21 st Centuries Literacy and Reading Instruction. Session 3 Fluency. Physical Cultural Social. Emotional Cognitive. Modeled. Shared. Vocabulary & Concept Development. Strategies. Guided. Collaborative. Classroom Environment. Word Recognition. Strategies.
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ComprehensionReading Model for the Wake County Public School System
it provides a bridge between word recognition and comprehension!
combine sounds and letters to make words
acquire words that can be read automatically
learn to break up text into meaningful chunks in order to read with expression (phrasing)
recognize that the rate of reading changes depending on the type of text and how familiar the topic and words are to the student
Children also need to be able to read with prosody and expression.
Accuracy and Automaticity of decoding processes
Reading Speed or Rate
Readers read with an age or grade level appropriate rate.
Reading speed is adjusted for purpose and text difficulty.
Expression and Prosody
Readers read with smoothness, phrasing, and inflection.
Readers comprehend important ideas in connected text.
Teach students to recite the alphabet as a conversation, using punctuation to cue inflection and/or reciting the same sentence using different punctuation and/or placing stress on different words in the same sentence.
I am tired.
I am tired.
I am tired.
exposure to rich and varied models of fluent reading.
explicit feedback, guidance, and instruction.
processing appropriately challenging and varied text.
oral reading practice on a regular basis.
Narrative and expository text
Patterned or predictable text
Accurate Reading ----Inaccurate Reading
Appropriate Speed---Inappropriate Speeds
Smoothness -------- Hesitating, Halting
Expressive ------- Monotone
Appropriate Phrasing ----- Word-by-word
Select an appropriately challenging and engaging piece of reading.
Choral reading- echo reading, unison, popcorn, mumble, line-a-child
“I Call First”
“Get Out of Bed!”
“Rules for the Bus”
It is important to take time to collect data about our students’ fluency, and to use that data to drive instruction.
K-2 – Running Records
3-5 – Dibels, Running Records
Susan Hall and Louisa Moats, Straight Talk About Reading