Standards: A Road Map for Reducing Travel Time on the Achievement Highway : Standards: A Road Map for Reducing Travel Time on the Achievement Highway
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Equity The Tell Tale Hart by Arthur Rackham : Equity The Tell Tale Hart by Arthur Rackham TRUE!-nervous-very, dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses-not destroyed-not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! And observe how healthily-how calmly I can tell you the whole story.
Equity The Tell Tale Hart Contd. : Equity The Tell Tale Hart Contd. It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For this gold I had no desire. I think it was his eye! Yes, it was this! He had the eye of a vulture-a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees-very gradually-I made up my mind to take the life of the old man, and thus rid myself of the eye for ever.
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Experiment for the Adolescent Literacy: INSTRUCTIONAL : Experiment for the Adolescent Literacy: INSTRUCTIONAL Direct, explicit instruction
Vocabulary and extended word study in Content Areas
Substantial increase in Reading Fluency in Content Areas
Text Comprehension strategies in Content Areas
Effective instructional principles embedded in content
Motivation and self-directed learning
Text-based collaborative learning
Strategic tutoring
Diverse texts
Intensive writing
A technology component
Ongoing formative assessment of students
Suggested Experiment for the Adolescent Literacy: INFRASTRUCTURAL : Suggested Experiment for the Adolescent Literacy: INFRASTRUCTURAL Extended time for learning
Professional development
Ongoing summative assessment
Teacher teams
Leadership
A comprehensive and coordinated literacy program
15 Elements of Effective Adolescent Literacy : 15 Elements of Effective Adolescent Literacy Direct, explicit instruction
Effective instructional principles embedded in content
Motivation and self-directed learning
Text-based collaborative learning
Strategic tutoring
Diverse texts
Intensive writing
A technology component
Ongoing formative assessment of students *
Extended time for learning
Professional development *
Ongoing summative assessment *
Teacher teams
Leadership
A comprehensive and coordinated literacy program
You Can’t Tutor What Hasn’t Been Taught : You Can’t Tutor What Hasn’t Been Taught You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading : The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading
The Challenge : The Challenge 37% of all 8th graders scored below Basic on the NAEP
After third grade, the achievement gap with minority, second language, and low-income learners widens substantially
The prospect of exit exams yields an increase in drop-outs
The Challenge : The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially
Incomplete beginning reading instruction
Serious vocabulary deficit
Very limited knowledge of text structure
Misconceptions about fluency
Lack of meaningful early comprehension assessment
Three Flavors of Assessment : Three Flavors of Assessment Summative Assessment = External Reporting
Scorekeeping
Broad data for identifying specific populations
Program evaluation and budget indicators
Formative Assessment =Internal Reporting
Intervention: Do something differently, immediately (STOP Spray and Pray!)
Progress monitoring over time for individual students
Data used to plan “next move” for instruction (lesson design --GLM)
Getting a Grade =Comfort the troubled, trouble the comfortable
Public relations
A,B,C,D,F: Coin of the realm
The Zone of Proximal Development : The Zone of Proximal Development Moving readers from their level of success to the appropriate level of difficulty
Using Coached Reading to identify the independent reading supports—how does the reader solve her problem? How do you or the materials you employ help?
Fluency is not about how fast you read, but what is it that is slowing you down.
The Gradual Release Model : The Gradual Release Model
5 Critical Elements for Rapid Growth : New expectation for ALL learners
Interactive learning and discourse for meaning
What the brain likes-MULTISENSORY
Reading for MATH
Analyzing Data
Moving from being data rich to analysis poor
ELL, Spec. Ed. 5 Critical Elements for Rapid Growth
5 Critical Elements for Rapid Growth : 5 Critical Elements for Rapid Growth Lesson Design
Reading Content alignment: vertical and horizontal teaming—ELL, Spec.Ed.
Assessment driving differentiated instruction
Classroom Management
Instruction in terms of minutes
Collaboration
Whole class, small group, think-pair-share, indep.
Grade Level Meetings
Agendas, increased frequency, evidence driven
Student specific with proofs of instruction/learningThe Role of the Literacy Coach
Grade Level Meetings Student specific : Grade Level Meetings Student specific Find and use ALL data (bring to meeting)
Do analysis for strength and weakness
Prioritize needs
Set goals (what % of sub groups will grow 04-05)
Brainstorm specific strategies
Results indicators
Action Plan
The Bones of a Lesson Design : The Bones of a Lesson Design
What do THEY need to learn? : What do THEY need to learn?
Who Are They? : Who Are They?
What Resources are Available? : What Resources are Available?
Assessment : Assessment
Cambridge Model : Cambridge Model Planning and Preparation
Environment
Instruction
Assessment
Leadership
The three most important words for the struggling reader: : The three most important words for the struggling reader: VOCABULARY
VOCABULARY
VOCABULARY
Words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-you get it!!!!
Five Types of Vocabulary : Five Types of Vocabulary Listening Vocabulary
Thinking Vocabulary
Speaking Vocabulary
Reading Vocabulary
Writing Vocabulary
Writing for Success : Writing for Success Question: “Are people motivated to achieve by personal satisfaction rather than by fame or money?”
My view of the idea that it is personal satisfaction rather than money or fame that motivates people to achieve is sometimes wrong because in sports some people do it for personal satisfaction because they love the game and some people do it for the money because it pays well.
Student response : Student response Even though we live in a capitalist society, I still cannot help but believe, despite my own cynicism, that people are more motivated to achieve something for personal satisfaction rather than monetary gains.
Five Elements of Reading : Five Elements of Reading Phonemic Awareness
Phonics
Vocabulary
Fluency
Text Comprehension
What Spanish and English have in Common : What Spanish and English have in Common Spanish is 90% Latin
English is 67% Latin
Both languages are alphabetic
Both languages have the same vowels
How Spanish and English are Different : How Spanish and English are Different Spanish is a language of segmentation
English is a language blending
Spanish has three types of syllables
English has six types of syllables
English has words that must be learned by sight (sight words are also called high frequency words)
What the Research Indicates : What the Research Indicates Identify the language demands of the content
Emphasize academic vocabulary
Activate and strengthen prior knowledge
Promote oral interaction and extended academic talk
Review academic vocabulary and content concepts
Registers of Language –R. Payne : Registers of Language –R. Payne Frozen: Language that is always the same
Formal: Standard sentence syntax of work and school.
Consultative: Formal register when used with conversation. Discourse patterns slightly less formal.
Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; non-verbal assists determine meaning. Sentence syntax often incomplete.
Intimate: Language between lovers or twins. The language of sexual harassment.
Vocabulary Instruction : Vocabulary Instruction Concept vocabulary
Big idea words: attrition, populism, hypothesis
Context vocabulary
Words that have multiple meanings: economy, mine, elements, book, state, set, case
Vocabulary structure
Words with recognizable Latin cognates: migratory, revolt, spectator
Jim Cummins-Word Harvesting
What Words to Teach Bringing Words to Life—ROBUST Vocabulary Instruction Isabel Beck ,Nancy MacKowen : What Words to Teach Bringing Words to Life—ROBUST Vocabulary Instruction Isabel Beck ,Nancy MacKowen First tier words Words that you wish students knew, hope they can get, but you don’t have time to teach.
Second tier words High utility words that they need to know in your class, and everyone else’s.
Third tier words Extremely specific words in your content area that require considered, deliberate and in depth instruction.
Three Muscles: : Three Muscles: Early Language Experience
Phonemic awareness and concept development
Vocabulary, academic language and alphabetic principle
Decoding muscle
Three ways of getting meaning off the page
(1)phonics…primary decoding strategy
(2)semantics and vocabulary
(3) syntax and structure
Fluency muscle
Reads a lot of words fast w/ comprehension*
Class libraries of high-interest content related articles
Every day, every reader reading at a level of success of self-selected quality literature (fiction or non-fiction)
Text Structures : Text Structures
Language Arts : Language Arts
Language Arts : Language Arts Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake. The only other sound’s the sweep of easy wind and downy flake. The woods are lovely dark and deep, but I have promises to keep…and miles to go before I sleep. And miles to go before I sleep.
Science : Science
Science : Science The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6, conducts the current.
Procedural words, ordinals, first, then, next, etc.
Social Studies : Social Studies 8
Social Studies/History : Social Studies/History Although The Confederacy represented the Southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies.
Subordinating conjunctions: since, while, because, although, yet, if, as if, however, etc.
Math : Math
Math : Math The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine the number of “I” beams and show a possible structural configuration.
Math Research : Math Research Embed in real world:make it engaging, generating more questions
Create a language rich classroom
Justifying, generalizations, highly verbal, highly visual students
Draw pictures, create mental images, foster visualization
Build from charts, graphs & tables- also, the misinterpretation of data
Don’t leave out measurement
Let’s Demystify Reading : Let’s Demystify Reading
Three Muscles: : Three Muscles: Early Language Experience
Phonemic awareness and concept development
Vocabulary, academic language and alphabetic principle
Decoding muscle
Three ways of getting meaning off the page
(1)phonics…primary decoding strategy
(2)semantics and vocabulary
(3) syntax and structure
Fluency muscle
Reads a lot of words fast w/ comprehension*
Class libraries of high-interest content related articles
Every day, every reader reading at a level of success of self-selected quality literature (fiction or non-fiction)
News Flash!!!!! : News Flash!!!!! 26 letters and 44 sounds
16 reliable letters, (letters that always sound the same) q,w,t,p,d,f,h,j,k,l,z,x,v,n,m,b,
4 that are switch hitters... s,g,c&r
3 that are pests ...a,o,u
3 that will make you CRAZY!!!!…i,e,y
Double vowels: oa, oo, ee, ea, oi, ou, au
Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr,
Vocabulary and Phonics : Vocabulary and Phonics stench ap-pal-ling
de-hu-man-ize in-tro-spec-tion
in-e-qui-ty el-e-ments
cru-el-ty re-a-li-ty in-hu-man-i-ty
in-hu-man col-lab-o-ra-tion
e-con-o-my hur-dle
shame re-con-struc-tion
em-path-y mine
Teaching Word Attack (phonics) in Science : Teaching Word Attack (phonics) in Science Con-ser-va-tion bun-dle
Ac-cel-er-a-tion state
Force base
Mass mol-e-cule
Grav-i-ta-tion-al force gas-e-ous
Ter-min-al vel-o-city
Grav-i-ta-tion-al at-trac-tion
Mo-men-tum
anthropologically : anthropologically An-thro-po-log-i-cal-ly
australopithecine : australopithecine Aus-tra-lo-pith-e-cine
Definition of Comprehension : Definition of Comprehension Comprehension is defined as:
“intentional thinking during which meaning is constructed through interactions between the text and the reader” (Harris & Hodges,1995)
STRATEGIES : STRATEGIES Clarifying
Comparing and contrasting
Connecting to prior experiences
Inferencing (including generalizing and drawing conclusions) Predicting
Questioning the text
Recognizing the author’s purpose
Seeing causal relationships
Summarizing
visualizing
…an excerpt : …an excerpt
Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--
Slide57 : Process for Leadership Challenge the process
search for opportunities
change status quo
Inspiring a shared vision
imagine the ideal situation
Enabling others to act
foster cooperation
modeling the way
Encouraging the heart to begin the journey
-el words : -el words Towel
Trowel
Compel
Dispel
Dowel
Repel
Bushel
Shovel
Pummel
Level revel travel dishevel
Testwiseness: An Important Piece of a Comprehensive Intervention Strategy : Testwiseness: An Important Piece of a Comprehensive Intervention Strategy On-going, sustained test readiness and rehearsal, i.e. testwiseness
Phonics instruction for those who received “hit-or-miss” decoding during whole language approach; analyze spelling errors
Build fluency with an “every day, every child reads at a level of success” approach; assess for oral expression, pace and accuracy
Use regular non-fiction writing events to teach science & soc. studies syntax; CRCT high-level comprehension objectives
Teaching Comprehension Directly : Teaching Comprehension Directly Monitor the use of the strategy
Offer less coaching as less is called for
Ask what strategy they are using & why, therefore bringing the strategy to the student’s awareness
Give students continued opportunity to observe more modeling
Provide multiple and ongoing opportunities for students to interact w/others using a variety of text
How do I teach those strategies? : How do I teach those strategies? Decide which strategy you want to model and which text to use
Tell your students which strategy you are going to practice while you read
Read the passage to the students modeling the strategy you are using..think aloud
During real reading, give your students multiple chances to practice
Continue modeling as the genre or text structure changes
Give students a chance to practice without your coaching or support
Recent Headlines and Quotes : Recent Headlines and Quotes More than half of California 9th Graders Flunk Exit Exam, Education Week
“It will take at least ten years to reach proficiency for all learners”NCLB
“adequate yearly progress” President Bush
Still Leaving Children Behind Krista Kafta, Heritage Foundation
Reading is the New Requisite for Math Education Week
Struggling Older Reader : Struggling Older Reader Incomplete beginning reading instruction
Lacks metacognitive strategies
Limited prior knowledge
Limited word study skills and spelling
No text available at level of success
No adults modeling reading
No history of reading success
Five Keys to No Child Left Behind : Five Keys to No Child Left Behind Vertical team study of 4-9 reading curriculum with evidence of student work
Phonemic Awareness &Phonics training for 4th through 9th grade teachers
Vocabulary instruction training geared more toward “word harvest”
Ready availability of compelling leveled text with conditional assessment
Classroom management strategies that provide intensity and focus for below level readers
Slide65 : Process for Leadership Challenge the process
search for opportunities
change status quo
Inspiring a shared vision
imagine the ideal situation
Enabling others to act
foster cooperation
modeling the way
Encouraging the heart to begin the journey
The Old Syllable-the part of a word controlled by a vowel- In English, there are 6 types : The Old Syllable-the part of a word controlled by a vowel- In English, there are 6 types Syllable that is a single letter, single vowel, as in a-bout, i-dent-i-fy, e-lec-tric, a-vail-a-ble
Syllable ending in vowel, as in cru-el-ty,
Syllable ending in a consonant, as in al-co-hol, con-su-mer, ath-lete
Syllable ending in -tion-sion, as in in-tro-duc-tion
Syllable ending in -le, as in tin-gle, pic-kle, bi-cy-cle
Syllable ending with a vowel, consonant, silent “e”, as in shame, dime, kite, mon-o-tone, val-en-tine
O-le
Que-so
Cam-e-ro-nes
Grammar IS Syntax : Grammar IS Syntax The power the lowly preposition
The power of the subordinating conjunction
Persuasive : Persuasive State opinion
Support with clear evidence or examples
Personalize
Appeal to the emotions
Graphic imagery
Structured argument
All to action
Phoneme Isolation : Phoneme Isolation Children recognize individual sounds in a word.
Teacher:
What is the first sound in van?
Children:
The first sound in van is /v/.
Phoneme Identity : Phoneme Identity Children recognize the same sounds in different words.
Teacher:
What sound is the same in fix, fall, and fun?
Children:
The first sound, /f/, is the same.
Phoneme Categorization : Phoneme Categorization Children recognize the word in a set of three or four words that has the “odd” sound.
Teacher:
Which word doesn’t belong? Bus, bun, rug.
Children:
Rug does not belong. It doesn’t begin with /b/.
Phoneme Blending : Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word.
Teacher:
What word is /b/ /i/ /g/?
Children:
/b/ /i/ /g/ is big.
Teacher:
Now let’s write the sounds in big: /b/ /i/ /g/. (Teacher writes big.) Now we’re going to read the word big.
Phoneme Segmentation : Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it.
Teacher:
How many sounds are in grab?
Children:
/g/ /r/ /a/ /b/. Four sounds.
Teacher:
Now let’s write the sounds in grab: /g/ /r/ /a/ /b/. (Teacher writes grab.) Now we’re going to read the word grab.
Phoneme Deletion : Phoneme Deletion Children recognize the word that remains when a phoneme is removed from another word.
Teacher:
What is smile without the /s/?
Children:
Smile without the /s/ is mile.
Phoneme Addition : Phoneme Addition Children make a new word by adding a phoneme to an existing word.
Teacher:
What word do you have if you add /s/ to the beginning of park?
Children:
Spark.
Phoneme Substitution : Phoneme Substitution Children substitute one phoneme for another to make a new word.
Teacher:
The word is bug. Change /g/ to /n/. What’s the new word?
Children:
Bun.
What should be done? : What should be done? Dedicated developmental reading testing preparedness program 5th through 8th
Continued professional development for ALL teachers in reading intervention 5-12
Initiate on-going professional development in science, social studies, and math reading & writing
Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the content areas
Reader Response : Reader Response Review the story
Select a sentence or phrase that lingers
Write down two reasons for selecting that
Share your sentence and reasons w/others
Come to consensus
Be prepared to share to group
What is being done? : What is being done? Mandatory summer school
Same thing, but LOUDER
Expensive intervention programs with uneven results
Teacher training institutions changing reading requirements
Five Steps to Two Years’ Growth for One Year of Instruction : Five Steps to Two Years’ Growth for One Year of Instruction Vertical team study of k-8 reading curriculum with evidence of student work
Phonics training for 3rd through 8th grade teachers
Vocabulary instruction training geared more toward “word harvest”
Ready availability of compelling leveled text with conditional assessment
Classroom management strategies that provide intensity and focus for below level readers
The Goal: Show Improvement : The Goal: Show Improvement Growth triggers funding
Data is the gatekeeper
No improvement: no money
Show enough growth to secure funding
What will be considered growth?
What you can do in the classroom? : What you can do in the classroom? Discipline
Use the adult voice first, then the parent voice.
To avoid arguments with parents and students, use the adult voice.
Use discipline interventions as an opportunity for instruction.
Use the parent voice to stop behaviors. Use the parent voice to change behaviors.
Useful References : Useful References Adams, M.J. (2000). Beginning to Read: thinking and learning about print. Cambridge, MA: The MIT Press.
Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum.
Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center.
Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist 32(2): 69:82.
Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.
Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.
Slide84 : Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to promoting children’s reading success. Washington, DC: National Academy Press.
Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21.
Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov.
Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564.
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.
Slide85 : Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640.
Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co.
Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development.
Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of children’s early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128).
National Reading Panel. (1999). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey.
O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.
Slide86 : Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum.
Riley, J. (1996). The teaching of reading, London: Paul Chapman.
Robbins, C., and L.C. Ehri. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64.
Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press.
Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.
U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/
Take Me Out to the Ballgame : Take Me Out to the Ballgame Take out to the ballgame
Take me out to the crowd
Buy me some peanuts and crackerjacks
I don’t care if I ever get back
Let me root, root ,root for the home team
If they don’t win it’s a shame
For it’s one, two, three strikes you’re out
At the old ball game
What is fluency : What is fluency Attaching sounds quickly to letters
Blending and segmenting quickly
Knowing most of the words you are reading
Paying attention
Your students the practice : Your students the practice Give your students the prac-tice,
To read with ease and con-fi-dence
And wa----tch ac-c-u-ra-cy and
Un-der-sta-a-a-n-ding. Soar by:
Mo-del flu-et read-ing
Do re-pea-ted read-ing
Promote phrased read-ing
En-list tu-tors (to help)
And try readers’ theater in class
The Challenge : The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially
Incomplete beginning reading instruction
Serious vocabulary deficit
Very limited knowledge of text structure
Misconceptions about fluency
Lack of meaningful early comprehension assessment