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
![Fluency Strategies for Paraprofessionals ,[object Object],March 19, 2010](https://image.slidesharecdn.com/fluency-100515074116-phpapp01/85/Fluency-1-320.jpg)
![What is fluency? ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)