Fostering Fluency in a Comprehensive Literacy Program. Katherine A. Dougherty Stahl [email protected] Georgia Reading First Conference Athens, GA June 19-20, 2007.
Katherine A. Dougherty Stahl
Georgia Reading First Conference
June 19-20, 2007
Stahl. K. A. D. (in press). Using FORI and Wide Reading to create opportunities for comprehension instruction. In M. Kuhn (Ed.), Creating a literacy curriculum: Fluency instruction. NY: Guilford.
“Guided reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty.”
Fountas & Pinnell, 1996, p. 2
**Does your school have a consistent, cohesive way of measuring and teaching HFV, phonics,spelling, vocabulary? Do you adhere to a developmental word study model?
Heavy texts have well-developed plots with universal themes or new content area concepts and rich vocabulary.
Award-winning trade books, like the ones that are Caldecott or Coretta Scott King Award winners, are often must-read heavy texts.
2. Nature (informational text)
3. Native Americans (fiction/informational text)
4. New York : Our Nation as a Melting Pot of Traditions (fiction/informational texts/procedural texts)
5. Folktales (fiction)
Ideational Prominence, Enumerative Text Structure
Prior Knowledge, Evaluation
Narrative Structure, SummarizingClassroom Content
(Stahl & Heubach, 2005)
For use during Shared Reading of grade level or challenging texts
Shared Reading: Community Experience
Grade Level Text: complex themes/issues, sophisticated vocabulary
Does not replace Guided Reading of instructional level text in small groups
Wednesday: Choral readingand partner reading
Thursday: Partner reading, possibly elaborated vocabulary or comprehension strategy practice
Unrehearsed sight reading, with turn-taking
(That means in content area texts, too!)
Day 1- Teacher read-aloud, comprehension focus
Day 2- Echo read, partner read (if time)
Day 3- Extension
Day 4- Echo Read Text 2
Day 5- Echo Read Text 3
“Fluent reading is when a reader’s recognition of words in context is so transparent that readers are able to move from the text to comprehension without conscious attention to words.”
Stahl & Hiebert, 2005, p. 164