How does fluency impact learning to read?

Topic: Fluency Grade: Fluency is essential for automaticity of a skill. How does fluency impact learning to read? Instructional Tools: Odyssey Reading PALS FCRR Internet Resources Phonemic Awareness I Phonics Comprehension 1. How do you differentiate 1. How do you map letters a sound as the same or to sounds fluently? different fluently? 2. How does analyzing the 2. How do you identify structure of words affect beginning, middle and fluency? ending sounds in words fluently? Segmentation Onset/Rime Closed Syllables Blends Blending Rhyming Capital Letters Diagraphs Phoneme Identification Lowercase Letters Vowels Phoneme Isolation Consonants Phoneme Deletion Syllables Substitution Addition 1. How does activating prior knowledge to make connections to text affect fluency? Text to Self Synonyms Text to World Antonyms Text to Text Shared Reading Fry Sight Words 1. How do we incorporate story elements to gain a deeper level of understanding text and fluency of reading? Fiction Main Idea Non-Fiction Compare/Contrast Sequence Categorize Character Retell Shared Reading Setting Read Aloud

I Concert: Writing L 1. How do you transfer sounds to symbols, words, and express meaning in writing fluently? Fry Sight Words Capital Letters Lowercase Letters

Topic: Introduction to Reading Fluency Grade: Instructional Tools Developing fluent skills leads to comprehension. How do I become a fluent reader? -Sound Wall -Alphabet Cards -Sight Words -Poems, Songs, Chee Nursery Rhymes -Fluency Rubric Concep. Automaticity Prosody MAP (Model, Assisted Reading, Practice) 1. How does naming known 1. What does fluent reading Beginning of Year: items help me develop fluency? sound like? How does listening to and reading 2. How does knowing myj: with my teacher help me become a sounds help me read fluently? fluent reader? 3. Why is it important to know my letter names fluently? 4. Why is it important to know my sight words fluently? End of Year: How does practicing alone or with a partner help me become a fluent reader? Fluently Sight words Letter sounds/names Pictures, colors, shapes Automaticity Expression Volume Phrasing Smoothness Pace Repeated Reading Choral Reading Modeled Reading Paired Reading Echo Reading 1. Beginning of indergarten: Teacher will use modeled and assisted reading (choral, echo, listening center) 2. By March practice with partner or independently will be added to fluency practice. 3. Be specific what fluent reading sounds like when talking with students about fluency and reading. 4. Fluency is an exposure skill in indergarten.

Topic: Phonemic Awareness Grade: Instructional Tools: A solid understanding of phonemic awareness is essential for future reading How does phonemic awareness impact learning to read? -Blueprint for Intervention: Phonological Awareness Book and Routine Cards. (95% Group) Readiness Sound and Word Discrimination Rhyming Blending 1. What skills do I need to be ready to read? (Reference: Blueprint: Skill 1 Concepts and Terms p. 23. Lessons 1.1 1.9). 1. How do I tell if sounds are the same or different? (la & 1 c) 2. How do I tell if words are the same or different? (1 b) 1. Howdolknowifaword rhymes? (2a) 2. How can I make rhyming words? (ex. I say make, you say (2b) 1. How do I put syllables/parts together to make a word? (3a) 2. How do I put sounds together to make words? (3b) 3. How do I break words into individual sounds? (3b) Directionality Representation/Represent One-to-One First and Last Identification/Identify Beginning, Middle, End Deletion, Addition, Substitution Beginning, middle, end sounds Same, different Rhyme Word Families Onset-Rime Manipulation (change) 1. Use Blueprint for Intervention: Phonological Awareness Lessons in sequential order starting on page 58. 2. Phonemic Awareness in Younci Children by Adams, Foorman, Lindberg, Beeler. 3. LETRS Module 2 4. Number and letter after each essential question corresponds to the scope and sequence curriculum map. Shippensburg Area School District 20 11-2012

Segmentation L 1. How can I identify words in a sentence? (4a) 2. How can I identify syllables in words? (4b) 3. How do I identify the becinninq and end sounds in a word? (4d) 4. How do I break words into syllables/parts? (4c) Segment Syllable/parts Sentence Identify Word

Topic: Alphabetic Principle Grade: Alphabetic Principle connects sounds and symbols. What role does alphabetic principle play in a child s process of learning to read? Instructional Tools: -Blueprint for Intervention: Phonics -Reading PALS -FCRR Letter-Sound Correspondence Decoding Encoding Sight Word Reading 1. What sound does each letter symbol make? (la, ib, & ic) 1. How do you blend sounds to read words? (3a) 1. How do I represent the sounds in words? (2a) 1. How does knowing sight words help me read fluently? (4a) 2. What letters can I write at the beginning and end of words? (2a) (Reference: Fry Sight Word List. Words 1 50 Alphabet Letter Symbol Sound 3. How can I make a new word by adding or substituting other letters? (2b) Adding Substituting 1 Hard sounds of c & g only. 2. Short vowels should be used. *(Short a and short o are the only vowels to be mastered in indergarten application in reading and writing). 3. Fry word List should be referred as Sight Words to keep vocabulary consistent. 4. Numbers and letters after each Essential Question reference the Scope and Sequence Curriculum Map.

Topic: Spelling Grade: Letterlsound relationships build a foundation for spelling. How do soundlletter relationships help a child write words? Instructional Tools: -Phoneme-Grapheme Mapping Phonics I Phoneme Awareness 1. What sound does each letter symbol make? (la, ib, Ic) 2. How do I tell if sounds are the same or different? (1 b) Letter Sounds 1. How do I break words into individual sounds? (3b) NOTE: reference PA blending Letter Names 1. What is the name of each letter? (3a) Same/Different Beginning, Middle, End Sounds Finger spell Alphabet 1. Tap It, Map It, and Graph It activity. 2. Refer to letter as What is the name? Refer to the sound as What is the sound?

Topic: Print Concepts Grade: Concepts of Print are the foundation for effective literacy instruction. How does understanding directionality and how letters and words go together build reading skills? Instructional Tools -Authentic Literature -Blueprint for Intervention: Phonological Awareness (95% Group) -FCRR p. Tracking Sequence of LetterslWords 1. Where do I start reading and which way do I go? (la) 1. Whyistherea space between words? (1 b) 2. Why is there a period at the end of a sentence? (ic) 3. Where is the first/last letter in a word? (ib) 4. How do I locate a letter within a word/a word within a sentence? (ib) Left to right Return sweep Top to bottom Period Space First Last Sentence Develop a CAP (Concepts about print) checklist.

Topic: Comprehension Grade: To build meaningful connections through text, with self and world. Why is it important to understand what I read? Instructional Tools: Scott Foresman Literature Predicting/Identifying Identifying information from text Retelling and Summarizing Making Connections 1. How do I make meaningful predictions about a story? (la) 2. How are fiction and non-fiction texts different? (1 b) 3. How do I use pictures to predict and understand a story? (1 a) 1. How do I answer the questions who, what, and where from a text? (2a) 2. How do I respond to a fiction/non-fiction text? (2b) 1. Howdolretellatextin sequence? (3a, 3b, 3d, 3e) 2. How do I retell a text to include character, setting and events? (3c) 1. How do I make connections from text to myself, my world, and other texts? (4a) 2. How do I write about something I have read? (4b) Predict Realism Fantasy Fiction Non-fiction Character Setting Plot Title Table of contents Glossary Text Beginning first Middle next End last Sequence Summarize Retell Character Text Connections Reflection Creative Text 1. Students should be engaged in shared reading, choral reading, buddy reading, echo reading, guided reading, independent reading, and drama. 2. Teachers should select text purposefully to engage and motivate students. 3. Students should engage in writing activities such as shared writing, learning logs, and personal reflections. 4. Teachers should facilitate conversations about text, not provide direct instruction.

Topic: Grade: To build a wealth of vocabulary to enhance student knowledge. How does the use of vocabulary impact reading, writing, speaking, listening, and comprehension? Instructional Tools -Scott Foresman -FCRR (Florida Cente r for ngresearch -Authentic Children s Literature -Graphic Organizers -Odyssey Concep: Concept of Naming and Use Categorization Development and Use Morphological Awareness: Roots and Affixes 1. How do I use words to name, 1. How do I identify and sort 1. How do I use word parts to describe and label my world? pictures into categories? (2a) understand the meaning of a word? (la, ib, ic) (4a) Location Size Color Shape Attribute Adjective Suggested Tool: Venn Diagram and Frayer Graphic Organizers Alike Different Common Same Compare Contrast 1. How do I discover vocabulary before, during and after reading? (3a) 2. How do I discover and use vocabulary in listening and speaking? (3b, 3c) 3. How do I discover and use vocabulary in writing? (3c) Synonyms Antonyms Curious Interesting Noun Verb (Focus on endings: -ing, -s, and ed) NOTE: 1QI taught to mastery Plurals Endings 1. Morphological awareness is a verbal introduction of word parts. 2. Develop authentic use of vocabulary through natural discovery, to pique the curiosity of students. 3. Develop vocabulary during RtII block.

Topic: Writing Grade: Understanding the writing process is a key component of literacy. How do I use conventions to write for specific purposes? Instructional Tools -idwriting Manual pandauthenticliteratur -Shared Encoding Words Sight Words I 1 How do I use letters to write the sounds and words? (la, Ib, ic, id, le) 1. How do I spell and use the sight words in my writing? (2a) I Conventions 1. How do I begin and end sentences? (3a, 3b) 2. How do I separate words in a sentence? (3c) Composition 1 How do I write to gain and share information? (4a, 4b) idwriting p27 *2. How do I include the beginning, middle, and end of a story? (4c) Sight Words Capital Period Finger spaces Fiction Non-fiction Beginning, middle, end -Teach pre-writing process first! -Writing should sound like we are talking. -Pictures should be used before writing. -Room should contain a joyful print rich environment. -Environment should be comfortable (see idwriting p. 29). -Students should develop their writing through stages (see idwriting pp. 153 154).

Topic: Speaking and Listening Grade: lnstructional Tools It is important to clearly express and listen to thoughts and ideas. Comprehension and Collaboration How do I use my voice, body, and eyes to speak and listen effectively? Presentation of nowledqe -Speaking and Listening Rubric -THIN Acronym0-Auditory Processing -Character Counts -Social Skills Activities for Speci Children by Darlene Mannix Concep. 1. How do I have an appropriate 1. How do I use details to tell conversation with my friends?( 1 a) about people, places, things, 2. How do I ask questions about and events? (2a) text, topics, orto get help?(lb, lc) 2. How do I use drawings or 3. How do I answer questions objects to provide details about about text, topics, or to give help? my topic? (2b) (ib, lc) 3. How do I share my thoughts, feelings, and ideas clearly? (2c) -listen -Speak -Rules for discussions -Who, What, Where, When, Why How? -Details -Describe -Events -Explain -Clearly -Expression -Volume 1. Teach rules of conversation: listening to others and taking turns speaking. 2. Refer to rubric for: Voice Body Eyes