Teaching Reading: K-2 Workshop
Watch the Video | Word Study and Fluency
In this section, you will watch Dr. Paratore’s lecture on Word Study and Fluency.
Print Dr. Paratore’s Word Study Lecture Posters (PDF). Use the posters to take notes on the lecture.
In this video segment, Dr. Paratore presents and discusses the research-based principles of effective word study instruction. The lecture focuses on three areas of word study in grades K-2: emergent literacy, phonics, and reading accuracy and fluency. All three areas provide the foundation for learning to read and write.
An accompanying lecture transcript (PDF) is also available.
Video Segment – Dr. Paratore’s Lecture
Find this segment approximately 7 minutes and 55 seconds after the beginning of the video. Watch for about 10 1/2 minutes.
At the end of the lecture, review your notes and consider these questions:
- What are the major concepts of beginning word study?
- What are the elements of phonemic awareness?
- What are the components of phonics?
- What questions do you have in applying these concepts to your instruction?
You may want to watch the video introduction and preliminary discussion. Find this segment approximately 3 minutes and 45 seconds after the begining of the video. Watch for about 4 minutes.
In this section, you will relate Dr. Paratore’s lecture and the reading to teaching practices in classroom excerpts.
Now you will observe word study instruction and practice in five classrooms — two kindergarten, two first-grade, and one combined first- and second-grade. You will see teachers working with the whole class and with small groups, using classroom charts and texts to promote word study.
Watch the classroom excerpts in two parts — first, the two kindergarten classrooms, then the first-grade and first- and second-grade classrooms. Use the video images below to locate where to begin viewing.
Video Segment – Kindergarten Classroom Excerpts
Find this segment approximately 18 minutes and 20 seconds after the beginning of the video. Watch for about 5 1/2 minutes.
After viewing the kindergarten classes, consider these questions:
- How did the kindergarten teachers, Sheila Owens and John Sinnett, incorporate elements of emergent literacy in their lessons? Which elements were the primary focus of the lessons?
- What part did oral language play in both classrooms?
- How did each teacher use the Word Wall to support word study?
- What were examples of planned, explicit instruction in these excerpts? What were examples of opportunistic instruction?
- Both kindergarten teachers used whole-class instruction for their word study lessons. How did it meet the needs of all students?
Video Segment – Grades 1 & 2 Classroom Excerpts
Find this segment approximately 22 minutes and 54 seconds after the beginning of the video. Watch for about 7 minutes.
After viewing the first-grade and first- and second-grade classes, consider these questions:
- How did Charmon Evans and Shari Frost differ in their phonics instruction? Why do you think they used different approaches?
- Which principles of phonics instruction were illustrated in these classroom lessons?
- Which lessons seemed to promote more student engagement and motivation?
- Shari Frost used her “Poem of the Week” and Becky Pursley used her “Readers Theater activities” to practice reading accuracy and fluency. How did student performance in the two activities differ? How would you assess the reading fluency of students performing Readers Theater based on the three stages of fluency?
- What other activities have you planned to promote reading fluency?
In this section, you will watch the workshop participants discuss the classroom excerpts.
After viewing the classroom excerpts, the workshop participants discuss the lessons. Compare your ideas with theirs.
Video Segment – Discussion
Find this segment approximately 29 minutes and 40 seconds after the beginning of the video. Watch for about 11 1/2 minutes.
After watching the workshop participants’ discussion, consider these questions:
- Workshop participants’ comments focused on the engagement and motivation of students in these lessons, as well as the multi-level nature of instruction. Do you agree? In which lessons did the students appear most engaged and motivated? Which lessons were multi-level, designed to meet the needs of all learners in the class?
- In discussing the importance of explicit instruction, Dr. Paratore states, “In some of these clips you saw some very good examples of not just what to do, but the how and the why.” Which lessons clearly demonstrated explicit instruction? How would you make the other lessons more explicit?
Workshop 1 Creating a Literate Community
In this session, you will investigate and apply research-based principles for creating effective classroom routines and environments.
Workshop 2 Supporting the English Language Learner
In this session, you will investigate and apply research-based principles of effective early literacy instruction for English Language Learners.
Workshop 3 Word Study and Fluency
In this session, you will investigate and apply research-based principles of word study and fluency in early literacy.
Workshop 4 Comprehension and Response
In this session, you will investigate and apply research-based principles of effective comprehension instruction in early literacy.
Workshop 5 Teaching Writing as a Process
In this session, you will investigate and apply research-based principles on writing instruction in early literacy.
Workshop 6 Differentiating Instruction
In this session, you will investigate and apply research-based principles of differentiating instruction in early literacy.
Workshop 7 Using Assessment To Guide Instruction
In this session, you will investigate and apply research-based principles of assessment in early literacy.
video 8 Connecting School and Home
In this session, teachers will examine their beliefs on how parents contribute to students' literacy and their own roles in engaging parents as partners in student motivation and learning. They will discuss their own interactions with parents and explore ways they might build on existing practices.