Module 4- Fluency

Important Concepts

1.        I had never thought about this fact: Fluent readers don’t even notice they are reading.  The process is so autonomous that when readers see text anywhere such as on a sign or in an e-mail, the readers cannot prevent themselves from reading it.  After I read this, I tried to look at something and not intend to read it, but I couldn’t.  I automatically read it.  And even when I tried not to read something, it still happened. 

2.       When we read, there are 3 basic processes involved:

(a) Decoding

(b) Comprehension (constructing meaning of the print)

(c) Attention- To decode and comprehend text, attention is needed)

3.        Fluent readers don’t have to decode, it’s automatic for them.  The main difference between beginning readers and fluent readers is beginning readers cannot decode and comprehend text at the same time, but fluent readers can. 

4.        A key component in teaching students to become fluent readers is to get them motivated, provide proper instruction and provide extended practice.  Students can benefit from repeated reading of the same text.

Implementation

When teaching kindergarten, I sometimes forget how important it is to not only teach phonics, phonemic awareness, vocabulary and comprehension, but to also include fluency in your lessons too.  I forget that just because my students don’t “read”, they still need to be taught how fluent readers read and strategies they can use at their level.  I started implementing more strategies during whole group reading so that they could hear what good readers do and sound like. 

Strategy

I used the Insert Strategy during a small group lesson.  I allowed the students to use wipe off/dry erase boards and write the symbols used in this strategy when we would stop.  As we read the book, I stopped frequently and the students used the codes which allowed me to help them.  The students thought it was fun because they got to use symbols and dry erase boards, yet they didn’t realize until it was over that they were learning to do something that good readers do. 

Module 3- Vocabulary

Important Concepts

1.        I found it intriguing that students learn approximately 3000-6000 words every year.  This brings their total to about 25,000 words by the end of elementary school and 50,000 words by the end of high school.  It’s incredible to think that we (the teachers) influence this amount. 

2.       Increasing the amount students read is the most powerful thing we can do in order to increase their vocabulary. 

3.       The 4 part program approach is used in order to increase student vocabulary.  This approach includes Wide Reading, Teaching Individual Words, Teaching Word Learning and Fostering Word Consciousness.

4.       It is important to use words kids normally don’t hear.  By doing so, you will help develop their vocabulary.  For example, instead of saying “Please close the door because it is opened” you could say “Please close the door because it is ajar.”  Most students know what the word “open” means, but most don’t know what “ajar” means.

Implementation

I plan to try and expand my students’ vocabulary simply by using phrases they don’t normally hear on a daily basis.  I have a lot of ELL students, and they need to be exposed to rich vocabulary. 

Strategy

I used the word splash in my kindergarten classroom.  We were going to be reading a book about “Spring” so I had my students name of words that they thought would pertain to “Spring” and they thought they might hear/read in the book.  Once we had a collage of words, we read the book.  Since their prior knowledge had been activated, they were able to listen to understand the book a little better. 

Module 2

Important Concepts

1.  The ratio of phonics instruction to whole language instruction should be somewhere between 3:1.  Students need regular opportunities to apply their phonics skills. There’s not one way to teach phonics.  The main thing is to develop cognitive clarity, keep children engaged and must be multileveled.

2.  Phonemic Awareness refers to the ability to focus on and manipulate phonemes in words.  PA skills help children learn to read words in various ways.  All the process involved in learning to read and write words requires PA. 

3.  Phonemic Awareness instruction helps beginners but not older disabled readers to spell.  PA instruction does not have to last a long time to be effective.  All primary teachers should have PA instruction as a component of their literacy instruction. 

Implementation

During my phonics instruction in whole group, I plan to start using some of the different games/activities such as Words You Know and Reading/Writing Rhymes.  This will allow students to become more proficient at manipulating words while enjoying learning how to do it. 

Strategy

In my kindergarten class, I used a Venn Diagrams to compare and contrast spiders versus insects.  The students enjoyed learning what they had in common yet learning about their differences as well.  

Module 1

Important Concepts

1.      Students come to school with all different backgrounds and it is the teacher’s responsibility to acknowledge these backgrounds and try to get the parents and families involved the best we know how. 

2.      A great idea I read about was to make the audio tapes of classroom and home storybook readings. 

3.  The background of students is often completely different from the background of their teacher’s, however, it is still expected of the teacher to get the students motivated to learn to read.  Teachers must improve the reading performance of students with diverse backgrounds. 

Implementation

In my weekly newsletter that is sent home to inform the parents what we are learning about that week, I plan to include (on the backside of the newsletter) a reading strategy, game or activity that they can use at home.  Hopefully by doing this, the parents will feel a little more knowledgeable about what they can do to help their child’s education.  I want the parents to feel like they are contributing to their child’s education just as much as the teacher is. 

Strategy

During whole group reading in my kindergarten classroom, I used the SQP2RS strategy with my students.  I wrote the strategy on chart paper and as a class, we talked about all of the questions and I wrote down the answers. The students loved thinking of questions and then predicting what the outcome to those questions would be.  Once we read the book, it was neat to go back to the questions and predictions and see how it all compared to what actually happened in the book.  

Welcome to READ 5572. This course is to introduce you to the best research-based strategies which should be implemented into your classroom.