Reading Foundations for Grades 3-5
Fluency
Phonics and Word Recognition
Foundational Skills
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Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
CCSS, pages 15-17
Standard 4a Instruction
*Use on-level text to make predictions before
reading
*Check predictions after reading
*Monitor comprehension before, during, and
after reading
*Ask and answer questions
*Summarize a text
Standard 4b Instruction
*Partner read
*Reread phrases and prose
*Decode grade-level multisyllabic words
*Read grade-level sight words accurately and
automatically
*Read with expression
Standard 4c Instruction
*Use effective strategy to decode unfamiliar
words
*Use effective strategy to determine meaning
of unfamiliar words (roots, affixes)
*Use context to confirm pronunciation
(present-a gift; present-to introduce) and
meaning
Standard 3a Instruction
*Know meanings of common prefixes and
suffixes and understand how they change the
meaning of words
*Know meaning of common roots
*Use knowledge of affixes and roots to
decode
words in and out of context
*Use effective strategy to decode multisyllabic
words
Instruction for Third Grade
*Standard 3b
Decode common Latin suffixes
*Standard 3c
Use strategy to decode using syllabication rules and
morphemes
*Standard 3d
Know and read phonemic and morphemic spelling patterns
Definition of Fluency
“Fluency is the ability to read a text accurately and
quickly. When fluent readers read silently, they
recognize words automatically. They group words
quickly in ways that help them gain meaning from
what is read. Fluent readers read aloud effortlessly
and with expression. Their reading sounds natural,
as if they are speaking.” (Armbruster, Lehr, & Osborn, 2001, p.
22)
Factors that Affect Fluency
9 5 1 0 4 7 2
9 5 1 0 4 7 2
6 0 2 5 8 1 3
6 0 2 5 8 1 3
Factors that Affect Fluency
• Ich liebe Hunde. Ich liebe Katzen. Ich liebe,
über Hunde und Katzen zu lesen.
• Ich liebe Hunde. Ich liebe Katzen. Ich liebe,
über Hunde und Katzen zu lesen.
• I love dogs. I love cats. I love to read about
dogs and cats.
Factors that Affect Fluency
• Since H2O is a suitable sink for these acids, all such acids will lose protons
to H2O in aqueous solutions. These are therefore all strong acids that are
100% dissociated in aqueous solution; this total dissociation reflects the
very large equilibrium constants that are associated with any reaction that
undergoes a fall in free energy of more than a few kilojoules per mole.
• This planet is the only known planet to harbor life. The oceans on this
planet cover nearly 70 percent of its surface. It is the third planet in order
from the Sun, and is about 150 million kilometers from the Sun.
Why is Fluency So Important?
• Poor fluency affects you in a variety of ways.
• Why would these comments concern you?
– “I don’t like reading. It takes me too long to read something.”
– “Reading through this book takes so much of my energy, I can’t even
think about what it means.”
– “She reads a book with no expression.”
– “He stumbles a lot and loses his place when reading something
aloud.”
– “She reads like a robot.”
Fluent vs. Non-Fluent Readers
Identify words
accurately and
automatically which
focuses attention on
comprehension
Difficulty in consistently
identifying words rapidly
Connections are more
easily made between
the text and
themselves
Group words in unnatural
ways
Read word-by-word which
makes the reading sound
choppy
Find more difficulty
making text connections
An Effective Method of Teaching Fluency:
Rhyming
Peas porridge hot
Peas porridge cold
Peas porridge in the pot
Five days old
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Introduces a variety of word families
which can later be used to decode
words
It allows students to hear and see
parts of words which they may see
later in a book they are reading
Helps children develop an ear for our
language. Rhyme and rhythm
highlight the sounds and syllables in
words.
A Focus on Fluency
http://www.prel.org/products/re_/fluency-1.htm
Understanding and Assessing Fluency
• Why is it critical to make sure that students
have sufficient fluency?
• How should you assess fluency?
http://www.readingrockets.org/article/27091/
Fluency Assessments
“Because reading is so critical to success in and
out of school and because many students
struggle with fluent reading, fluency should be
assessed often. Effective fluency assessments
provide information that will guide instruction
and improve student outcomes” (Hosp, Hosp,
and Howell 2007).
TFR, p. 199
Fluency Rubric
Choral Reading
• is reading aloud in unison with a whole class or group of students
• helps build students' fluency, self-confidence, and motivation.
http://www.readingrockets.org/strategies/choral_reading/
Paired Reading
• students read aloud to each other
• fluent readers can be paired with less fluent readers
• children who read at the same level can reread a
story they have previously read.
Reader's Theater
• it involves children in oral reading through
reading parts in scripts
• students do not need to memorize their part;
they need only to reread it several times
http://www.readingrockets.org/strategies/readers_theater/
Tape Assisted Reading
• is an individual or group reading activity
• students read along in their books as they
hear a fluent reader read the book on an
audiotape.
Fluency Strategies
•How would you work these strategies into your daily classroom
reading routines?
•Would you teach these strategies whole group or small group?
Why?
•How do these strategies relate to the CCSS Foundational Skills
Standard 4?
Decoding
• The language of any people is the sound
system by which the individuals communicate
with one another. The written language is
merely a system of symbols, a code, used to
represent the spoken language.
• One of the basic steps in the reading process
is translating the code into the sounds of the
spoken language.
Phoneme
A phoneme is the smallest unit of sound that
distinguishes one word from another.
pin
tin
pin
pen
pin
pit
pin
chin
The symbol / / encloses a represented
phoneme.
How Many?
glass
grass
phoneme
chin
knight
How many phonemes in each word?
Grapheme
A grapheme is a symbol that represents a
sound.
A grapheme and a letter are not synonymous.
What letters form the final grapheme in the
word wash?
Write the Phoneme
Use the / / symbol to write the individual
phonemes for the following words:
pan
milk
sense
laugh
Phoneme/Grapheme
• keep
• come
• quit
How many graphemes represent the first
phoneme in these words?
Phonics Quiz
• How many letters are contained in our
alphabet?
• How many consonant letters have distinct
phonemes?
Word Study
• Letter Name (consonants, short vowels,
consonant blends and digraphs)
• Within Word (vowel patterns)
• Syllables and Affixes (Doubling, unaccented
syllables)
• Derivational Relations (Greek and Latin,
suffixes, vowel alternations)
Prefixes
Graves recommends that teachers provide
explicit instruction in the most frequently used
prefixes. White, Sowell, and Yanagihara suggest
teaching prefixes in the order of their frequency.
These researchers found that twenty prefixes
account for about 97 percent of the prefixed
words in printed school English. Four prefixes
(un-, re-, in- and dis-) account for about 58
percent of prefixed words.
Suffixes
The essential function of a suffix is to indicate the part of speech
of a particular word. When it comes to understanding what a
word means, the suffix is the least important component.
Inflectional: s, es, ed, ing
Derivational: ful, less
Only a few suffixes merit intensive scrutiny.
Rasinski, Padak, Newton, and Newton (2008)
Limitations
• Some prefixes are not consistent in meaning.
• Sometimes the removal of what appears to be
a prefix leaves no meaningful root word.
• Sometimes the removal of what appears to be
a prefix or a suffix leaves a word that is not
obviously related in meaning to the whole
word.
“The identification of syllables and how they join
together becomes very important to students in
about third grade, when they must independently
decode words of greater length. If they are not
taught to perceive the larger chunks of written words
and to associate vowel pronunciation with syllable
structure, they will be quite stymied by longer words
encountered in reading. If they are aware of syllable
units and where to divide them, however, they can
read words such as detective, insulation, and
accomplishment with no trouble.”
Speech to Print, page 100-01.
GRW, p. 8
Research
• Students who read single-syllable words often
have difficulty with multisyllabic words (Just
and Carpenter 1987).
• Skilled readers’ ability to recognize a long
word depends on whether they can chunk it
into syllables in the course of perceiving it.”
(Adams 1990)
• Less skilled readers need to be taught how to
chunk words. (Beck, 2006)
Six Syllable Patterns
Syllable Patterns
Word
Description
Closed Syllable
VC, CVC
cat
cast
•Ends in at least one consonant
•The vowel is short
Open Syllable
CV
no
by
•Ends in one vowel
•The vowel is long
Vowel Consonant e
VCe, CVCe
Ice
Cake
•Ends in 1 vowel, 1 consonant, and
final e
•The final e is silent
•The vowel is long
Six Syllable Patterns, continued
Syllable Patterns
Word
Description
Vowel r
Vr
Star
•Has an r after the vowel
•The vowel makes an unexpected
sound
Vowel Team
read
read
•Has 2 adjacent vowels
•Each vowel team must be learned
individually
Final Stable
apple
nation
•Has final consonant le
combination or
•Has non-phonetic reliable unit (tion = /shun/)
CCSS, Appendix A, p. 21
Generalizations for Word Division:
1. Every syllable must have a vowel sound.
2. A prefix or suffix is a separate syllable.
3. Certain letter combinations at the end of words form a
final stable syllable.
4. Locate vowels.
5. Vowel teams, digraphs, or diphthongs should not be
separated into different syllables. In all other instances,
try dividing between the vowels.
6. When two consonants are found between two vowels,
the word is divided between the two consonants.
CCSS Appendix A, pp. 21-22
Generalizations, cont.
7. When one consonant is located between two
vowels, the consonant is usually attached to
the second syllable making the first vowel
sound long.
8. When that doesn’t work, divide after the
consonant and give the vowel the short
sound.
Decoding Multisyllabic Words
Closed
VC or CVC
Open
CV
Silent e
VCe
Vowel
Team
Multisyllabic Words
lawyer
basketball
compute
nation
R
Controlled
Final Stable
Syllable
Prompts for solving Multisyllabic
Words
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What do you know that might help?
Where is the tricky part of the word?
What could you try?
Do you see a part that might help?
Try it another way.
Look for a part you know.
Look at the prefix/suffix
Use the generalization chart
Five Aspects of Word Knowledge:
1.
2.
3.
4.
5.
Incrementality
Multidimensionality
Polysemy
Interrelatedness
Heterogeneity
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Definitions
• Morpheme: smallest unit of language that carries
meaning…..
Bound: cannot stand alone as a word
Free: can stand alone as a word
• Root: basic part of word that carries meaning
• Affix: morpheme that changes the meaning or
function of a root to which it is attached
• Base word: word to which affixes may be added:
cannot be broken into smaller parts
Morphology/Word Study
vertebrates
kingdom
Passerine
non-passerine
flightless
tropical
lightweight
protection
replacement
wetlands
invertebrates
extinct
hemisphere
unlike
endangered
ornithologist
warmth
zoologist
prey
backward
The “Roots Advantage”
Fifth graders encounter 10,000 new words
each year in their reading alone.
Fortunately, 4,000 of those new words are
derivatives of familiar words, most of them of
Greek or Latin origin.
Greek and Latin Roots
• A word root is a word part that means
something. When a root appears inside a
word, it lends its meaning to the word and
helps create the word’s meaning.
• Words that contain the same root also share
meaning. We call these cognates.
• The root conveys sound and meaning.
Teaching the meaning of roots equips students
to expand their vocabularies.
Greek and Latin Roots
• Greek: Related to math and science (astro,
geo)
• Latin: General purpose (struct, spect)
Vocabulary Practice
• Word Theater (Partners select a word from a
list and have two minutes to act it out)
• Word Skit (Teams select a word, write its
definition, create a situation to show the
meaning)
• Wordo (Students write words in boxes on a
card and x-out as clue is given such as
synonym, definition, read in sentence)
• Concentration (Prefix, Suffix, Root)
Word Spokes Activity
Cursive
Writing
Computer
Cursor
Concur
Cur
Incur
Debt
Currency
River
Current
Current
Events
The Vocabulary Strategy
• Look for Context Clues in the words, phrases and sentences
surrounding the word
• Look for Word-Part Clues
Try to break the word into parts.
Look at the root word. What does it mean?
Look at the prefix. What does it mean?
Look at the suffix. What does it mean?
Put the meanings of the word parts together.
• Guess the Word’s Meaning
• Try out the meaning in the original sentence
• Use the dictionary, if necessary, to confirm your meaning.
Try It
Appendix B, page 175
What They Fought for 1861-1865 by James M.
McPherson
Websites for Students
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http://www.edhelper.com
http://www.wordexplorations.com
http://www.lexfiles.info
http://www.vocabulary.com
Websites for Teachers
• http://ww.virtualsalt.com/roots.htm
• http://www.awrsd.org/oak/Library/greek_and
_latin_root_words.htm
• http://www.allwords.com
• http://www.wordorigins.org
• http://www.funbrain.com/detect
• http://www.varietygames.com/CW
• http://www.wordexplorations.com