading
Evaluating and adjusting predictions
Asking questions
Clarifying
Text Processing:
Decode fluently
Actively Monitor
Orange: Before Reading (common experience, photo, movie, demonstration)
Yellow: During Reading (stop and talk, think aloud, jigsaw)
Blue: After Reading (graphic organizers
We do not only teach students to read. We teach them to use READING to LEARN. To make meaning and to be meaning makers.
Small activities modeled by YOU as YOU comprehend text. Assigning these small tasks during reading
Summarizing Synthesizing
Sequencing Making inferences
Visualizing Knowledge of text
Distinguishing important information
Predicting/Hypothesizing
Exploring Point-of-View
Monitoring:
Comprehension

7. letter sound relationships
Phonics
cracking the code:
letter sound relationships
Place assessment on doc cam

8. Phonics: instructional strategies
Explicit instruction
Decoding Strategies
Identifying vowels and vowel patterns
Blending Sounds
Driving through sounds
Chunking/segmenting larger words
Syllables
Word parts (suffix, prefix, root)

9. Phonics Rules Vowel Rules Consonant Rules Syllabication
Short vowels (CVC)
Long vowels (CVVC CVCe)
Vowel digraphs
Sneak E / Silent E
Vowel Dipthong
R controlled vowels/Bossy R
Consonant Rules
Consonant Digraph
C & G
Syllabication
Typically taught in mini lessons… but ask students to be strategic
Syllables
Closed syllable, short sound
Open syllable, long sound

10. Do high school kids use phonics?
YES!!! You and I still use phonics!
Pronounce these words:
Geometry
Tangent
Nucleotide

11. accuracy, speed, prosody
Fluency
accuracy, speed, prosody

12. Fluency
Fluency: The ability to read effectively, and it involves three components: reading speed, word recognition, and prosody
Reading Speed: Rate (100 w/m at about 3rd gr.)
Word Recognition: The ability to “call” words on sight- rather than sound out
Prosody: The ability to read sentences with expression, using syntactic strategies and clues.
Fluency

13. Are my students fluent readers?
LISTEN TO YOUR STUDENTS READ!
What should you formatively be paying attention to?
Slower reading
Decoding trouble
Trying to sound out irregular words (sight words)
Guessing words or not remembering repeated words
Inability to break down multi-syllabic words
Reading without expression
Pointing to words
Reading word-by-word.

14. Fluency: instructional strategies
Word recognition
High frequency words
Word identification
Phonic analysis
Analogies
Syllabic analysis
Morphemic analysis
Reading speed
Repeated readings
Reading practice
Prosody
Phrase or chunk parts of sentences
Choral reading, Performance, Presentation
The best fluency activities:
Are related to student learning in other realms
Include authenticity of task
Might engage students in more than one modality

16. Fluency: Turn and Talk
“As students read literature and informational text, their focus should be on comprehending and responding, but that is possible only when they are fluent readers.”
Agree or Disagree? Why?
Students who have fluency are typically better independent comprehenders. WHY?

17. Making Meaning What is your content area/instructional objective?
Is it necessary that students wade through text?
Can you structure and routinize the reading of text?
Can meaning be made through:
Strategic Discussion
Explicit Vocabulary Instruction
Various textual interaction (video, demonstration, listening)

18. Comprehension
Making meaning

19. Comprehension Comprehension involves
Reader Skills: How readers think while reading
Text Features: The text, itself
Comprehension does not just “happen”
While some of our students might “naturally” comprehend, others have to work at it.
As teachers we MUST MUST MUST model (think aloud) what we do when thinking about what we read.
Allow time for strategy use
Post strategy anchor charts
Activate background/prior knowledge
Set a purpose for reading
Predict
Make connections
Determine Importance
Make inferences
Evaluate
Monitor
Question
Repair
Summarize
Visualize

20. Anchor Chart

21. Anchor chart

22. Reader Skills Strategic Development of Comprehension
Make Connections to the Text
Text to Text, Text to Self, Text to World
Post-its
Monitor understanding with
Questioning
QAR (Question Answer Relationship)
Determine Importance
Main Idea/Detail
Summaries
Graphic Organizers
ANNOTATE and Highlight
Annotate and Highlight

23. Text Features Fiction Non Fiction Narrative/Genre Elements
Text Structure/Elements
Plot Structure
Headings, line break, bold
Character
Chart, graph
Narrative Devices
Timeline
Setting: Location & Time
Margin notes
Literary Language
Glossary, index, contents
Point of View
Review/summary sections
Theme
illustration
The “narrative” genre covers many story types as does the “non-fiction” genre. We can and should teach our students ways to discriminate between these genre and sub genre (fairy tale, fable, realistic fiction, fantasy, etc)… both to help them become better/more efficient readers AND to encourage their creative writing.
Teaching Text Features
Alert students to genre and feature
Create and post a public model or reference
Surround your students in like-genre texts, highlighting elements, structures, etc.
Read, write, and talk about the features/elements
Utilize graphic organizers
Allow for independent practice (reading logs, response journals, writing notebooks)
Read aloud/share several examples

24. Close Reading Give students purpose for reading
Allow students to read and engage with appropriate and engaging text
Read, Write and Discuss what you are reading

25. Close Read- Try it! Annotate Purpose for Reading
First Reading: ANNOTATE Main Idea
Second Reading: Author’s Purpose
Third Reading: Where do you stand?
Purpose for Reading: Author’s Purpose
Purpose for Reading: Where do you stand?