Private: Teaching Reading: 3-5 Workshop
Fluency and Word Study Reflect on Your Learning | Fluency and Word Study
What Did You Learn?
Consider what you have learned about fluency and word study from Professor Allington’s comments, the classroom examples, and the readings and activities in this session. Write a summary of what you have learned. Use the questions below to guide your thinking. When you have finished, save your written work to submit as an assignment and, if you are taking this workshop for credit, include it in your Literacy Practices Portfolio.
- Which aspects of the video relate to what you currently do to promote fluency and word study?
- How will you use the ideas in this session to improve your students’ reading fluency and word knowledge across the curriculum?
- What changes will you need to make in your instruction and the texts you use to enhance your students’ reading fluency and word knowledge?
- What will you consider when selecting vocabulary to teach before reading?
- How will you differentiate instruction in your vocabulary program to maximize learning for all students?
If you are taking this workshop for credit, complete the next section of the Literacy Practices Portfolio.
Create a Literacy Practices Portfolio
If you are taking this workshop for credit, continue constructing your portfolio of instructional practices. Your portfolio for this workshop will include the following :
- current practices in place in your classroom
- changes you would like to make
- a description of one change you have implemented
- evidence of student learning
1. Current practices
Include your Fluency and Word Study Chart from What Do You Do? Then, think about your present literacy instruction. Write the answers to these questions.
- How do you assess your students’ fluency?
- How do you help students develop greater fluency?
- Word Analysis
- What kind of word analysis instruction do you provide?
- In what classroom context(s) do you provide this?
- How do you determine your students’ vocabulary strengths and needs?
- How do you decide which vocabulary words to teach?
- Describe your instructional cycle. How many vocabulary words do you teach and how many days/activities do you provide to ensure deep learning? Describe the activities you provide for students each cycle.
- How do you provide practice in correct usage of vocabulary previously taught?
- How do you assess long-term use of the words taught?
2. Changes you would like to make
Include your written response from What Did You Learn?
3. One change you have implemented
a. Make a change
Choose one instructional change that you described in What Did You Learn? to implement now. What is your thinking behind making this change? Describe the change in detail and explain how it will be implemented (e.g., an instructional practice, a lesson plan, a plan for modeling a strategy, etc.). What are the expected outcomes for student learning? Design a lesson plan and implement this change.
b. Reflect on the change
Write a brief reflection about what worked when you implemented this change and what you will change the next time you teach this lesson. (If you are taking this workshop during the summer, describe the learning goals and expected outcomes of this change.)
4. Evidence of student learning
In this section of your portfolio, you will submit evidence documenting student learning. Select one student and describe his/her performance in fluency, word analysis, or vocabulary. What did you do to scaffold instruction for this student? Include two to three performance samples and documentation of the support provided for each. How will you continue to scaffold this student’s fluency or word study? Listed below are possible pieces of evidence:
- a tape recording of oral reading before and after practice
- timed running records of oral reading
- an analysis of running record (evidence of strategies to chunk words into meaningful parts)
- anecdotal record of targeted vocabulary used in an oral discussion
- student performance samples using targeted vocabulary words
2.2 Analyze the Video | Fluency and Word Study
Watch the video, "Fluency and Word Study," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.
Workshop 1 Creating Contexts for Learning
This session examines how classroom organization, routines, and grouping practices can enhance literacy skills in the middle grades. Literacy expert Jeanne Paratore discusses teaching strategies that foster reading and writing skills. Classroom examples illustrate the research.
Workshop 2 Fluency and Word Study
This session focuses on how students in the middle grades develop vocabulary and reading fluency. Literacy expert Richard Allington discusses specific teaching strategies that help build fluency and vocabulary, illustrated by classroom examples.
Workshop 3 Building Comprehension
Comprehending text is one of the main goals of reading. In this session, literacy expert Nell Duke discusses what good readers do and strategies teachers can use to help students build comprehension skills. Classroom footage provides examples of comprehension strategies.
Workshop 4 Writing
This workshop examines the relationship between reading and writing in the middle grades. Literacy expert Nadeen Ruiz discusses the connections, conventions, and inventions that provide a framework for teaching writing, illustrated by classroom examples.
Workshop 5 New Literacies of the Internet
This workshop focuses on the evolving use of networked technology in education. Literacy expert Donald Leu discusses strategies that help students effectively read, write, and communicate on the Internet. Classroom examples illustrate strategies for using Internet resources in the classroom.
Workshop 6 Teaching English Language Learners
Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jim�nez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.
Workshop 7 Teaching Diverse Learners
In this session, literacy expert Dorothy Strickland discusses how teachers can meet the diverse needs of readers and writers in their classrooms. Classroom examples and teaching strategies address different aspects of diversity, including culture, language, background, ability, and learning approaches.
Workshop 8 Assessment and Accountability
This session explores assessment, standards, and outcomes. Literacy expert Kathy Au discusses the strategies teachers can use to assess students' understanding in reading and writing. Classroom examples illustrate how students can participate in their own assessment.
Supplementary Workshop 6 - Teaching English Language Learners
Professional Development Workshop Guide