Chapter 5 Fluency

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Chapter 5 Fluency

• RDNG 7553, Week 9, March 18

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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

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A. Build a Glossary

• Fluency Terms

• Fluency Strategy Terms

• AREAccuracy, Rate, Expressiveness
• Automaticity
• Fluency Formula
• Fluency Pyramid
• Prosody volume, pitch, juncture, stress

• Decodable Text
• Logographic Reading
• Phonological Reading
• Scooping
• Sight Words

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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

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Stages of Reading Fluency

• 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 2 Reread familiar books again and again to
  gain fluency and confidence. Read Easy to Read/I
  Can Read Books
• Stage 3 Want to read books to learn new
  information about the world.

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Stages contd

• 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 dont want to read.
• They become critical readers who use print to
  think and reason.

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Lesson Plan

• Instructional Standard or Objective
• Materials
• Explain What, Why, When/Where
• Teacher Modeling
• Student-Teachrer/Student Practicing
• Independent Practice
• Performance
• Assess
• Reflect

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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 authors 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.

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D. Describe Favorite/Useful Assessment Strategies

• One-Minute Fluency Test (p.154) Diebels
• Assessing Sight Word Fluency (p. 152)
• Multidimensional Fluency Scale (p. 154)

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Group Assignments

• Group A Demonstrate Fluency Assessment
• Group B Demonstrate Step IModeling Sight
  Words
• Group C Demonstrate Step II Guided Practice
  Partner Reading
• Group D Demonstrate Step III Independent
  Practice Repeated Readings
• Group E Demonstrate Step IV Performance Reading
  Readers Theatre
• Group F Apply Monitoring to each groups activity

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E. Describe Favorite/Most Useable Instructional
Strategies

• Step I. Explicit Fluency Instruction and
  Modeling Teaching Sight Words (p. 167) Use
  leveled readers.
• Step II. Guided Oral Reading and Practice
  Partner Reading Use Little Red Riding Hood.
• Step III. Independent Fluency Practice Just
  Right Books (p. 180), Repeated Readings (p. 176).
  Use Mixed Genres Bookssame topic/different
  genre
• Step IV. Performance Reading Readers Theatre
  (p. 181). Use Flossie and the Fox
• Step V. Goal Setting and Monitoring Self Assess
  Fluency (p. 183).