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Word Study and Fluency

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Jenna Williams

on 20 November 2013

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Transcript of Word Study and Fluency

Word Study and Fluency
Jenna Williams
Grand Canyon University: EED 470
October 10, 2013

Fluency is an important aspect to teach in the early grades. If the students do not know them, then it will impact their life immensely. There are five critical elements of reading that a student needs to know: Phonemic Awareness, Phonics, Word Study, Vocabulary, and Comprehension. Writing also is important with all of these as well. These key and critical elements build off of each other to make an impact on fluency. Phonemic awareness is the ability to notice, think, and work with a variety of sounds that we hear in the words we say. By knowing these qualities of phonemic awareness it will help people become fluent better. Phonics is very similar to phonemic awareness where it focuses on the relationship that letters and sounds make together. Word Study helps people investigate and understand the patterns in words. It helps with the sounds the letters make and what the word means. As for vocabulary is more of a list of words and phrases that students can learn to help them comprehend them and understand it. Lastly, comprehension is the ability that individuals understand what he/she is reading and making sure that he/she understand it. These five elements, including writing, help fluency because you need all of these pieces to help with fluency. To help with fluency there are many strategies that teachers can use for it. A teacher could do choral reading where the students read aloud with the teacher or the teacher could do paired reading where an able reader helps a student who isn't as fluent as they are. Whatever way the teacher uses they need to instruct in a way that diverse, ELL, and SPED students can learn as well.
Fluency is a very important aspect that every person should know. There are five critical elements of reading that intertwine with fluency. Let's take a look at all of these critical elements, different teaching strategies for them, the impact they make, differentiation instruction, and assessments that they all can do.
Phonemic Awareness: What is it?
Phonics: What is it?
Word Study: What is it?
Vocabulary: What is it?
Comprehension: What is it?
Strategy and Activity
Strategy and Activity
Strategy and Activity
Strategy and Activity
Essential Elements of Reading. (n.d.). New York State Education Department. Retrieved October 12, 2013, from www.p12.nysed.gov/ciai/ela/pub/read.pdf

Lesley University. (n.d.). What Are the Five Essential Elements of Reading?. NHPIRC. Retrieved October 12, 2013, from www.nhpirc.org/files/Five%20elements%20of%20Reading%20T

Morrow, L. M. (2012). Literacy development in the early years: helping children read and write (7th ed.). Boston: Pearson.
Phonemic awareness is the ability to notice, think about, and work with the discrete sounds in spoken words. (What are the Five Essential Elements, n.d.)
By knowing the different sounds that words make, it can help an individual understand the concept that they are reading and become more fluent in those words.
Phonemic awareness works with phonics to know fluency better.
Phonics is the relationship that letters and individual sounds have that can help a child recognize that the letter makes a specific sound.
By understanding phonics, this can help students become independent readers and have the pronunciation of the words be correct (Morrow, 2012).
Just like phonemic awareness, when a student gets phonics and knows the sounds the letters make it can help them become more fluent.
Vocabulary is a list of words or phrases.
Research has shown that vocabulary knowledge is an important predictor of reading comprehension ability. (What are the Five Essential Elements, n.d.)

Children must have good vocabulary skills in order to communicate effectively; these skills apply to speaking,
listening, reading, and writing. (What are the Five Essential Elements, n.d.)
Comprehension is the ability for us to understand what we are reading and making sure we fully know it.
Comprehension takes prior knowledge to help us understand the concept of something.
It can help us construct meaning, summarize, predict outcomes, and monitor the understanding of the text. (Essential Elements of Reading, n.d.)
Word study is another key element that is needed in fluency.
It mainly intertwines with phonics for students to understand it best (Morrow, L.M., 2012).
Word study allows students to investigate and understand all the patterns in words.
Differentiation of fluency instruction for ELL, SPED, and diverse students
ELL Students:
Work one-on-one with the students so they are able to get more help.
Small groups
Break it down to step by step so they can understand the concept
SPED Students:
One-on-one work with them as well.
Use a wide variety of ways to teach the students. Depending on the student and their disability they will learn differently than others.
Be patient with the students because it may take longer time for them to fully grasp the concept.
Have them go to a resource room to get more help.
Echo reading would be great for SPED students as well as ELL students.
Diverse Students:
Teach in visual, auditory, and kinesthetic ways so all learners are able to grasp the lesson you are teaching them.
To be able to write well and understand what we are writing about, we need to know all the five essential elements of fluency.
All of the five elements make an impact on a person's writing.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

After reading to the class "Little House on the Prairie", have the students choose to write a paragraph on the characters, setting, or major events that happened in the novel.
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Have the students read a Dr.Seuss book and choose words that describe happiness.
CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Have the students pick a topic, find information about it and write a paper on the topic to tell the class about.

CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

While teaching the class about short e vowels, have them pair up and make a list of objects in the class with the short e vowel sound in them.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.

Have the students read a passage with you and have them circle the words that end in -e
CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Have the class as a whole categorize things in the classroom, then as homework have them do it at home. (We do, you do)

A way that a teacher can assess the students individually is having the students have a list of CVC words. Have the students listen to the sound the letters in the word make and then have the student tell you what the word is.
How you assess your student for phonics can be similar to how you assess them for phonemic awareness. A teacher can assess the students individually by having them tell you the different letters that make the "ck" sound (so it would be the letter k,ke,ck, etc.)
You can assess the students by having them read a passage and have them answer questions about the passage. This can help a teacher see who understood what they read and who didn't.
Write a paragraph that has many words ending in
-ed. Tell the student to circle all the words that have the same ending.
A teacher can always assess students with a pre- and post- test of a spelling unit. This way the teacher can see how well the students know the vocabulary before and after they do the spelling unit.
Have the students pick a subject that they like. Then have the students write 2 paragraphs on it. This will help you see how their fluency is and see how they are able to put their ideas and comprehension onto paper.
Research-based teaching strategies for fluency
Echo Reading:
Having the teacher or more able reader read one line of text and then the child repeats the sentence.
This helps the student understand and comprehend the fluency of the sentence.
Choral Reading:
When the whole class or small group of student is reading aloud with the teacher. The students read as slow as the teacher is. This helps students know expression and the pace to read.
Paired Reading:
An able reader reads with a student who is less fluent to help them improve their skills.
Antiphonal Reading:
A form of choral reading where parts of the reading are taken by different groups.
Reader's Theater:
Oral reading of a short play where the children have assigned parts and practice the parts for the presentation.
(Morrow, L.M., 2012)
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