Lauren Paz

ELD 307
McKool
2/20/11
Reading Log # 5
R & C Chapter 3 and 4
Bear et al Chapter 3

Observations
• R&C
Chapter 3: Developing Children’s Reading Fluency
• Reading fluency is defined in four ways automaticity: translating letters to sounds to words effortlessly
and accurately, expression: using proper intonation in one’s voice, rate: attaining appropriate reading
speed and phrasing: reading orally large chunks of text smoothly without hesitating, stopping to decode
or rereading.
• Fluent readers are able to decode the words in text accurately and effortlessly, and read with correct
volume, phrasing, correct intonation and at a reasonable speed.
• Automaticity theory: mind is similar to a computer, it can multitask to decode the word and process the
meaning behind it without spending too much time on one task allowing the reader to fluently read a
passage and understand it.
• Fluency is most effective when the child practices reading out loud, reads a text more than twice and
when students receive feedback from teachers, parents, peers etc.
• It is important for children to read aloud in order to read fluently, it allows them to hear the words that
they are seeing and for others to correct their mistakes.
• Select appropriate reading materials for each child, don’t give them something to read that is beyond
their reading level. The teacher should be the only one reading a passage that is of a higher level to the
students.
• Reading to students allows them to hear the proper intonation to make when reading as well as learning
the rate at which to read.
• Word walls are a great way to help students become more fluent readers because it helps them
recognize words more easily because they are sight words.
• Introduce new vocabulary to students but limit the amount of vocabulary that is introduced each day or
it will become overwhelming.
• Reading in groups such as choral reading, unison reading, echo reading and antiphonal reading allows
students to learn from their peers in how they read.
• Pairing students with someone who is a stronger reader will give them confidence to read more if they
read together. As the student becomes more confident the model reader’s voice will become more faint.
Chapter 4: Increasing Reading Vocabulary
• Students learn a large amount of new vocabulary from conversations, independent reading and media.
• Words learned through conversations will provide students with words they will need to recognize and
comprehend when reading.
• Reading and being read to increase vocabulary.
• Four types of vocabulary:
• listening vocabulary: made up of words we use when we speak
• speaking vocabulary: words we use when we speak
• reading vocabulary: words we use when we read
• writing vocabulary: words we use in writing
• Children learn the meanings of most words through everyday experiences with oral and written
language.
• Words with multiple meanings are more difficult for students to learn.
• It is important to test the students knowledge of vocabulary so you can see where they are at and how
much they are comprehending.
• Words banks are a great way for students to collect and review sight words; it becomes their own
personal dictionary.
• Bear
Chapter 3: Organizing for Word Study: Principles and Practices
• Sorting words into categories is the heart of word study.
• Categorizing is a tool humans use that makes the most sense to us when it comes to comparing things.
• When students sort words they are engaged in the process of searching, comparing, contrasting and
analyzing.
• Allows students to take what they know and apply them to new words.
• Sorting words allows students to make their own discoveries and generalizations about the English
spelling.
• Words sorts are interesting and fun for students, it keeps them engaged because it is a hands-on
activity.
• Words sorts allows students to learn the sounds in the words which will help them when they need to
begin spelling the words.
• There are three basic types of sorts that reflect the three layers of English orthography: sound, pattern,
and meaning.
• Meaning also influences the spelling of words, this is when meaning sorts are used. There are two
different types: meaning sorts and concepts sorts.
• Word sorts are a great way for students to identify homophones and homographs.
• Two different approaches to sorting: teacher-directed and student-centered.
• Ten principles of word study instruction:
• Look for what students use but confuse
• A step backward is a step forward
• Use words students can read
• Compare words “that do” with words “that don’t”
• Sort by sound and sight
• Begin with obvious contrasts
• Don’t hide expectations
• Avoid rules
• Work for automaticity
• Return to meaningful text
Wonderings
• What is a good way to test a students vocabulary? When testing them should I be looking for spelling or
the various words they use?
Connections
• I’ve noticed that Mr. Jones has a word wall in his classroom. He actually has two, but the main word
wall has various words that the students are able to learn by sight.
• Mr. Jones also reads texts before the students so they are able to hear what the words sound like and
how it should be read. Especially when he reads a poem, this way the students are able to hear the
fluency in the reading and helps with the students fluency as well.