The Fluent Reader Tim Rasinski

Preview Here are the main ideas from the chapters we will be reading and discussing today. What do you already know? What are you most interested in learning?

Chapter 1: Overview of Oral Reading How can we improve our instruction to promote fluency? Rationale for oral reading How read-alouds benefit students Ways to build fluency Why should we discontinue round robin?

Chapter 2: Teacher read alouds How can we use teacher read-alouds to promote fluency? Benefits of teacher read-alouds Preparing for read-alouds Responding to read-alouds

Chapter 3: Supported Reading How can we move from modeling to independent reading? Effective forms of supportive reading Tips for choosing texts Forms and procedures for supported reading

Chapter 4: Repeated Reading How can we integrate various forms of repeated reading into our curriculum? Benefits of repeated reading Guidelines for repeated reading Specific repeated reading strategies

Chapter 5: Performance Reading How can we effectively design and manage various types of oral reading performance? Student-led strategies Types of performances Resources for teachers

Chapter 6: Creating Synergy How can we integrate oral reading strategies to foster fluency development? Repeated Reading While Listening Oral Recitation Lesson (ORL) Fluency Development Lesson (FDL) Phrased Text Lesson

Chapter 7: Oral Reading in and across the Curriculum How can we integrate these fluency strategies into other parts of the curriculum? Daily oral reading routines Strategies for involving and connecting with parents

Chapter 8: Assessment Chapter 8 describes various assessments that might be used to track fluency development. In Reading First, we have a well-developed assessment system already in place. Given that, we will not be reading this chapter today.