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  • Begin with first page of Charlotte’s Web
  • Core Reading-- “With appropriate prosody, fluent oral reading sounds like spoken language.” Prosody--rhythmic & tonal aspects of speech--includes pitch (intonation), stress patterns, duration, chunking or words into phrases or meaningful units.
  • Fluency is important not for speed as speed, but for the brain’s ability to do those easy processess fast enough to allocate time for comprehension.
  • Corrective feedback--if student gets stuck on a word for more than 3 seconds, provide student with correct word. Ask the student “What’s the word?” then have student read line again. Monitor texts used--teachers will most likely provide texts to be used for fluency practice, but appropriate level text is critical--more than 3-5 words read incorrectly per 100 is too hard
  • Students have to be able to follow along while modeling of fluent reading is taking place Depending upon age of reader, you can point to words as you read Model and practice with “Roger the Dog”
  • Many variations to this--could use poetry and divide by stanzas or lines; read song lyrics; assign lines of dialogue from short texts Use “Sick” to model and practice
  • Also sometimes referred to as “scooping” phrases or text Explain importance of punctuation Use Alaska Adventure to model and practice
  • Point out that teachers will have their own forms and routines they will want you to follow--share example from Core book--explain that most form are similar to this

Transcript

  • 1. Fluency Strategies for Paraprofessionals
    • Presented by Catherine Flynn
    March 19, 2010
  • 2. What is fluency?
    • “ The ability to read text accurately, quickly, and with good prosody so that time can be allocated to comprehension” Maryanne Wolf
  • 3. Why is fluency important?
    • Fluent reading makes the meaning of the text come to life.
  • 4. How can we help students become fluent readers?
    • Model fluent reading
    • Provide opportunities for supported practice
    • Provide immediate corrective feedback
    • These will help students develop accuracy, rate, and prosody
  • 5. Echo reading
    • Can be used with individuals or small groups
    • Everyone has a copy of the text
    • Model fluent reading of short segments of text
    • Student imitates, or echos, your reading of the text
    • Can be used for a first read or as practice
    • Always discuss the text and its meaning
  • 6. Choral reading
    • Best for use with pairs of students or small groups
    • Everyone has a copy of the text
    • Read text aloud to students, modeling expression and prosody
    • Have students reread text with you--repeat as needed
    • Have students read text chorally without you
  • 7. Phrase-cued reading
    • Use with individuals or small groups of students
    • Everyone has a copy of text marked with phrase cues
    • Read text aloud to student(s), exaggerating phrases at first
    • Have students chorally read the phrase-cued text
    • Repeat as needed with marked text
    • Practice with unmarked text
  • 8. Tracking progress
    • Involving students in tracking their own progress is motivating
    • Timed readings can be done at regular intervals and tracked
    • Very important to remind students that speed alone is not the goal
  • 9. Questions?