#4 Walking
Everyday Event:
An everyday event in every classroom is walking or as we get from place to place. Students walking in from the playground, or walking away after an argument look very different.
Exceptional Expression:
The way we move our body as we walk can convey loads of emotion and meaning. As students walk in from the playground, their body may be full of exhaustion that their body is bent over, shoulders curved inward, with arms hanging down, and feet taking slow and dragging steps. After an argument, students may stomp their feet as they walk away, arms tense, hands clenched and looking straight ahead at their destination.
Follow-ups:
- How might a person walk if he/she was trying to find a friend in a crowd? Would he/she scurry or pace?
- Someone who is skipping may be full of joy and laughter. What would someone who is shuffling along?
- If you saw someone hobbling, would you think their leg or foot was injured, or would you think they were trying to get somewhere fast?
Posted 02/03/2009
More ideas coming soon!
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Available Now!
Finding the Right Texts: What Works for Beginning and Struggling Readers
Edited by Elfrieda H. Hiebert and Misty Sailors
Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K-6 students at a variety of ability levels.
Order from Guilford Press
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QuickReads Overview Webinar
June 11, 2009, 10AM Pacific Time (55 minutes)
How does QuickReads program improve a student’s fluency while promoting vocabulary and comprehension skills? Find out by watching QuickReads Overview. You can still view a recording of the webinar here.
Click here to download just the slides from Freddy’s presentation.
Posted 06/11/2009
New Comprehension Strategy: KNOWS
As unveiled during the West Virginia presentation Freddy’s new comprehension strategy is KNOWS.
- Did I draw on students’ existing knowledge and experience?
- Did I identify what new knowledge can be gained from this text and guide students in gaining it?
- Did I support students in organizing their new knowledge with their existing
knowledge/experiences? - Did I show students ways to widen their knowledge?
- Did I support students in sharing their knowledge?
Download the presentation slides to learn more about KNOWS and how it can be applied in your classroom.
Posted 06/03/2009, Last Modified 06/03/2009
Webinar Handouts Now Available
A PDF handout of the slides from Dr. Elfrieda H. (Freddy) Hiebert’s November 19 webinar, Choosing the Right Words and Texts for Fluency and Vocabulary Instruction is available for download in the Presentations area of the Library section. Thanks to all who joined us for a great online experience, brought to you by myPearsonTraining.com.
Posted 11/20/2008, Last Modified 11/20/2008
Fluency Podcasts at Pearson
QuickReads publisher Pearson has posted a series of audio podcasts featuring QuickReads author Elfrieda H. (Freddy) Hiebert discussing the importance of fluency in reading instruction and the role of fluency-based intervention in helping students become better, more proficient readers. Check it out at pearsonschool.com/fluencypodcasts.
Posted 10/01/2008, Last Modified 11/14/2008
Children's Books Online: The Rosetta Project
I want to share with you a terrific online archive of antique illustrated books. Since 1996, Children’s Books Online: The Rosetta Project has grown into a vibrant volunteer organization preserving and making accessible classic books up to the early 20th century, in English and other languages. This outstanding collection reminds us that the task of helping children learn to read has always been a primary goal of education. Check it out when you have a few moments to spare. —EHH
Posted 09/09/2008, Last Modified 09/09/2008
About QuickReads
QuickReads are exactly that-short texts to be read quickly and with meaning. The QuickReads program consists of six levels: A, B, C, D, E, and F. Each level contains three books, and each book contains 30 texts (90 texts per level). These texts support automaticity with the high-frequency words and phonics/syllabic patterns needed to be a successful reader at a particular grade level. Additionally, with topics in two subject areas: social studies and science, texts in the QuickReads program encourage meaning and comprehension. Book 1 includes texts on Civics, and Life Science. Book 2 includes texts on Economics, Geography, and Earth Science. Book 3 includes texts on History, and Physical Science.
| QuickReads Level | Grade-level curriculum | High-frequency words | Phonics and syllable patterns |
|---|---|---|---|
| Level A | Early Grade 2 | 300 most frequent words | All long and short vowel patterns in single-syllable words |
| Level B | Grade 2 | 400 most frequent words | All long and short vowel patterns, and r-controlled vowells in single-syllable words |
| Level C | Grade 3 | 1,000 most frequent words | All vowel patterns in single-syllable words |
| Level D | Grade 4 | 1,000 most frequent words | Two-syllable words |
| Level E | Grade 5 | 2,500 most frequent words | Mutli-syllable words with inflected endings |
| Level F | Grade 6 | 5,000 most frequent words | Mutli-syllable words with inflected endings |
The QuickReads program is a creative and innovative application of recent research on the nature of texts used to teach reading. QuickReads texts support automatic, meaningful grade-level reading.
QuickReads texts are written at the independent level for a grade. That means that 98% or more of the words in a text fit the grade-level curriculum. Compare this to current textbook or intervention programs where 10-15% of the words often fall outside the grade-level curriculum.
QuickReads texts are at a length that a grade-level reader should be able to read—when reading fluently—in one minute.
| QuickReads Level | Grade-level curriculum | Target number of words per minute | ||
|---|---|---|---|---|
| Book 1 | Book 2 | Book 3 | ||
| Level A | Early Grade 2 | 80 words | 90 words | 100 words |
| Level B | Grade 2 | 90 words | 100 words | 110 words |
| Level C | Grade 3 | 100 words | 110 words | 120 words |
| Level D | Grade 4 | 110 words | 120 words | 130 words |
| Level E | Grade 5 | 120 words | 130 words | 140 words |
| Level F | Grade 6 | 130 words | 140 words | 150 words |
Benefits
- Students of ALL reading abilities read more quickly and retain what they read
- Students are equipped for ongoing success on the Reading First proficiencies of fluency, comprehension, and vocabulary
- Curriculum-embedded non-fiction texts in science and social studies are interesting and fun for students
- Instructional guidance and assessments are easy and flexible for teachers and tutors
- Design of texts and instruction is based on research and their effectiveness is validated by research
Features
- Careful balance of familiar and new words promote fluency
- Interesting content and connections across texts promote comprehension
- Grade-level appropriate texts focusing on key concepts promote vocabulary
Uniqueness
- High-frequency words make up 98% of the texts
- Hard words are repeated so students can develop meaning and word recognition strategies for hard words
- Text length corresponds to grade-level reading rate for 1 minute
- Texts are thematically grouped
Posted 10/09/2006, Last Modified 12/18/2006