1. Competency 2
Component # 1-013-311
Center for Professional Learning
Session 9
Instructor: Carmen S. Concepcion
readingsetgo.blogspot.com
Application of Research-Based Instructional
Practices
Reading … Set … Go

2. Fluency
Share Investigative Activity

3. Strategies for Successful Fluency
Development in Students
 Procedures for Most Fluency Lessons
 Learner Modifications
 Content Area Considerations
 Provide Direct Instruction and Feedback

4. Sentence Tunes
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
 We did not tell them you brought rotten apples.
(You brought something else rotten)

5. Gettysburg Address
Fourscore and seven years ago our fathers
brought forth on this continent a new nation
conceived in liberty and dedicated to the
proposition that all men are created equal. Now
we are engaged in a great civil war testing
whether that nation so conceived…

6. Gettysburg Address
Fourscore / and seven years ago / our fathers /
brought forth /on this continent / a new nation /
conceived in liberty / and dedicated / to the
proposition / that all men / are created / equal. /
Now / we are engaged / in a great / civil war /
testing whether / that nation / so conceived /…

7. Phrase-Cued Weekly Practice
Sessions
 Discuss weekly plan at your table
 Discuss implementation ideas
 Highlight key ideas

8. Assessing Fluency
 Qualitative Assessments: Used to identify, describe,
and measure reading behaviors
1. Observation as Evaluation
2. Student’s Self-report Checklist
3. Reading Miscue Inventory
• Quantitative Assessments: Used to measure
fluent reading in numerical terms
1. Multidimensional Fluency Scale
2. 5-point Fluency Scale for Oral Reading
3. One minute Read
4. TOWRE
5. Speed Drills

9. Fluency
Strategy: Seed Discussion*
 Each student prepares an index card.
 Student pairs read their cards to each another.
 The partners ask questions to clarify.
 The two students trade cards and move to a new
partner.
 Repeat the process with the new card.
* This variation is called “The Party”

10. Fluency Vocabulary Hot Seat

11. Summing UP
Fluency is a separate yet integral part of a
reading process. Fluency results from a complex
interrelationship of processes that are more than
the sum of these components. Teachers who
make fluency a part of their comprehensive
reading program and implement instruction with
engaging materials help students solve the
reading puzzle.

12. Comprehension Outcomes
 Knowledge
 Participants will be able to:
 Define comprehension
 Identify benefits of explicit and systematic morphemic
instruction (affixes, base words, word origins) on vocabulary
development in relation to comprehension.
 Identify principles of syntactic function as they relate to
language acquisition and reading development.
 Describe the impact of text variations on the construction of
meaning.
 Identify cognitive task levels and the role of cognitive
development in constructing meaning using a variety of
texts. (e.g.) knowledge, comprehension, application,
analysis, synthesis, evaluation).
 Identify fundamental comprehension strategies and
instructional practices that scaffold development of these

13.  Skills
 Participants will be able to:
 Utilize instructional practices that promote the use of
comprehension strategies with narrative and expository text.
 Plan for explicit, systematic instruction for scaffolding
development of comprehension skills and cognition (e.g.,
reciprocal teaching, questioning the author, etc.).
Comprehension Outcomes

14. “Comprehension is an end product of meaning
making. As teachers we cannot teach
comprehension; readers themselves bring
meaning to the text they read. What we can do is
teach readers strategies that help activate the
process of comprehending, which results in
comprehension.”
K. Goodman, 1994

15. Metacognition
 An awareness of one’s own learning process.

16. Four Levels of
Metacognitive Knowledge
 Tacit learners/readers: Readers that lack awareness of
how they think when they read
 Aware learners/readers: Readers who realize when
meaning has broken down but who may not have sufficient
strategic actions for fixing problem
 Strategic learners/readers: Readers who use effective
thinking and comprehension strategies to enhance
understanding and acquire knowledge. They are able to
monitor and repair meaning when it is disrupted
 Reflective learners/readers: Readers who are strategic
about their thinking and are able to apply strategic actions
flexibly depending on their goals or purpose for reading.
Perkins, 1992

17. Word Splash on
Comprehension Strategic Actions
 Determining
Importance
 Summarizing
 Questioning
 Visualizing
 Inferring
 Making Connections
 Comprehension
Monitoring

18. What is Comprehension?
 Comprehension is constructing meaning from text or,
making meaning from print.
 The click of comprehension occurs only when the reader
evolves a schema that explains the whole message.
 Comprehension is the process in which the reader
constructs meaning (in) interacting with text … through a
combination of prior knowledge and previous experience;
information available in text; the stance (taken) in
relationship to the text; and immediate, remembered or
anticipated social interactions and communications.
 Helping students increase comprehension of content area
text involves teaching them how to connect new
information to what is already known, read between the
lines, and apply learning to new situations.
 Teaching reading in the content areas, therefore, is not so
much about teaching students basic reading skills as it is
about teaching students how to use reading as a tool for

19. Reading for Key Points
 Read Implementation of Instruction in Reading
Comprehension from Report of the National
Reading Panel
 Read FLaRE Professional Paper
“Comprehension”
 Highlight main points and jot down your
reflections about those points on the margins

20. Teacher Modeled Mapping – Science

21. Concept Map

22. Follow Up Assignment
 Explore the use of the concept map
strategy with your students
 Make a plan for assessing students use of
concept map strategy
 Bring samples of students’ work to next
session