Assignment #1:
View my Fluency & Word Study Chart by clicking here!
Teachers should make sure to have many books in their classrooms to support the development of fluent reading. Additionally, big posters around the classroom with different passages available for students to look at and read is a good idea.
The teacher selected vocabulary by reading through texts and choosing words on the level of her students. Official word study took about 10 minutes in the lesson, however throughout the lesson, the teacher made sure to point out difficult words and ask/discuss it with the students.
Word study routines vary in different ways. Either through written assignments, or asking the students what specific words meant, when reading a passage aloud to the class. The teacher should include different kinds of learning to cater to the needs of all students in the classroom. Some included visual aids, different learning materials, classroom activities, or logistical discussions.
Assignment #2:
One way to ensure readers have access to texts they can read is by having a stocked library with many different books. It must include a rich supply of reading material. Teachers can switch books with other teacher every so often, to supplement their books and to ensure that there is always new and exciting reading material circulating their classroom.
It's important the classroom should be a learning environment in which students have opportunities to practice reading. This can be done with whole group instruction, small group instruction and side by side teaching.
There are many ways to model fluent reading in the classroom. Firstly, the teacher can read passages to the class, modeling fluent reading. Secondly, the teacher can comment on different techniques the author uses, read with many different expressions, and point them out to the listeners. Additionally, teachers should not interrupt readers right after the kid makes a mistake! Doing so causes slow readers who don't read fluently, since they're trained to read to an external monitor. Rather focus on the student self monitoring his/her own reading, and then stop the child at the end of the sentence or page to point out his/her mistake.
Assignment #3:
There are three levels of words. First comes the easy words that do not need to be taught. They are used in children's every day language. Next comes the words that come up in daily events. These are not so common, and most of them can be found in student's reading materials. Lastly are the highly technical words drawn from chemistry, biology, etc. that are pretty unique and many do not know the meaning. In the classroom, it's important to focus on the second tier words.
When reading a book to a class, the teacher should stop at the difficult words and ask the students for help with their understanding, chunking the word into parts to see if they understand any part of the unfamiliar word. If you can't pronounce or understand the whole word, try the beginning, the end, or the middle and see which part you can! Or try the context before and after the tricky word. This trains the student into doing this when they are reading on their own and come across unfamiliar words.
After finishing a sentence or paragraph of a reading to a class, I would stop and ask my students what they think the unfamiliar words mean, based on the whole understanding of the passage; giving them a chance to come up with the meaning on their own, without my help. It's amazing how many words can be developed in this way. Fluency doesn't have to be a separate lesson, rather it can be integrated into all lessons throughout the day.
View my Fluency & Word Study Chart by clicking here!
Teachers should make sure to have many books in their classrooms to support the development of fluent reading. Additionally, big posters around the classroom with different passages available for students to look at and read is a good idea.
The teacher selected vocabulary by reading through texts and choosing words on the level of her students. Official word study took about 10 minutes in the lesson, however throughout the lesson, the teacher made sure to point out difficult words and ask/discuss it with the students.
Word study routines vary in different ways. Either through written assignments, or asking the students what specific words meant, when reading a passage aloud to the class. The teacher should include different kinds of learning to cater to the needs of all students in the classroom. Some included visual aids, different learning materials, classroom activities, or logistical discussions.
Assignment #2:
One way to ensure readers have access to texts they can read is by having a stocked library with many different books. It must include a rich supply of reading material. Teachers can switch books with other teacher every so often, to supplement their books and to ensure that there is always new and exciting reading material circulating their classroom.
It's important the classroom should be a learning environment in which students have opportunities to practice reading. This can be done with whole group instruction, small group instruction and side by side teaching.
There are many ways to model fluent reading in the classroom. Firstly, the teacher can read passages to the class, modeling fluent reading. Secondly, the teacher can comment on different techniques the author uses, read with many different expressions, and point them out to the listeners. Additionally, teachers should not interrupt readers right after the kid makes a mistake! Doing so causes slow readers who don't read fluently, since they're trained to read to an external monitor. Rather focus on the student self monitoring his/her own reading, and then stop the child at the end of the sentence or page to point out his/her mistake.
Assignment #3:
There are three levels of words. First comes the easy words that do not need to be taught. They are used in children's every day language. Next comes the words that come up in daily events. These are not so common, and most of them can be found in student's reading materials. Lastly are the highly technical words drawn from chemistry, biology, etc. that are pretty unique and many do not know the meaning. In the classroom, it's important to focus on the second tier words.
When reading a book to a class, the teacher should stop at the difficult words and ask the students for help with their understanding, chunking the word into parts to see if they understand any part of the unfamiliar word. If you can't pronounce or understand the whole word, try the beginning, the end, or the middle and see which part you can! Or try the context before and after the tricky word. This trains the student into doing this when they are reading on their own and come across unfamiliar words.
After finishing a sentence or paragraph of a reading to a class, I would stop and ask my students what they think the unfamiliar words mean, based on the whole understanding of the passage; giving them a chance to come up with the meaning on their own, without my help. It's amazing how many words can be developed in this way. Fluency doesn't have to be a separate lesson, rather it can be integrated into all lessons throughout the day.
I like your point about having a variety of methods to cater to every student. It is very important to use numerous ways of teaching because everyone has their own way of learning.
ReplyDeleteYes, fluency is usually integrated through various activities through the day. I agree that it is important to give students an opportunity to offer their ideas on the definition of a new word, before just spoon-feeding them definitions!
ReplyDeleteFaigy, I like your idea of stopping after a paragraph and have students point out the unfamiliar words. This way, the new words being learned come from the students.
ReplyDeleteGreat Job Faigy! I also agree that interesting posters around the classroom is a great idea!
ReplyDeleteFaigy, I like the idea of the teacher stopping at difficult words when reading aloud to her students. This way the students are trained to use a variety of strategies when reading independently.
ReplyDelete