Modeling Fluent Reading Module 3 Module 3 In

Modeling Fluent Reading Module 3

Module 3 In this module, we will discuss the meaning of modeling and its role in teaching fluency. We will look at several ways that we can use modeling to help our students become fluent readers.

Learning Target #1 Participants will understand what modeling is and how it helps students develop fluency.

What is Modeling? • Modeling is an instructional strategy in which the teacher demonstrates a new concept or approach to learning. • According to social learning theorist Albert Bandura, “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. ”

Learning Target #2 Participants will learn that reading aloud to students is an effective method for modeling fluency.

Modeling is Essential for Fluency • “How fast should I read for comprehension? ” • “What does expression and phrasing sound like? ” • “How do I read this type of text? ” Students need models of fluent oral reading! (k 12 reader. com)

During the read aloud… • The listener hears how the reader’s voice can be used to create and extend meaning. • The reader uses intonation and expression, phrasing and pausing to make meaning apparent. • The reader builds motivation by showing that reading is enjoyable. (Rasinski, 2010)

Preparing for the Read Aloud • Time—Relaxed quiet time, approximately 10 -30 minutes • Set the mood—Calm and quiet setting if students aren’t following in the text • Book Selection—Your favorites, unfamiliar or difficult texts, books that connect to other material students are reading, award winners and children’s choice books, articles of interest found in newspapers, journals, and on the internet, materials with strong voice (Rasinski, 2010)

Read Aloud Video Clip

Modeling is Essential for Fluency • Modeling has the greatest impact on fluency in the younger grades. • Middle and high schools students with reading difficulties will also benefit from fluency modeling. • Older students enjoy and are motivation by read alouds. (k 12 reader. com)

Responding to the Read Aloud • Open-ended discussions that challenge students to think deeply and critically about what they have heard • Sharing and listing favorite or new vocabulary words and then displaying them where they can be used in writing • Discussing how the teacher used expression to help the listener comprehend what was being read • Before the next read aloud, asking students to Think, Pair, Share about the previous read aloud and then make predictions about what is going to happen next (Rasinski, 2010)

Responding to the Read Aloud • To promote imagery, a good tool for developing comprehension, ask students to draw a favorite scene from a story and then use the drawings as the basis for further discussion of the text. Compare and contrast the differences even thought they came from the same text. • It’s always a good idea to have students write about what they have read. They can write about: o o What will happen next in the story Character description Write a letter to the main character Describe an event in your own life that reminds you of the story (Rasinski, 2010) o

Responding to the Read Aloud • Students enjoy using physical response to promote comprehension. Groups of students can choose a significant event from a story and represent it as a “freeze frame picture”. Every students participates even if it means becoming a tree or a door. The group presents their freeze frame as the audience tries to guess the event. (Rasinski, 2010)

Addressing all Fluency Components in Instruction • Teachers should address punctuation and phrasing, not just accuracy. • Students need to be taught how to make oral reading meaningful and enjoyable for the audience. • Listening to a model is an effective way to expose students to effective phrasing and intonation. (Caldwell, 2014)

Learning Target #3 Participants will understand the part fluency models play in meeting the new language arts core standards.

Fluency and the New State Standards • Complex text can lead to fluency issues for many students. • Students will need to listen to and follow along in text to become fluent and comprehend the new complexity expectations. • Rate and expression should be geared to the text being read. Not all texts are meant to be read quickly! Our goal: To help all students progress toward independence and proficiency with grade-level text.

Ability Grouping and Fluency • When students are grouped by ability, fluent readers hear fluent readers. • Non-fluent readers hear other non-fluent readers. • The new standards state that first through fifth grade students should read grade-level text “with sufficient accuracy and fluency to support comprehension”. • This involves working with our students in on-level text, reading with purpose, understanding, accuracy, appropriate rate and expression and confirming or selfcorrecting word recognition and understanding. • Developing fluency on grade-level text will be critical! • (Caldwell, 2014)

Learning Target #4 Participants will learn other modeling strategies to help students develop oral reading fluency skills.

More Modeling Ideas • Echo Reading-Teacher reads aloud a sentence (for beginning readers) or a phrase (for more advanced readers) while the students follow along in the text. The students copy-cat the teacher by reading the same sentence or phase. The teacher and students continue the process for 3 to 5 chunks or until they begin to read with more fluency then the teacher turns the reading over to the students without the model. • Prosody Echo-As students are reading, the teacher jumps in and models smooth reading and phrasing on a sentence the students read choppy. Students reread the sentence. (Early and Next Steps, U of U Reading Clinic)

More Modeling Ideas • Modeling Partner-Reading-Select a student and sit side-by-side either sharing a book or placing individual books right next to each other. Model how to move into this position quickly. Assign a reader and a coach. (For modeling purposes, the teacher should be the coach first. ) The coach listens and follows along as the reader reads a page. Model how the coach helps with errors by first saying, “Check that word. ” and then providing the correct word if necessary. After the page has been read, ask the reader to tell what happened on that page. Change roles and model as the reader. After modeling, have the students pair up! (Moats, 2009)

More Modeling Ideas • Tape Assisted Reading-Students read along in a book with an audiotape of a fluent reader reading the same book. Listening to a good reader on tape just as in person will help students learn proper phrasing, expression, and accurate reading. • Assisted Reading-Assisted reading is a method of supported reading for fluency. In most assisted reading methods, the teacher begins the session by reading a chunk of text first to model fluency for the students and then the students re-read the same piece of text (Echo Reading). This continues for several chunks or until the students are ready to read without the model. Teacher assists as needed.

Application Task #1 Using the information you have learned from this fluency module, write a short paragraph explaining how you would respond to an administrator who questioned the value of spending time reading aloud to your students.

Application Task #2 Choose three texts of different genres that you would like to read aloud to your students. Create an opportunity to respond for each text. Remember, the goal of fluent reading is comprehension so as we model fluent reading we should include ways for students to process the information.

Application Task #3 Choose a student or group of students who struggle with fluency. For a minimum of 10 days, provide assisted reading (including echo reading at the beginning of the session) to model and assist the student(s) in becoming more fluent. Create a list of the fluency changes you notice in their reading at the end of the 10 days.