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FOR 8
| Question | Answer |
|---|---|
| key indicators of reading fluency are: | accuracy, rate, and prosody |
| accuracy | the ability to correctly decode and recognize words during reading |
| rate | the speed or pace a student reads, measured in words correct per minute (WCPM) |
| prosody | the ability to read with appropriate expressions, intonation, and phrasing that reflects the meaning of the text |
| teachers can help students with their prosody by _____ | MODELING good prosody during read-alouds. |
| strategies for building accuracy | use explicit phonics instruction to strengthen decoding skills, provide repeated reading of familiar texts to build word recognition |
| strategies for building rate | practice timed readings to help students improve thier reading pace, use fluency passages appropriate for the student's reading level |
| strategies for building prosody | model expressive reading during read alouds and shared reading activities, use partner reading or echo reading to help students practice intonation |
| record and playback student readings which will _________ | allow students to hear their own accuracy, rate, and prosody, encouraging self-monitoring and improvement |
| evidence-based strategies for promoting accuracy | phonics instruction targeting gaps in phonics skills (vowel teams, etc) and use of decodable texts |
| evidence-based strategies for promoting rate | oral or whisper reading (and getting teacher feedback) and use of running records |
| evidence-based strategies for promoting prosody | teacher modeling showing teacher reading with expression, phrase-cued reading to practice chunking phrases, provide students with texts marked by commas and periods, echo reading |
| evidence-based strategies for promoting automaticity | repeated reading (reread familiar texts to build speed and accuracy), independent reading (offer a variety of texts at child's independent reading level to increase exposure to different words and sentence structures |
| a best practice to develop automaticity, accuracy, rate, and prosody | using a variety of text types (literary and informational texts) |
| basal reading | leveled reading books |
| running records | assessing student's fluency by determining the student's rate during a timed activity |
| miscue analysis | looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues |
| repeated reading | reading text that is at the student's independent reading level over and over again to help with fluency |
| reader's theater | a strategy for developing reading fluency, it engages students by having them read parts of a script |
| choral reading | reading aloud in unison (together) through a piece of text |
| silent sustained reading | students read silently on their own |
| data folders | students keep their fluency data in a folder and use that information to draft goals. |
| conferencing | meeting with individual students to review their reading data. |
| fluency barriers | limited phonics skills and/or word recognition, lack of familiarity with academic vocabulary and language structures, limited background knowledge |
| differentiation for fluency for ELs | pre-teach key vocabulary and phrases, use read alouds to model fluency, highlight COGNATES |
| differentiation for fluency for SWDs | use multisensory approaches, such as finger-tracking or tactile letters to support word recognition, incorporate repeated reading of leveled tests to build fluency, use assistive technology to reinforce fluency practice |
| differentiation for fluency for struggling readers | provide explicit phonics instruction and practice with decodable texts, use guided oral reading with teacher feedback to address errors in accuracy and rate |
| differentiation for fluency for grade-level performers | incorporate independent and partner reading of leveled texts, use comprehension checks during and after reading to ensure fluency supports understanding. |
| differentiation for fluency for highly proficient students | challenge students with academic or content-specific texts that align with interests, encourage expressive reading through dramatic performances, such as reader's theater |
Created by:
kristikee