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Literacy holds power in the classroom, especially when it relates to student’s lives, concerns, and issues that matter to them. Students get turned off to reading when they don’t have access to books. Teachers should supply interest books in their classroom libraries to grant students this access. When students think and respond to text that provokes thinking, they are more likely to become active, engaged readers.

How we choose text to use for instruction also impacts students. We chose text based off of its purpose, the audience and relevance, the genre, the topic, writing quality, and text and visual features. We also chose text to launch comprehension instruction, and focus on a certain strategy. These strategies are activating and connecting to background knowledge, questioning, inferring, visualizing, and determining importance.

“Offline” and “online” reading also plays a huge part in ELA. A lot of articles and text are online, and more students are “skim and scan” instead of actually reading to comprehend. Teachers have to explicitly students ways to evaluate and use internet resources. .

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A lot can be accomplished by incorporating technology into the classroom, specifically when aiming at enhancing reading comprehension.

The reading highlights the number of strategies that teachers can utilize in their classroom including, but not limited to: one to one devices, watching book trailers, and listening to books on tape.

Technology can be used to enrich comprehension instruction by: enabling all students to participate and engage more deeply, provide access to resources, specialists, and texts that would not otherwise be available, open up a real-world audience or thinking and learning, monitor and assess digital products and projects, meet the needs of diverse learners, and build a foundation for 21st century digital citizenship.

Technology makes it easy to differentiate- graphics allow kids who might not be able to read a text effectively comprehend information they might not otherwise have access to. This provides powerful implications for reluctant readers, as they are typically more comfortable accessing their own level of technology than reading a lower level book in front of their peers.

These technology strategies ultimately require students to use the same comprehension techniques and skills used when reading a book.

Studies have shown that kids are more motivated when given an opportunity to access technology in the classroom. However, studies have also shown, that the more devices kids have access to, the less they read on their own.

Teaching students to read text strategically sharpens and enhances their understanding of the content.

It’s important for teachers to share their favorite types of literature with their students, as students will quickly pick up on a teacher’s enthusiasm for a particular piece or genre.

Picture books can be vital, especially for ELLs, and for students of any age.

It’s important for teachers to take part in the “choosing book” process with a focus on interest, readability, and purpose.

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Harvey BookChapter 6: Instructional Practices for Teaching ComprehensionInstructional Practices Used for Reading Comprehension:Thinking Aloud, Rereading, Interactive Reading Aloud, Annotating Text, Co-Constructing Anchor Charts, Guiding Discussion and Student Conversation, Sharing Our Own Literature LivesResponse Options to Help Enhance ComprehensionOral: Turn and talk, Paired reading, Think-pair –share, Small informal discussion groups, Jigsaw discussions, Book clubs, Literature circles, Informational study groups, Inquiry circlesWritten: Annotations, Short constructed responses, Response journals, Creating and making artistic, diametrical, and musical responses.  

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Harvey BookChapter 6: Instructional Practices for Teaching ComprehensionInstructional Practices Used for Reading Comprehension:Thinking Aloud, Rereading, Interactive Reading Aloud, Annotating Text, Co-Constructing Anchor Charts, Guiding Discussion and Student Conversation, Sharing Our Own Literature LivesResponse Options to Help Enhance ComprehensionOral: Turn and talk, Paired reading, Think-pair –share, Small informal discussion groups, Jigsaw discussions, Book clubs, Literature circles, Informational study groups, Inquiry circlesWritten: Annotations, Short constructed responses, Response journals, Creating and making artistic, diametrical, and musical responses.  

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Michael and Corinne

Chapter 5: Effective Comprehension Instruction:

M*It’s important to teach the reader NOT the reading

having an end in mind

model for the students

teach to the needs of the students

C*Gradual Release of Responsibility

Show how we think when we read

Connect and engage students (Background knowledge

Teacher Modeling

Guided Practice (We do)

Collaborative Practice (peer work)

Independent (student alone)

Sharing

Use in a variety of ways in authentic reading situations

M*Strategies are meant to help any student read any text and learn from it

Model the strategies, and give them time to work with it

No order or sequence of teaching

Introduce one at a time…building their tool box

use all strategies with all texts

C*Building a Literate Community

Build a passion for reading and wonder

Collaborate Learning…risk taking thinking, sharing various groups

Blocks of time for reading extensions and writing

Authentic responses: have students show their thinking in a variety of ways

Differentiation:  meets the needs of every student

Make sure you are picking the correct text: have a wide variety

room arrangement:  discussion groups

Accessible resources

M*Assessing

Much more than state tests for students and teachers

track student learning

id past and future instruction

best assessment is what students are thinking

C*Grades

Don’t really matter…what matters is the progress and ongoing learning by the student

not just one snapshot of one assessment

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Teachers keep strategic actions in mind during every form of reading.  There is careful planning and prepping...however the teacher is able to make adjustments on the spot.
3 Things to keep in mind:
1.reading abilities
2.processing
3.demand of text
Strategic Action is:
A. Predicting- innate but is based on:
genre & author
knowledge of characters
prior knowledge
topic
B. Making Connections:-
personal knowledge connects to everyday life experiences:
world knowledge students have acquired through reading or film
knowledge of text.
C. Inferring-
Developing theories to explain a character or their actions:
building visual images that stay with them.
Make conslusions and judgements
D.  Synthesizing-
Providing new insights and information into knowledge:
E.  Analyzing- Breaking down the scaffolds that create the understanding:
understanding how a text "works"
structure of text
F.  Critiquing- Taking a critical stance:
Forming your own perspective of a work
judging the quality of a text

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Understanding the fluent reader:
When it comes to fluency, momentum is important.
Fluency reading is defined as using smoothly integrated operations to process the meaning, language and print.
Fluency is a critical element even though some assessments encourage teachers to focus on accuracy. Accuracy is no guarantee for comprehension.
When fluency is disrupted, so is understanding.
There are different levels for fluency. They are the letter level, the word level, phrase and sentence and text level. (pg. 66)
Fluent readers are not processing words, but recognize strings of language.
There are also 6 dimensions of fluency (pg. 69).  They are pausing, phrasing, stress, intonation, rate, and integration.
Fluent readers group words together into phrases, stress words in a meaningful way, use rising and falling tones to reflect punctuation and meaning, vary their speed, deliberately slow down for emphasis and speed back up again, and sound like they are speaking and not reading individual sounds.
Chart on page 63 describes observable
behaviors of fluent and non-fluent readers.

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Fountas and Pinnell- Chapter 4: Helping Students develop Systems of Strategic Actions to Sustain processing

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Fountas and Pinnell- Chapter 4: Helping Students develop Systems of Strategic Actions to Sustain processing

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Strategies that help with students processing
- Word Solving
-Monitoring and Correcting
-Searching for and using information
- Summarizing
-Maintaining fluency
-Adjusting Reading

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Chapter 8: Assessing Comprehension and Fluency
-Importance of informal and formal assessments.
-Informal assessments already part of teaching practice (mental log)
-Formal assessments not made to inform teaching, given at the end of the year
-Important to make sure assessing reading in different ways and that questions are ones that the text is needed to answer (not just multiple  choice.)
-Running record used to assess reading behavior and habits during reading.

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Establishing Fluency and Phrasing in Oral Reading (Levels D-I): Students have gone deeper into experiencing reading as a message-gaining and problem solving activity. Students must cope with longer texts, complex sentences, harder vocabulary, and a range of punctuation. As students establish fluency in silent and oral reading (levels J-Z) students learn that unvoiced reading without word tracking is faster and more efficient. As teachers we can measure student fluency by watching student's eye tracking, use of tone/emphasis with dialogue, and finding information quickly in a text.
TEXT FACTORS THAT IMPACT FLUENCY:
- Genre (understanding characteristics impact reader's ability to predict and anticipate)
- Text Structure & Book Features (layout and organization help readers know what to expect)
- Content (prior knowledge impact level of comprehension)
- Themes (familiar makes easier)
- Language/Literary Devices (increase demand)
- Sentence Complexity (increase complexity, but familiar can make easier)
- Vocabulary and Words (level of familiarity impact difficulty)
- Illustrations (support reader with more info)

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Fluency is not a stage of reading.  It is a "attribute" of reading.  Fluency changes based on what readers are reading (The easier the reading, the better the fluency will be).

Changes in Fluency over Time:
Reading Reenactment (Emergent)~ Imitating Adults reading/sounds fluent but not tied to print
Early Reading~word by word matching
Fluent&Phrase Oral Reading~ tracking print with eyes/sounds fluent on easy texts
Fluent & phrased oral reading/rapid silent reading~reading faster/processing longer texts

1.  Emergent- Children "read" books they know.  Reading Aloud is an important model of fluency
2.  Early Reading (levels A-C)~ Shared Reading, Big books, Guided/Independent Reading

Early readers need opportunities to:
read easy texts
reread familiar texts
Read challenging texts with teacher support