Week 7 - Assignment 1 - Fluency and Word Study Chart

What texts and materials do teachers have in their classrooms that support students' development of fluent reading?

In a classroom it is necessary to have a variety of levels of texts and books available for students. It is important to keep them organized, so that the children know where to choose a book from.

In every classroom there are words and posters with text all over the classroom, which expose the children to many new words and they become part of their familiar text through osmosis.

How do they select vocabulary to teach in all areas of your curriculum?

Teachers choose to teach new vocabulary words based on the student’s background knowledge and their culture. In each state and country, students are familiar with different ranges of vocabulary. By observing the class and knowing the students the teach can determine the appropriate words to teach. Many times teachers use the read-aloud from the day to introduce the new words for that unit.

How much time do they allocate to word study?

Each teacher uses her own judgment as to how much time her students need for word study. Normally, there is a short lesson with the whole class, and during Reading centers and guided reading the students get more time to practice the skills independently or with a group. The teacher observes the classroom during the reading centers and provides additional support and scaffolding wherever necessary.

What word study routines do they teach and encourage their students to use?

I have observed teachers encourage their students to use various techniques when they reach a word that they are unfamiliar with. When the word can be split into two familiar words, the teacher may tell the student to cover up the end of the word with a paper, and just read the visible part, then move it over to the first part and read the second half of the word. This technique shows the students that they can read big words, they just need to look at a bit a time. (then, they will be able to use a finger to cover part of a word, and then eventually they will be able to do it without anything!)

How do they differentiate instruction and tasks based on their students' needs?

Based on the student’s needs the teacher will provide additional support on an individual level, either while the class is working independently, or during a group guided reading. The teacher may remind the student of the technique that she learned or she may practice blending and segmenting syllables, depending on support needed.

Here is a Link to the Fluency Chart.