Read, Rule and Reign
Karen C.
Fun with Idioms
Read, Rule and Reign
Karen C.
The 6 Dimensions of Fluency
NEWS FLASH: Fluency doesn't simply pertain to the rate at which one can read.
Went to my final Reading Specialist meeting for the school year; it was hosted by our Palm Beach School District and it was quite informative (as usual). It was there we discussed how much fluency has been dismissed over the past few years in our local schools. As a district, we heavily utilize Fountas & Pinnell's intervention systems. While doing Reading Running Records, we as educators should be assessing fluency. However, many times, it is glossed over as we go for the bigger issues, i.e. comprehension. Often, but not necessarily always, Fluency has a role to play in poor comprehension. In order to understand that fully, it must be understood that there are 6 Dimensions of Fluency:
1. Pausing
2. Phrasing
3. Intonation
4. Stress
5. Rate
6. Integration
Fast processing also plays an important role in fluency and eventually comprehension. As the level of text increases, the processing should become faster. Fast processing is related to how readers solve words and use visual sources of information. Emergent readers use smaller units of words whereas proficient readers use larger units of words.
Hope you find this information useful and for information, I would suggest purchasing Fountas & Pinnell's "When Readers Struggle: Teaching That Works" It's a great professional tool that I do not let out of my sight! Here's the purchase link if you're interested: http://www.heinemann.com/products/E01826.aspx . It's a great tool filled with information as well as helpful tips to be used by educators and even parents and tutors.
Sincerely,
Karen
1. Pausing
2. Phrasing
3. Intonation
4. Stress
5. Rate
6. Integration
Fast processing also plays an important role in fluency and eventually comprehension. As the level of text increases, the processing should become faster. Fast processing is related to how readers solve words and use visual sources of information. Emergent readers use smaller units of words whereas proficient readers use larger units of words.
Hope you find this information useful and for information, I would suggest purchasing Fountas & Pinnell's "When Readers Struggle: Teaching That Works" It's a great professional tool that I do not let out of my sight! Here's the purchase link if you're interested: http://www.heinemann.com/products/E01826.aspx . It's a great tool filled with information as well as helpful tips to be used by educators and even parents and tutors.
Sincerely,
Karen
Happy New Year to everyone! It's been a while however ENOUGH is ENOUGH! I'm back and ready to share more encouragement, tips and research with my colleagues, readers, friends, family and anyone interested in literacy.
Enjoy Geoffrey Canada's talk on failing schools and why ENOUGH is ENOUGH!
Sincerely,
Karen
Enjoy Geoffrey Canada's talk on failing schools and why ENOUGH is ENOUGH!
Sincerely,
Karen
Graduation is Near...To my Barry Classmates
Graduation is just a few days away and needless to say I'm overwhelmed with stress and anticipation too! It's been a great journey, one that started in January 2012. It's amazing how quickly time goes by. It was not too long ago, I sending in my transcripts for admission into the Reading program.
It's bittersweet to be getting things ready for my last class however I'm blessed to have had such a great experience with a phenomenal group of educators. I would have it no other way!
So to: Mercie, La'Faye, Lisa, Stacy, Cari, Antoinette, Mattie, Lula, Latrina, Sherina and Gayle (though they're no longer with our cohort) and instructors Dr. Haid, Ms. Savitz, Lori, Gail, Dr. Hamilton, Hope Shirey thank you for having made this experience BETTER than what I could have ever imagined.
I definitely didn't forget Dr. Joyce Warner, our former department chair and practicum professor. Words cannot express the gratitude. I've learned so much from you (I'm actually tearing up typing this, so I'll stop)! Thank you for being a confidant, adviser, informant, mentor and so much more. I pray that you will continue to positively influence the lives of all the students that you come across.
Well, it's time to go but it isn't goodbye! I hope to stay in contact with everyone via this blog!
Sincerely,
K.Charles
P.S.- In the words of Dr. Warner "stop complaining" and go out there and make some change!
It's bittersweet to be getting things ready for my last class however I'm blessed to have had such a great experience with a phenomenal group of educators. I would have it no other way!
So to: Mercie, La'Faye, Lisa, Stacy, Cari, Antoinette, Mattie, Lula, Latrina, Sherina and Gayle (though they're no longer with our cohort) and instructors Dr. Haid, Ms. Savitz, Lori, Gail, Dr. Hamilton, Hope Shirey thank you for having made this experience BETTER than what I could have ever imagined.
I definitely didn't forget Dr. Joyce Warner, our former department chair and practicum professor. Words cannot express the gratitude. I've learned so much from you (I'm actually tearing up typing this, so I'll stop)! Thank you for being a confidant, adviser, informant, mentor and so much more. I pray that you will continue to positively influence the lives of all the students that you come across.
Well, it's time to go but it isn't goodbye! I hope to stay in contact with everyone via this blog!
Sincerely,
K.Charles
P.S.- In the words of Dr. Warner "stop complaining" and go out there and make some change!
The Art of Prediction
It isn't enough to simply explain the definition of a prediction to your students and send them off to make their own. Reading prediction is something that ought to be taught and modeled in order for students to take full advantage. The purpose of prediction when reading is to engage on a deeper level with the text and strengthen comprehension. Here in the video below from a great site [ www.teachingchannel.org ] Jenna models how to effectively teach prediction as a reading strategy. I enjoy that she stimulated interest in the book without saying too much to the readers yet asking thought-provoking questions. Notice that she also worked on fluency in this small group (by having students read aloud). Enjoy!
Sincerely,
KC
Sincerely,
KC
Speling(?): What EVERY educator MUST know to teach Spelling effectively
I read an interesting article by Sinclair & Williams on the effective teaching strategies for Spelling as a literacy component just the other day and wanted to share with you what I learned. A few weeks ago, my professor, adviser and someone with the greatest impact on my graduate career taught me about the 6 different types of syllables! My entire life, I didn't know there were various syllable types. Between the article and what she taught, I started to think how much I wasn't taught in elementary school. I won't blame my teachers because they themselves weren't educated on how to effectively to teach Spelling. For many years, teachers were and some still are simply focused on spelling errors and not WHY the errors are made. Long gone are the days of flashcards, rote memorization of random words, and teaching Spelling in isolation. Spelling is a component of literacy that can affect reading and writing however not the most important component. Too often the focus is on the errors and correcting misspelled words. However, it's time for educators to shift the mindset to the spelling patterns, what the student IS doing correctly and what they DO know about the concepts of spelling. First of all, let me inform you that they aren't called Spelling rules but rather concepts. Unfortunately, spelling concepts in the English language aren't concrete enough to be called rules.
Important things to know before I share what I've learned:
26 letters in the alphabet
6 vowels and the rest are consonants
44 phonemes (sounds)
6 syllable types (closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le)
Let's talk about them:
Closed Syllables
Closed syllables have one vowel, followed by one or more consonants. The vowel has a short
sound. Examples: in, an, pot, trash
Quick Tip: Be sure your learner is very familiar with short vowel sounds!
Open Syllables
An open syllable ends in one vowel and the vowel says its name (long sound). Examples: why, go, flu, she
Quick Tip:
-U can sound like U as in (U/tah) or oo as in (flu).
-Y can sound like I or E as in fly or la/dy.
Vowel-Consonant-E Syllables
In this syllable type, there is a vowel followed by a consonant and silent e. The silent e makes the
vowel before it say its name (long sound). Examples: fake, pile, smoke, pale
Vowel Team Syllables
This syllable type contains two vowels next to each other. The vowels make one sound. About
fifty percent of the time, this rule will apply to double vowels: If two vowels go walking, the
first one does the talking and says its name. The other vowel stays quiet. Examples: play, waive, steam, flea
R-Controlled Syllables
In r-controlled syllable types, a vowel is followed by the letter r. The r "controls" vowel, and
gives it a different sound that is neither long or short. Examples: car, bar, sailor, regular
Consonant-le Syllables
Important things to know before I share what I've learned:
26 letters in the alphabet
6 vowels and the rest are consonants
44 phonemes (sounds)
6 syllable types (closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le)
Let's talk about them:
Closed Syllables
Closed syllables have one vowel, followed by one or more consonants. The vowel has a short
sound. Examples: in, an, pot, trash
Quick Tip: Be sure your learner is very familiar with short vowel sounds!
Open Syllables
An open syllable ends in one vowel and the vowel says its name (long sound). Examples: why, go, flu, she
Quick Tip:
-U can sound like U as in (U/tah) or oo as in (flu).
-Y can sound like I or E as in fly or la/dy.
Vowel-Consonant-E Syllables
In this syllable type, there is a vowel followed by a consonant and silent e. The silent e makes the
vowel before it say its name (long sound). Examples: fake, pile, smoke, pale
Vowel Team Syllables
This syllable type contains two vowels next to each other. The vowels make one sound. About
fifty percent of the time, this rule will apply to double vowels: If two vowels go walking, the
first one does the talking and says its name. The other vowel stays quiet. Examples: play, waive, steam, flea
R-Controlled Syllables
In r-controlled syllable types, a vowel is followed by the letter r. The r "controls" vowel, and
gives it a different sound that is neither long or short. Examples: car, bar, sailor, regular
Consonant-le Syllables
Consonant-le syllables are normally found at the end of a word. They consist of a consonant
followed by the letters le. The le sounds like UL. Examples: tur/tle, bub/ble, sut/tle, sta/ble
Well, that's all for today! I hope you find this helpful. Take some time to teach these concepts to your scholars! I'm sure it will help them achieve spelling and ultimately more literacy success as it pertains to reading and writing.
Sincerely,
KC
Sincerely,
KC
