Scribd
Upload
69 views3 pages

Observations R & C Chapter 3: Developing Children's Reading Fluency

1. The document summarizes chapters 3 and 4 of two reading textbooks, discussing topics like developing reading fluency, increasing vocabulary, and organizing word study. 2. It defines reading fluency as automaticity in translating letters to sounds and words, using proper expression and intonation, attaining an appropriate reading speed, and reading smoothly in phrases. Effective strategies to develop fluency include repeated reading aloud and receiving feedback. 3. Vocabulary is learned through conversations, independent reading, and media. Students have different vocabulary for listening, speaking, reading, and writing. Multiple meaning words and sight words should be introduced carefully and reviewed regularly.

Uploaded by

Lauren Paz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
69 views3 pages

Observations R & C Chapter 3: Developing Children's Reading Fluency

1. The document summarizes chapters 3 and 4 of two reading textbooks, discussing topics like developing reading fluency, increasing vocabulary, and organizing word study. 2. It defines reading fluency as automaticity in translating letters to sounds and words, using proper expression and intonation, attaining an appropriate reading speed, and reading smoothly in phrases. Effective strategies to develop fluency include repeated reading aloud and receiving feedback. 3. Vocabulary is learned through conversations, independent reading, and media. Students have different vocabulary for listening, speaking, reading, and writing. Multiple meaning words and sight words should be introduced carefully and reviewed regularly.

Uploaded by

Lauren Paz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lauren Paz

ELD 307
McKool
2/20/11
Reading Log # 5
R & C Chapter 3 and 4
Bear et al Chapter 3

Observations
• R&C
Chapter 3: Developing Children’s Reading Fluency
• Reading fluency is defined in four ways automaticity: translating letters to sounds to words effortlessly
and accurately, expression: using proper intonation in one’s voice, rate: attaining appropriate reading
speed and phrasing: reading orally large chunks of text smoothly without hesitating, stopping to decode
or rereading.
• Fluent readers are able to decode the words in text accurately and effortlessly, and read with correct
volume, phrasing, correct intonation and at a reasonable speed.
• Automaticity theory: mind is similar to a computer, it can multitask to decode the word and process the
meaning behind it without spending too much time on one task allowing the reader to fluently read a
passage and understand it.
• Fluency is most effective when the child practices reading out loud, reads a text more than twice and
when students receive feedback from teachers, parents, peers etc.
• It is important for children to read aloud in order to read fluently, it allows them to hear the words that
they are seeing and for others to correct their mistakes.
• Select appropriate reading materials for each child, don’t give them something to read that is beyond
their reading level. The teacher should be the only one reading a passage that is of a higher level to the
students.
• Reading to students allows them to hear the proper intonation to make when reading as well as learning
the rate at which to read.
• Word walls are a great way to help students become more fluent readers because it helps them
recognize words more easily because they are sight words.
• Introduce new vocabulary to students but limit the amount of vocabulary that is introduced each day or
it will become overwhelming.
• Reading in groups such as choral reading, unison reading, echo reading and antiphonal reading allows
students to learn from their peers in how they read.
• Pairing students with someone who is a stronger reader will give them confidence to read more if they
read together. As the student becomes more confident the model reader’s voice will become more faint.
Chapter 4: Increasing Reading Vocabulary
• Students learn a large amount of new vocabulary from conversations, independent reading and media.
• Words learned through conversations will provide students with words they will need to recognize and
comprehend when reading.
• Reading and being read to increase vocabulary.
• Four types of vocabulary:
• listening vocabulary: made up of words we use when we speak
• speaking vocabulary: words we use when we speak
• reading vocabulary: words we use when we read
• writing vocabulary: words we use in writing
• Children learn the meanings of most words through everyday experiences with oral and written
language.
• Words with multiple meanings are more difficult for students to learn.
• It is important to test the students knowledge of vocabulary so you can see where they are at and how
much they are comprehending.
• Words banks are a great way for students to collect and review sight words; it becomes their own
personal dictionary.
• Bear
Chapter 3: Organizing for Word Study: Principles and Practices
• Sorting words into categories is the heart of word study.
• Categorizing is a tool humans use that makes the most sense to us when it comes to comparing things.
• When students sort words they are engaged in the process of searching, comparing, contrasting and
analyzing.
• Allows students to take what they know and apply them to new words.
• Sorting words allows students to make their own discoveries and generalizations about the English
spelling.
• Words sorts are interesting and fun for students, it keeps them engaged because it is a hands-on
activity.
• Words sorts allows students to learn the sounds in the words which will help them when they need to
begin spelling the words.
• There are three basic types of sorts that reflect the three layers of English orthography: sound, pattern,
and meaning.
• Meaning also influences the spelling of words, this is when meaning sorts are used. There are two
different types: meaning sorts and concepts sorts.
• Word sorts are a great way for students to identify homophones and homographs.
• Two different approaches to sorting: teacher-directed and student-centered.
• Ten principles of word study instruction:
• Look for what students use but confuse
• A step backward is a step forward
• Use words students can read
• Compare words “that do” with words “that don’t”
• Sort by sound and sight
• Begin with obvious contrasts
• Don’t hide expectations
• Avoid rules
• Work for automaticity
• Return to meaningful text
Wonderings
• What is a good way to test a students vocabulary? When testing them should I be looking for spelling or
the various words they use?
Connections
• I’ve noticed that Mr. Jones has a word wall in his classroom. He actually has two, but the main word
wall has various words that the students are able to learn by sight.
• Mr. Jones also reads texts before the students so they are able to hear what the words sound like and
how it should be read. Especially when he reads a poem, this way the students are able to hear the
fluency in the reading and helps with the students fluency as well.

You might also like