Agenda for Monday, Sept. 27

• Mini-Lesson:

• Demo: YA Lit Assignment:o Book talko Read aloudo Book review

• Read alouds, selecting texts, interest inventories

• Flow, efferent vs. aesthetic responses

• The “Matthew Effect,” 3 reading levels

Agenda for Monday, Sept. 27

• “Verbal Confusion” by George Coon

• Word Recognition, Fluency, & Comprehensiono How well do I know these words? (Google Form)o Fluency video clip from Teaching Reading Workshop 2o “I have, who has?” review game

• NCTE Guideline: “On Reading, Learning to Read, and Effective Reading Instruction” o Save the Last Word for Me

Why Young Adult Literature?

• Relevant

• Accessible

• Independent Reading Level

• Addresses affective aspect of reading

• Improves confidence

• Choice = Differentiation and Motivation

Flow

“the state in which people are so involved in an activity that nothing else seems to matter”

• A sense of control and competence

• A challenge that requires an appropriate level of skill

• Clear goals and feedback

• A focus on the immediate experience

~Michael Smith and Jeff Wilhelm“Reading Don’t Fix No Chevys” Literacy in the Lives of Young Men, pp. 28-30

From NAEP, the National Assessment of Educational Progress

Achievement Amount of OutsideWord Gain

Percentile Reading in Min./Day per Year

90th %ile 40+ min./day 2.3 million

50th %ile <13 min./day 600,00010th %ile <2 min./day 51,000

~Teri Lesesne, Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers, p. 3

The “Matthew Effect”

Save the Last Word for Me

• Select a sentence or short passage from the text that you would like to discuss in your group.

• To start a new round, introduce your selection.

• Let everyone else respond to the selection first. Then you have “the last word.”

• Take turns until everyone has had the chance to introduce a sentence/passage from the essay for discussion.

Word Recognition

Different ways readers can access print• Sight Words/High-Frequency Words • Decoding• Recognizing prefixes, suffixes, and root words• Looking for small words inside big words• Using the context to figure out meaning

~Kylene Beers, pp. 223-227

Sight Words

Words readers should know by sight without sounding them out

High-Frequency Words

Words that occur most often in our written language

The Importance of Recognizing Sight Words

• Effortless way for early readers to read words before phonics instruction

• Recognition of some words in isolation assists young readers in learning other word identification strategies.

• Automatic recall of words leads to more word recognition.

• Some high-frequency words in English are not decodable.

The Importance of Recognizing Sight Words

• Automatic word recognition contributes to improved comprehension.

• A reader needs instant recognition of about 95% of words in any given text to read the text independently.

• Reading in which a student cannot automatically recognize many words is laborious; in such cases, the student may never develop a desire to read.

• Automatic visual recognition of whole words is critical to fluency.

Decoding

Sounding out words; using the letter-sound code

Alphabetic Principle

The idea that words are composed of sounds (phonemic awareness) and sounds can be represented by letters (phonics)

Phonemic Awareness

Understanding that speech is composed of a series of individual sounds

The ability to manipulate the individual sounds (phonemes) within words

Phonemic awareness is the means by which we make use of the alphabetic principle to decode letters (read) and encode sounds (write).

Phonics

The rules of the letter-sound code

The generalizations that help readers understand under what conditions certain letters or letter combinations will make certain sounds

Stop and Talk

Three Cueing Systems Model

• Grapho-phonic: Does it look right?• Syntactic: Does it sound right?• Semantic: Does it make sense?

He bocked the piffle with a tig daft.What did he bock?

What did he use to bock?What kind of daft was it?

Automaticity

a reader’s ability to recognize words without conscious decoding

rapid and accurate word recognitionleads to . . .

~Kylene Beers

Fluency “the ability to read accurately and effortlessly with

appropriate expression and meaning”~Timothy Rasinski

Fluency

“the ability to read smoothly and easily at a good pace with good phrasing and expression”

Automaticity Accuracy Prosody

~Kylene Beers, When Kids Can’t Read:

What Teachers Can Do, p. 205

“is marked by quick, accurate and expressive oral reading that is well understood by the reader”RateAccuracyPhrasingProsody

~Rasinski and Padak,

From Phonics to Fluency, 2001, p. 28

Fluency—the ability to read smoothly and easily at a good pace with good phrasing and expression—develops over time as students’ word recognition skills improve. Students lacking fluency read slowly, a word at a time, often pausing between words or phrases; they make frequent mistakes, ignore punctuation marks, and read in a monotone. Fluent readers know the words automatically, and therefore move easily from word to word, spending their cognitive energy on constructing meaning.

~Kylene Beers, p. 205

The goal of reading is comprehension.

Comprehension is a complex,

abstract activity.

~Kylene Beers, p. 38

Fluency and Comprehension

• Strong correlation between the two

• Fluency is the bridge between word identification and comprehension

• One theory: comprehension is the outcome of fluency

• Another theory: making meaning while reading results in fluency

• Chicken and egg situation: fluency promotes comprehension; comprehension promotes fluency

Connection BetweenFluency and Comprehension

“Woman without her man is nothing.”

“The teacher said the principal

is the best in the district.”

Connection BetweenFluency and Comprehension

“Tom borrowed my lawnmower.”

“He didn’t eat the cake.”

“I’m glad you’re here this evening.”

“I don’t care what you say.”

Turn and Tell