Chapter 5 Fluency

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# Chapter 5 Fluency - PowerPoint PPT Presentation

Chapter 5 Fluency . RDNG 7553, Week 9, March 18. Modeling Mark-Up Procedures Chapter 5. A. Glossary of Terms B. Chapter Lay-Out C. Three Quotable Quotes D. Favorite/Useful Assessment Strategies E. Favorite/Useable Instructional Strategies. A. Build a Glossary . Fluency Terms .

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## Chapter 5 Fluency

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### Chapter 5 Fluency

RDNG 7553, Week 9, March 18

Modeling Mark-Up Procedures Chapter 5
• A. Glossary of Terms
• B. Chapter Lay-Out
• C. Three Quotable Quotes
• D. Favorite/Useful Assessment Strategies
• E. Favorite/Useable Instructional Strategies
A. Build a Glossary

Fluency Terms

Fluency Strategy Terms

• ARE=Accuracy, Rate, Expressiveness
• Automaticity
• Fluency Formula
• Fluency Pyramid
• Prosody: volume, pitch, juncture, stress
• Decodable Text
• Scooping
• Sight Words
B. Describe Chapter Lay-Out
• I. Background Information
• What is fluency?
• How is fluency related to comprehension?
• How do children develop fluency?
• II. Assessment Strategies
• III. Instructional Strategies: Fluency Formula and Lesson Plans
• Stage 0: Children love to hear books read to them, and they pretend read, retell a familiar story with the aid of pictures, and recognize an occasional word.
• Stage 1: Understand that reading involves processing the print. Start to notice letters and sounds and how these connect, but may refuse to read aloud.
• Stage 3: Want to read books to learn new information about the world.
Stages cont’d
• Stage 4: Learn to read books that present more than a single point of view
• Stage 5: Learn to read many genres
• Children learn to selectively sample print to get what they want for their own purposes.
• They also know what they don’t want to read.
• They become critical readers who use print to think and reason.
Lesson Plan
• Instructional Standard or Objective
• Materials
• Explain What, Why, When/Where
• Teacher Modeling
• Student-Teachrer/Student Practicing
• Independent Practice
• Performance
• Assess
• Reflect
C. Cite Quotable Quotes
• If readers are too bogged down in decoding the text, they will not be able to focus on the job of comprehending the author’s message. (p. 146)
• Fluency develops differently across text difficulty levels and genres, and teachers must not take for granted that fluent reading at one level of text difficulty or within one type of text genre indicates that fluency is fully developed for other levels of text difficulty or genres (p.149).
• In fluency instruction, as with most other reading skill areas, the teacher must choose a “balanced diet” of reading materials for practice exercises … and provide explicit, teacher-led instruction, modeling, guided student practice, practice with peers, and independent practice.
D. Describe Favorite/Useful Assessment Strategies
• One-Minute Fluency Test (p.154) [Diebels]
• Assessing Sight Word Fluency (p. 152)
• Multidimensional Fluency Scale (p. 154)
Group Assignments
• Group A: Demonstrate Fluency Assessment
• Group B: Demonstrate Step I—Modeling “Sight Words”
• Group C: Demonstrate Step II – Guided Practice “Partner Reading”
• Group D: Demonstrate Step III– Independent Practice “Repeated Readings”