Fluency Builder_10_08

Transcripción

Construyendo Fluidez
en Primer Grado
60
0
palabras leídas correctamente por minuto
Kristi L. Santi, Ph.D.
Victoria Moss
Mabel O. Rivera, Ph.D.
Autores:
Construyendo fluidez en primer grado ©2007 The Santi Group, LLC 1
Acknowledgments
We would like to thank Magdalena Fernández Civil for her assistance with the
development and editing.
Copyright 2007 by The Santi Group, LLC
All rights reserved.
No part of this work may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying or recording, or by any information
storage and retrieval system, without the express written permission of the publisher.
Permission is only granted to classroom teachers to photocopy the stories as to provide
a reading copy to their students.
ISBN 978-0-9798589-1-8
Printed in the United States of America
Published and Distributed by:
PO Box 20766
Houston, TX 77225
http://www.thesantigroup.com
Authors
Kristi L. Santi, Ph.D., earned her doctorate in Special Education at The Florida State
University in 2002. She is the president of The Santi Group, LLC which provides
consulting and training to schools, districts, and educational based business. As a
researcher, Dr. Santi was the co-investigator of an IERI grant which is investigating the
impact of mentoring/coaching on student outcomes as well as technology and
assessment on student outcomes. Dr. Santi is a former special education teacher with
teaching experience in grades K-12. She has taught general education, total inclusion
classroom, and resource classrooms. She is the co-author of early reading benchmark
(TPRI) and progress monitoring assessments (PMER and MPLE).
Victoria Moss, is an Education Outreach Coordinator at the Center for Academics and
Reading Skills, a part of The Childrenʼs Learning Institute at the University of Texas
Health Science Center. Currently, she works extensively with training, development and
support of a comprehensive reading assessment. She is also part of a vocabulary
curriculum writing team for kindergarten through grade 1. In addition, she is working
with a team to open a reading outreach clinic in Houston. Prior to this position, she was
a Supervisor for the Reading One-to-One program with the University of Texas at
Dallas. With the Reading One-to-One program she worked with at-risk students. In her
capacity as a supervisor, she trained and mentored tutors in the Houston Independent
School District site as well on assist in the ongoing development of the curriculum.
Mabel O. Rivera, Ph.D., is a Research Assistant Professor at the Texas Institute for
Measurement, Evaluation, and Statistics at the University of Houston. Currently, she is
the Deputy Director for the Center on Instruction-English Language Learners Strand.
Prior to this position, she was an Assistant Professor in the Department of Childhood
Education, Reading, and Disability Services at Florida State University. While at Florida
State, she taught graduate and undergraduate courses in the teacher preparation
program focused on characteristics and methods for teaching students with behavioral
disabilities. She is a former teacher of students with Emotional/Behavioral Disorders in
the public school system. Her current research interests include the education and
prevention of reading difficulties in English Language Learners and students with
disabilities.
Overview
Fluency is defined as the ability to read text accurately, quickly, and with
expression (NRP, 2000). We know that a close relationship exists between fluency and
comprehension. Due to this close relationship it is important to make sure that the text is
within a readerʼs instructional range, thus reducing the word recognition demands and
increasing rapid reading. The cornerstone of the more advanced stages of literacy,
fluency develops as a result of multiple opportunities to practice reading skills with a
high rate of success. Therefore, the primary strategy for developing reading fluency is to
provide extensive reading opportunities with text at each studentʼs instructional level.
Fluency rates for students at the end of grade one should be at or above 60
words correct per minute. Growth in fluency rates should average approximately one to
two words every two weeks. With that end in mind, Construyendo Fluidez provides
teachers with supplemental stories for fluency practice. We have also included
comprehension questions at the end of each story so that students receive practice in
not only reading quickly but also in reading for meaning, as is the goal in any reading
task.
Organization
After the front section of the book, you will find the comprehension questions and
sample activities for the stories. We do not have activities for each story as we want
you, the teacher, mentor, or parent, to develop activities based on the needs of the
students you are assisting. We recommend that you consult the Tejas LEE Guía de
actividades de intervención (McGraw Hill, 2006) for a more comprehensive list of
activities. After the comprehension questions and activities you will find the stories. We
purposely located the stories at the end of the book so it is easier to remove the stories
and place them in clear plastic protector sheets. This method also helps save the trees
but reducing the need to photocopy each story for each student.
Appropriate Use
There are several different ways to use the stories in this program. We will
discuss a few options but teachers will want to use what works best for their students
and their classroom setting. It is important to note that these are not one minute
timed readings. The students should read to story completion as they would read any
story in a classroom or test situation. Also note that we are providing only a sampling of
the various activities that one can use to build fluency, vocabulary, and comprehension.
For a more comprehensive guide please see published materials such as the Tejas LEE
Guía de actividades de intervención (McGraw Hill, 2006)
Fluency Activities
Peer Reading. Pair students who are of comparable reading ability. Have one
student read the passage while the other student times the reader. The timer will ask
the reader the comprehension questions at the end of the reading. The reader will
record his/her time on a chart as well as the number of comprehension questions
answered correctly.
Beat the Clock. This can be done with a pair of students, individual students, or
the teacher. The student reads the passage while being timed. Once they read the story,
they record their time and re-read the passage to beat their last time. This is done three
times. At the end of the third reading, the student answers the comprehension questions
and records their fluency rate and comprehension score.
Choral Reading. The teacher works with a small group of students (3-4 is
optimal) Use the stories provided and have all the students read in unison with you.
Monitor the students as they read with you to make sure that each student is reading
the text. You may want the children to track the text with their fingers in the beginning
phase and discontinue this practice as the students become more proficient readers.
Vocabulary Activities
Word Associations. Write the words that either the students picked out as the
unknown words or the words provided in this guide, on an index card. Ask the students
to say the word on the card. After you read each word, tell the students two or three
words that are associated with the target word. Ask the students to give you a thumbs
up for each word they think is related to the word you state. Discuss each response and
repeat.
Word Substitution. Make a sentence using the words designated from the story.
Write two or three words that will be used as substitutions for the vocabulary words. Ask
the students to pick one word to be substituted into the sentence for your vocabulary
word.
Comprehension
Sequence. Ask the students to tell you what happened first in the story. Continue
to ask for one detail at a time until the student recounts the story in order. You can
modify this for beginning readers by writing out the sequence (or by using pictures) in
advance and ask the students to move the sentence strips to the correct order.
Story Map. After the students have read the story, ask them to complete a story
map. You may want to start this activity as a group until the students are comfortable
with the task. Include key elements such as title, characters, setting, problem, events.
and outcome.
El concurso de arte
Preguntas
1. Enumera otras cosas que podemos construir.
2. ¿Qué otras estructuras puedes encontrar en tu barrio?
3. ¿Podrías decirme qué otros tipos de concursos puede haber?
4. Si tuvieras arcilla y madera que podrías construir?
5. ¿Qué significa la palabra "construir" en la siguiente frase? Yo voy a construir mi
proyecto de arte. Construir.
Aplicando el significado
6. Elija tres palabras del cuento.
7. Divida la clase en tres grupos. Asigne una palabra a cada grupo.
8. Solicite que cada grupo proporcione el significado de su palabra, que la utilice en
una oración completa, y que dibuje una imagen que refleje la palabra.
9. Solicite a cada grupo que presente su trabajo frente a la clase.
10. Busque cada palabra en el cuento y lea la oración en la que se encuentre.
Ejemplo: Hoy vamos a trabajar con tres palabras: concurso, ciudad, y madera. Ahora,
hablen entre sí sobre lo que su palabra significa. Cuando estén de acuerdo en los
significados, escriban una oración con su palabra, y dibujen una imagen que refleje lo
que significa la palabra. Les voy a avisar cuando sea el momento para compartir con el
resto de la clase.
Jugando con la fonética
11. Elija una palabra del cuento que usted piensa será difícil para los alumnos por ser
poco común, muy complicada, o muy larga.
12. Discuta los significados de la palabra y proporcione una oración utilizando la
palabra.
13. Si la palabra es larga, busque partes de la palabra que son conocidas (o más
familiares).
14. Escriba la palabra en la pizarra y apunte a cada letra. Luego, lea cada letra con los
alumnos y ayúdelos a combinar los sonidos.
Ejemplo: Esta es la palabra imágenes. Las imágenes pueden ser de diferentes formas.
Pueden ser una figura con diferentes dimensiones y que podemos tocar. Una estatua
es una imagen. Otro significado para la palabra imágenes son las ilustraciones que
vemos en los libros. En el cuento, los niños buscaban imágenes en las estrellas. Un
ejemplo es esta oración, “Supongo que algunas imágenes en las estrellas ya tienen
nombre.” Imágenes significa mas de una imagen. La palabra imagen esta dentro de la
palabra imágenes y significa una sola. Ahora vamos a trabajar con los sonidos. Esta es
la palabra imágenes. Vamos a decir los sonidos en la palabra: /i/ /m/ /a/ /g/ /e/ /n/ /e/ /s/.
La palabra tiene ocho sonidos. Ahora vamos a unir los sonidos y a decirlos todos
juntos: imágenes. Muy bien!
El concurso de arte
El concurso anual de arte en mi escuela es el mes que viene. Este
año en vez de pintar algo, yo voy a construir mi arte. Voy a usar arcilla y
madera para hacer una ciudad futurista. Cada estructura tendrá una
apariencia diferente y va a verse asombroso. Con mucho cuidado, voy a
modelar la arcilla para poder construir cada edificio uno por uno. Después,
cuando todas las estructuras estén en su sitio, utilizaré mis pinturas y
pinceles de varios colores para hacer que mi ciudad parezca brillante y
luminosa. No puedo esperar a empezar, ¡puede que comienze esta noche!

Fluency Builder_10_08

Transcripción

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