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Fluency FUNdamentals

Fluency FUNdamentals. Ashlee Montgomery Columbia Primary School Columbia, MS. Fluency in Common Core. Reading Foundational Skills. CCSS.ELA-Literacy.RF.K.4  Read emergent-reader texts with purpose and understanding.

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Fluency FUNdamentals

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  1. Fluency FUNdamentals Ashlee Montgomery Columbia Primary School Columbia, MS

  2. Fluency in Common Core

  3. Reading Foundational Skills • CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding. • CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. • CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

  4. Reading Foundational Skills • CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. • CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

  5. Reading Foundational Skills • CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. • CCSS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  6. Reading Foundational Skills • CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. • CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  7. Reading Foundational Skills • CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. • CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  8. What is fluency? • Reading with accuracy, appropriate rate, and expression • Reading with automaticity (Blevins, 2001) • Effortless word identification (Reutzel and Cooter, 2012) • Correct text phrasing (Reutzel and Cooter, 2012) • …freedom from word recognition problems (Harris and Hodges, 1981)

  9. Phrasing and Intonation • Recite the alphabet as a conversation. • ABCD? EFG! HI? JKL. MN? OPQ. RST! UVWX. YZ! • Recite the same sentence using different punctuation. • Dogs bark? Dogs bark! Dogs bark. • Practice emphasizing different words in the sentence. • I am tired. I am tired. I am tired. • Practice reading like you are talking to a friend. Teaching Phonics and Word Study by Blevins, Wiley, (2001) Scholastic Professional Books

  10. Fluency and Comprehension • By reading aloud effortlessly with speed, accuracy, and proper expression, a fluent reader’s mind is free to focus on comprehension of text (Reutzel and Cooter, 2012). • Fluency is therefore crucial in reading because it provides a much-needed bridge between word recognition and reading comprehension (Reutzel and Cooter, 2012). • Students who are low in fluency may have difficulty getting the meaning of what they read. (National Reading Panel, 2000)

  11. How are you currently teaching fluency? • Think • Pair • Share • Write your ideas down on one of the posters hanging in the room • Share your ideas with everyone

  12. I, the teacher,… • Model reading EVERY DAY!!! • Make sure there are appropriate levels for all my students’ reading abilities. • Expect my students to know what fluency is. • Anchor chart • Set goals for my students. • Give students feedback on their fluency. • Praise • Redirect

  13. Something new for next year… • Joke books with microphones (interviewer/interviewee) • Sticky flags (miniature post-its to mark stops) • Whisper read to plastic or stuffed animals "Putting the Fun Back Into Fluency" by: Cahill, Mary Ann, Gregory, Anne E., Reading Teacher, Oct. 2011, Vol. 65, Issue 2

  14. We, the class,… • Echo read. • Me, then you • Choral read. • All together now • “Close” read. • Preview • Chunk • Reread

  15. You, the students,… • Buddy read. • Read aloud in class. • Read aloud in small, guided groups. • Perform readers’ theater • Read books independently that fit you. • Use shoes to teach and model choosing “right-fit” books

  16. Fluency across the curriculum

  17. Harriet Tubmanby Eloise Greenfield Harriet Tubman didn't take no stuff Wasn't scared of nothing neither Didn't come in this world to be no slave And wasn't going to stay one either "Farewell!" she sang to her friends one night She was mighty sad to leave 'em But she ran away that dark, hot night Ran looking for her freedom She ran to the woods and she ran through the woods With the slave catchers right behind her And she kept on going till she got to the North Where those mean men couldn't find her Nineteen times she went back South To get three hundred others She ran for her freedom nineteen times To save Black sisters and brothers Harriet Tubman didn't take no stuff Wasn't scared of nothing neither Didn't come in this world to be no slave And didn't stay one either And didn't stay one either

  18. Make it part of your Routine • Homework • Bellringer • Fluency Poem • Wish Well • Pledge • Song

  19. Bibliography • Blevins, Wiley Teaching Phonics and Word Study in the Intermediate Grades Scholastic Professional Books, 2001 • Cahill, Mary Ann and Anne E. Gregory “Putting the Fun Back Into Fluency" Reading Teacher, Oct. 2011, Vol. 65, Issue 2 • Reutzel, D. Ray and Robert B. Cooter, Jr. Teaching Children to Read: The Teacher Makes the Difference Pearson, 2012

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