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The Fluency-Comprehension Connection<br />Presented By:<br />Kristine MahoneySusan PalmerBeth WaufleAshley Reile<br />
Anticipation Guide<br /><ul><li>Please take a moment to locate your handout  titled “Anticipation Guide”.</li></ul>The pur...
What the research says…<br />
There is always room for improvement<br /><ul><li>Ask yourself these questions about your own instructional practices:</li...
Laughing through rereadings<br />Teacher: “Fiona, give me a sentence containing the word ‘gruesome.”<br />Fiona: “ER—er—my...
Repeated Reading Plus<br /><ul><li>Repeated reading has been researched as one of the most effective ways to increase oral...
Combining this powerful fluency strategy with the comprehension strategy “visualizing”, ensures that students are reading ...
Repeated Reading-Plus can be used with any repeated reading program.
A free program for repeated reading is online at: http://education.uncc.edu/bric/fluencypartnerpracticeprogram.pdf</li></l...
It develops fluency, word recognition, and comprehension by emphasizing expressive reading and repetition
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Fluency Comprehension Connection Ppt

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Transcript of "Fluency Comprehension Connection Ppt"

  1. 1. The Fluency-Comprehension Connection<br />Presented By:<br />Kristine MahoneySusan PalmerBeth WaufleAshley Reile<br />
  2. 2. Anticipation Guide<br /><ul><li>Please take a moment to locate your handout titled “Anticipation Guide”.</li></ul>The purpose of this activity is to activate your prior knowledge as well as reveal misconceptions you may have on our presentation topic. <br />
  3. 3. What the research says…<br />
  4. 4. There is always room for improvement<br /><ul><li>Ask yourself these questions about your own instructional practices:</li></ul>How often do I give students instructional or independent-leveled texts to read?<br />How often do I read aloud to my class?<br />What prompts do I offer students beyond “sound it out”?<br />How often do I discuss with my students why I read a certain passage a certain way?<br />
  5. 5. Laughing through rereadings<br />Teacher: “Fiona, give me a sentence containing the word ‘gruesome.”<br />Fiona: “ER—er—my dad didn’t shave for a week and grew some whiskers.”<br /><ul><li>This is a scaffolded strategy that teaches students to become ‘joke tellers” by using jokes to pace text, stress the right words, and read in a smooth and fluid manner; thus building comprehension, fluency and vocabulary. </li></ul>Why do we call money “bread”?<br />Becauseeverybody “kneads” it!<br />
  6. 6. Repeated Reading Plus<br /><ul><li>Repeated reading has been researched as one of the most effective ways to increase oral reading rate (Rasinski, 1990)
  7. 7. Combining this powerful fluency strategy with the comprehension strategy “visualizing”, ensures that students are reading for meaning, as well as for improved reading fluency (Keene & Zimmerman, 1997).
  8. 8. Repeated Reading-Plus can be used with any repeated reading program.
  9. 9. A free program for repeated reading is online at: http://education.uncc.edu/bric/fluencypartnerpracticeprogram.pdf</li></li></ul><li>Reader’s Theater<br />Why use it?<br /><ul><li>Improves student comprehension through repeated reading and interpretation
  10. 10. It develops fluency, word recognition, and comprehension by emphasizing expressive reading and repetition
  11. 11. Students search for personal meaning in the characters and situation.
  12. 12. It encourages and requires teamwork and collaboration
  13. 13. Students learn to create setting, character, and emotion through their voice and actions.</li></ul>What is it?<br />Reader’s Theater is an authentic and entertaining activity that help students improve their word recognition, fluency, and comprehension. <br />Students use rehearsal time to practice reading with expression, prosody, and it gives them the opportunity to reread for meaning (Rasinski). <br />
  14. 14. Content Area Partner Reading<br />Paired reading can be used with any book, taking turns reading by sentence, paragraph, page or chapter. So why use it?<br />"Children learn language best when they are intellectually engaged, when they feel comfortable taking risks that learning requires, when they can share their ideas with others, and when they can take control of and reflect upon their own learning". National Council of Teachers of English, Standards for the English Language Arts<br />
  15. 15. Anticipation Guide<br /><ul><li>Please take another moment to locate your “Anticipation Guide” and answer the questions. We will be discussing how your thoughts have changed!</li></li></ul><li>Assessment Strategies<br />Reading fluency assessment and instruction: What, why and how? (2005)<br />
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