Transcript First Friday Family Fun November 1, 2013

+
First Friday Family Fun
November 1, 2013
Fluency ~ Accuracy ~ Lexiles
Book Leveling ~ Sight Words
+
Stages of Reading Development
A
continuum that explains how students progress
as readers. Stages are based on students’
experience and not their age or grade level.
Knowing these stages is helpful when developing
materials for specific types of readers.
 Emergent
 Early
Readers
Readers
 Transitional
 Fluent
Readers
Readers
+
Emergent Readers

Need enriching and enjoyable experiences with books

Students become comfortable with books even before they
can read them independently – recognize letters and words
and language patterns

Can work with concepts of print and are at the beginning
stages of developing the ability to focus attention on lettersound relationships

Sharing books over and over, extending stories, relating
experiences to both print and pictures, and guiding students
to “read,” helps children begin to make predictions about
what they are reading.
+
Early Readers

Are able to use several strategies to predict a word, often
using pictures to confirm predictions

Can discuss the background of the story to better
understand the actions in the story and the message the story
carries

Cueing systems are called upon significantly, so they must
pay close attention to the visual cues and language patterns,
and read for meaning

Reading habits of risk-taking, and of predicting and
confirming words while keeping meaning in the mind are
established
+
Transitional Readers

Often like to read books in a series as a comprehension
strategy; the shared characters, setting, and events support
their reading development

They read at a good pace; reading rate is one sign of a child’s
overall comprehension.

Generally have strategies to figure out most words but
continue to need help with understanding increasingly more
difficult text
+
Fluent Readers

Are confident in their understandings of text and how text
works, and they are reading independently

The teacher focuses on students’ competence in using
strategies to integrate the cueing systems

Students are maintaining meaning through longer and more
complex stretches of language

Effective readers come to understand text as something that
influences people’s ideas
Fluency
The ability to read with speed, accuracy, and
proper expression. In order to understand
what they read, children must be able to read
fluently whether they are reading aloud or
silently. When reading aloud, fluent readers
read in phrases and add intonation
appropriately. Their reading is smooth and has
expression.
+
+
What the problem looks like…

A kid’s perspective:

“I just seem to get stuck when
I try to read a lot of the words
in this chapter.”

“It takes me so long to read
something.”

“Reading through this book
takes so much of my energy, I
can’t even think about what it
means.”

“This is stupid!”

A parent’s perspective:

“He knows how to read words
but seems to take a long time to
read a short book.”

“She reads a book with no
expression.”

“He stumbles a lot and loses his
place when reading something
aloud.”

“She moves her mouth when
reading silently (subvocalizing).
+
How to help…

Kid’s can:

Parent’s can:

Track words with their finger
as a parent/teacher reads the
passage aloud. Then read it
themselves.

Support and encourage your
child.

Read aloud to your child to
provide an example of how
fluent reading sounds.

Remind your child to pause
between sentences and
phrases.

Give your child books with
predictable vocabulary and
clear rhythmic patterens.

Use books on tape.


Have a parent/teacher read
aloud to you. Then, match your
voice to theirs.
Read your favorite books over
and over again. Practice
getting smoother and reading
with expression.
+
Accuracy Strategies

Cross checking…Do the pictures and/or words look right?
Do the sound right? Do they make sense?

Use the pictures…Do the words and pictures match?

Use beginning and ending sounds.

Blend sounds; stretch and reread.

Flip the sound.

Chunk letters and sounds together.

Skip the word, then come back.

Trade a word/guess a word that makes sense.
What happens if students
are not fluent readers?
+
Read the following
paragraph and answer the
comprehension questions.
+
Questions…
 Does
Fern love Wilbur? How do you know?
 Describe
what Fern does when she feeds Wilbur in
the morning.
 What
does Fern do when the school bus comes in
the afternoon?
 Why
does Mrs. Arable feed Wilbur?
+
70%
(E.B. White, 1952)

Fern _____ _____ more than
_____. She _____ to _____ him, to
_____ him, to put him to _____.
Every _____, as soon as she got
up, she _____ his _____, _____ his
_____ on, and held the _____ for
him. Every _____, when the
_____ _____ stopped in _____ of
her house, she _____ out and ran
to the _____ to _____ another
_____ for him. She _____ him
again at _____, and again just
_____ going to _____. Mrs. _____
gave him a _____ around _____
each day, _____ Fern was _____
in _____.
+
80%
(E.B. White, 1952)

Fern _____ Wilbur more than
_____. She _____ to _____ him, to
_____ him, to put him to bed.
Every _____, as soon as she got
up, she _____ his _____, tied his
_____ on, and held the _____ for
him. Every _____, when the
_____ _____ stopped in front of
her house, she jumped out and
ran to the _____ to fix another
_____ for him. She _____ him
again at _____, and again just
before going to bed. Mrs. Arable
gave him a _____ around _____
each day, when Fern was _____
in _____.
+
90%
(E.B. White, 1952)

Fern _____ Wilbur more than
anything. She loved to stroke
him, to _____ him, to put him to
bed. Every _____, as soon as she
got up, she _____ his milk, tied
his _____ on, and held the bottle
for him. Every afternoon, when
the school _____ stopped in front
of her house, she jumped out
and ran to the _____ to fix
another _____ for him. She fed
him again at _____, and again
just before going to bed. Mrs.
Arable gave him a _____ around
noontime each day, when Fern
was away in _____.
+
95%
(E.B. White, 1952)

Fern _____ Wilbur more than
anything. She loved to stroke
him, to feed him, to put him to
bed. Every morning, as soon as
she got up, she _____ his milk,
tied his bib on, and held the
bottle for him. Every afternoon,
when the school _____ stopped
in front of her house, she
jumped out and ran to the _____
to fix another bottle for him. She
fed him again at _____, and
again just before going to bed.
Mrs. Arable gave him a feeding
around noontime each day,
when Fern was away in school.
+
Accuracy Levels
 Independent
 Instructional
 Frustration
 To
Level : 97-100%
Level : 94-97%
Level : 93% or lower
build fluency, material should be at
instructional level or above.
+
Book Levels & Lexiles
Selecting the right materials for your child.
+
Websites…

Scholastic Book Wizard - www.scholastic.com/bookwizard

Lexile Framework for Reading – www.lexile.com

East Stroudsburg Area School District – www.esasd.net
Phone/iPad Apps…

Level It Books - $2.99
+
Sight Words
(Suggestions from the Reading Specialists)
+
Learning Sight Words

Anchor

Remember 3, 5, 7, 9

Mix known with a few unknown

Involve as many sensory modalities as possible: visual, auditory (hear
and say) tactile

Learn phonetically correct words first to build upon success

Fast write word families: at, cat, that

Understand that there are commonly confused words because of the
ways the words are stored in the brain. Is/said, for/of, for/from

Study words together that have a relationship: could, would, should or
here, there, where

DON’T study words that have similar spellings, but no relation to
each other: on/no or now/know
+
Sight word games & suggestions…

Bingo, concentration, go fish, shazam, word searches.

Put words on cards, place the cards in a can, toss contents
into the air. Read the words that land face up, then face down.

Post words around the house.

Have students find and highlight words in a newspaper or
magazine article.
+
More Websites…

Candohelperpage –
http://rbeaudoin333.homestead.com/sightvocab_1.html

Cookie – www.cookie.com/kids/games/sight-words.html

Mansfield/Richland County Public Library –
www.mrcpl.org/literacy/lessons/sight/index.html

Dolch Kit – www.theschoolbell.com/Links/Dolch/Contents.html

VocabularySpellingCity – www.spellingcity.com

Reading Rockets – www.readingrockets.org
+
Contact Information

Mrs. Julie Slack – [email protected]

Ms. Jackie Doyle – [email protected]

Mrs. Jenny Rourke – [email protected]

Mrs. Stephanie Flaherty – [email protected]

Mrs. Larysa Martone-Bunn – [email protected]

Mrs. Bobbi Nordmark – [email protected]

Phone – (570)223-6911 ext. 2061