Blog 4

Fluency and vocabulary are part of the major components of teaching a successful reading program. In First grade we have a common core standard for each area. In ELACC1RF4, the student will read with sufficient accuracy and fluency to support comprehension. In ELACC1L4, the student will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Reading Chapter 6 in our text reminded me of how important it is for our students to learn a wealth of vocabulary and also be able to read with accuracy, automaticity, and expression. While I was reading, I noticed the authors mentioned using a four-way response chart to help extend meanings within a text. I usually have my students complete a response sheet but it’s usually over one topic such as their favorite part, the plot of the story (B/M/E), or a connection they made within the story. The four-way response chart is when students divide their paper into four sections. Each section they have something different to write and/or illustrate about their text. In one panel they can write an important quote from the text. In the second panel they can draw a picture of an important character or scene. In the third panel they can write or draw a connection they made to the text. Finally in the last panel they can write about their favorite part of the text. I like this response chart because my students will have different ways that they could dissect their book without focusing on just one topic.

In my classroom especially during guided reading time my students have experiences with using choral reading and echo reading strategies. Also my students are in love with having a read aloud time inside of our classroom. It makes you feel good when the students clap at the end of the story and tell you the parts they loved in the story. Currently I am reading an extended text aloud called The Wizard of Oz by L. Frank Baum. This text is embedded in our common core ELA frameworks. During this time, my students can witness true reading fluency and also we discuss several unknown words and their meanings so they will be able to fully understand the story components.

When it comes to teaching vocabulary the word web is very common inside of my room. I would love to try the word cards that were mentioned in chapter 6. I need to create a way so that my students will be accountable for their learning when it comes to defining vocabulary. In my previous years, we’ve actually done things together in whole or small group. But this year I want to integrate the dictionary and the thesaurus into more of my lessons and let students define certain words or look for synonyms for a word they want to learn about. Instead of my dictionary and thesaurus collect dust on the book shelf, my students should be using them as much as possible.

I listened to several videos and podcasts but I love the one with Mr. Rasinski as he discussed the importance of teaching fluency to every student in your classroom. He had an acronym that he followed called “MAP”. The “M” stands for the teacher modeling how to read fluently using a read aloud. The “A” stands for assisted reading where a struggling student can have a more fluent reader for a partner such as the teacher, volunteer, or even a classmate who is reading well with fluency. Last but not least the “P” stands for PRACTICE. Students need to practice with their reading so they can become better readers. Teachers can have each student complete repeated readings with several texts they need to build their fluency in. Following the MAP with your class should help your students become better readers and also get them to the appropriate reading level.