Components of Reading

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    • 00:05

      Components of Reading.

    • 00:12

      TEMA KHIEU: I want you to really think about fluency.What is fluency?

    • 00:15

      STUDENT: Your speed of reading.

    • 00:18

      TEMA KHIEU: So your speed.Is it just your speed?

    • 00:21

      STUDENT: No.

    • 00:22

      TEMA KHIEU: OK, so I want you to think about my fluencyand really listen for it.I'm sorry, could you say that a little bit louder?

    • 00:30

      STUDENT: Think about your reading while you're reading.

    • 00:32

      TEMA KHIEU: What do I always say?Think, good readers do what?

    • 00:35

      STUDENT: Think about their reading while they're reading.

    • 00:38

      TEMA KHIEU: Good readers think about their reading.Good readers think about their reading while they're reading.Do remember when we used chunking?And we read a little bit and we summarize a little bit, right[? Caden? ?]

    • 00:50

      STUDENT: Uh-huh.

    • 00:51

      TEMA KHIEU: Because we're thinking about our reading.Remember how we talked about after youread something and the teacher says well, what did you read,and some of you go.Are you ready?

    • 01:01

      STUDENT: I'm on page 56.

    • 01:03

      TEMA KHIEU: OK, we'll get there, honey.And the teacher says, what did you read you say, um,I think it was about a dog.Well, what did the dog do?Um, something about water.How many of you have been there?I can tell you exactly why.You have no idea.

    • 01:23

      TEMA KHIEU [continued]: You're not thinking about your reading while you're reading.Gosh, that's complex.

    • 01:28

      STUDENT: Making connections while you're reading.

    • 01:32

      TEMA KHIEU: OK, say that again.

    • 01:33

      STUDENT: Making connections while you're reading.

    • 01:35

      TEMA KHIEU: You make connections while you're reading.And what kind of connections can youmake while you're reading so that youunderstand and comprehend what you're reading?

    • 01:43

      STUDENT: Like what happened in your life?

    • 01:45

      TEMA KHIEU: OK.

    • 01:46

      STUDENT: A text to text connection.

    • 01:47

      TEMA KHIEU: A text to text connection.Hey, oh my gosh, this reminds me of another book I read, right?What's another connection?

    • 01:59

      STUDENT: Like you've been in a situation?

    • 02:03

      TEMA KHIEU: So if you've been in that situation,what kind of connection is that?

    • 02:07

      STUDENT: A text to self?

    • 02:10

      TEMA KHIEU: Text, whoa, text to self, right?Oh, my gosh, this is just like my sister.She was a, she was a brat, just like this.Are you making that connection?So listen to me.Are you ready?This is serious business.If you make a connection to something,you kind of understand it, right?

    • 02:32

      TEMA KHIEU [continued]: So we said that there--

    • 02:33

      STUDENT: Is that like your reader voice?

    • 02:35

      TEMA KHIEU: Just like I say all the time.Is that your reader voice?Is your reader voice out loud?Sometimes, is my reader voice out loud?Yes, to show you that this is whatI'm thinking while I'm reading.Sometimes I pre-teach vocabulary and go over wordsthat I know that are questionableor that the students may be challenged with.

    • 02:56

      TEMA KHIEU [continued]: Sometimes it's very organic.While we're reading, we'll come across the wordand a student may say, I don't understand this word.And so we'll talk about that word.And I may pull up a visual of that wordor I'll say, turn and talk to your neighborand they can discuss the word and we'll use it in a sentence.

    • 03:18

      TEMA KHIEU [continued]: So vocabulary is vital, because that, in turn, can reallydeter comprehension.You are here on account of one person.If it wasn't for that person, youwouldn't be here digging holes in the hot sun.You know who that person is?

    • 03:40

      TEMA KHIEU [continued]: My no good, dirty rotten pig-stealinggreat-great-grandfather.The other boys howled with laughter.What would that sound like?Howled with laughter.Show me.[HOWLING WITH LAUGHTER]

    • 03:55

      TEMA KHIEU: What does howl mean?

    • 03:57

      STUDENT: [HOWLING]

    • 03:58

      TEMA KHIEU: Louder.

    • 03:59

      STUDENT: [HOWLING]

    • 04:00

      TEMA KHIEU: Right?So how is that howling with laughter?

    • 04:04

      STUDENT: Like they're like howling.

    • 04:06

      STUDENT: 'Cause it like a howl laugh.

    • 04:09

      TEMA KHIEU: Count of three, let's howl with laughter.One, two, three.

    • 04:12

      STUDENT: [HOWLING WITH LAUGHTER]

    • 04:16

      TEMA KHIEU: OK, you ever howl with laughter?

    • 04:18

      STUDENT: I guess so.

    • 04:20

      TEMA KHIEU: Sometimes, if it's really funny?It was the first time Stanley had ever seen Zero smile.He usually had such an angry expression.Our school is super inclusive in thatwe have a lot of different learners in allof the classrooms.In my particular classroom we have ESL learners,

    • 04:42

      TEMA KHIEU [continued]: ELL learners.We have two students with various disabilities.We have behavior students.We have students with Down syndrome.What's special about our school iswe really strive to make sure that our teaching

    • 05:06

      TEMA KHIEU [continued]: and our values are revolved around our different learners.We make sure that we have the trainingto address all of our differentiated learners.We know here, that one size doesn't fit all.The importance of background knowledge is,to understand that, is vital.Because we have such a differentiated population here

    • 05:31

      TEMA KHIEU [continued]: at our school, that sometimes if wehave a passage about snow skiing,comprehension can be tough for a kid that'snever been snow skiing and hasn'tfelt the snow on their feet or felthow cold their hands can get.

    • 05:51

      TEMA KHIEU [continued]: It could deter their comprehensionbecause they can't make those associationsand those connections.Kind of accessing that prior knowledge beforeby using KWL charts, kind of what they know, maybedoing a turn and talk with other kids to kind of accessthat background knowledge.In my classroom, use a lot of visuals

    • 06:12

      TEMA KHIEU [continued]: to access that prior knowledge.Like this is what it looks like and this is what it feels like.

Components of Reading

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Abstract

Tema Khieu explains her strategies for teaching reading skills.

Components of Reading

Tema Khieu explains her strategies for teaching reading skills.

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