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42F2
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last edited
by Jason Stephenson 1 year, 10 months ago
Standard 2: Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.
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Fluency: Students will read grade-level text smoothly and accurately, with appropriate expression.
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4.2.F.2 Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
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Student Actions
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Teacher Actions
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Students orally read grade-level text accurately.
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Students orally read grade-level text at a natural, smooth rate.
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Students orally read with expression that demonstrates an understanding of the text.
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Teachers model reading aloud using a smooth rate and appropriate expression that includes reading text in meaningful chunks and phrasing.
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Teachers choose a text that is not too difficult for the student when practicing fluency. Students have difficulty building fluency using a text if they are spending time decoding words.
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Teachers listen to students read the text and provide feedback on errors.
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Teachers provide frequent opportunities for repeated readings with familiar text independently, with a partner, with the whole class, or with the teacher. This practice could be in centers, small groups, whole group, or independent reading time.
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Teachers monitor reading and provide opportunities for students to receive feedback on the student's ability to orally read grade-level text with appropriate accuracy and expression.
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Recommendations
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Key Terms & Related Objectives
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When students read at a choppy, word-by-word rate, teachers can…
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have students begin by practicing repeated reading of words and move to short phrases, sentences, and then paragraphs.
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model reading a text with appropriate rates and then have students read the same text on their own a minimum of 4 times and ideally more for students who are struggling. Provide feedback and guidance as needed on errors.
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provide time for repeated reading with guidance.
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have students practice reading text along with either another person or audio version that is reading fluently.
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utilize choral reading by having students read along (either alone or with a group) with a text as you read. Patterned and predictable texts are useful for this skill. Reread several times over a period of time.
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have the students’ partners read using the following procedure. Model this procedure before using it with students.
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Pair a slightly stronger reader with another student.
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Assign the role of “Reader” and “Coach”. The first Reader should be the stronger reader.
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Have the Reader select a text and have students sit side by side and hold the text together.
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The Reader reads an agreed-upon section of the text. The coach listens and prompts with “Check the word” or a similar prompt.
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Have the Reader retell the text.
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Have students trade roles and reread.
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At the end of the text have students summarize.
When students read without expression, teachers can…
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model and clearly explain how your voice may change as you read based on characters, punctuation, or mood in text.
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facilitate readers’ theater by having students rehearse and perform a play for peers or others. Readers’ theater has rich dialogue between characters that helps support expression.
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have students sing songs or recite poems with expression
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Automaticity: reading without conscious effort or attention to decoding.
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Fluency: the ability to read grade-level text accurately with prosody (expression) and automaticity.
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Rate: the speed at which a person reads.
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4.2.PWS.1: Decode words through phonics and word analysis
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4.2.PWS.2: Decode multisyllabic words through word analysis.
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4.8.R: Independent reading
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42F2
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