Reading Fluency Chapter 5

Reading Stages Stage 1: Pre-emergent Reading Beginning to interact during reading experiences Anticipate repetition, rhyme, familiar book language Background knowledge, illustrations, and text to make predictions Traits Repetition of stories being read Begins to try to retell stories Joins in during oral reading Is aware that the text carries the meaning but might not have a true understanding of the message Begins to mimic reading-like-behaviors Begins to make text to self connections Recognizes their name or first letter in print

The Pre-emergent Teacher’s facilitating role: Share literature in the form of Lap Books, Big Books, Class Books to model reading behaviors Shared writing experiences Demonstrations of how letters and words function together in print Repetition, rhyme, and rhythm are important for children to hear through stories, charts Books such as pattern books and picture books should be available for children to re-read and interact with during free time “Think Along” also known as “Think Aloud” needs to be discussed and modeled while reading to children

Stage 2: Emergent Reading The development and demonstration of reading-like behaviors begin to emerge Stories are retold or summarized using illustrations Environmental print is noticed and beginning to be read This reader is beginning to understand letter/sound relationships (phonics) Traits Recognizes their name as well as environmental print Realizes the words and pictures tell a story Recognizes some known words in print Beginning to develop an understanding of concepts about print Beginning to use some book language/talking like a book One-to-one correspondence beginning to be established on books with limited text Exhibit a curiosity about reading and how it works Can locate their own name

The Emergent Teacher’s facilitating role: Shared reading is important where the teacher models one-to-one matching and thinks out loud about the story while emphasizing the print carries the message Child needs to be exposed to stories that have a predictable text with supporting illustrations Discussion beyond the literal level should occur before, during and after reading Encourage exploration of letter-sound relationships in context Model reading strategies: re-reading, how to make predictions, decoding words Children should be given opportunities to read, use environmental print, retell and hear favorite stories over and over again

Transition occurs from reading like behaviors to word-by-word reading Stage 3 Early Reading Transition occurs from reading like behaviors to word-by-word reading No longer relies on memorization One-to-one correspondence has been established Able to read new text Beginning to focus on exactly what is written on the page At the end of the this stage the child is able to check to make sure what is read “looks right” and “makes sense” Variety of reading strategies are used: rereading, searching through the whole word, decoding the beginning sound of a word, using what they know about words to figure out unknown words Traits What is said matches what is written but is still tracking words Relies heavily on meaning, pictures, and initial letters of words Knowledge base of high frequency words Reads out-loud, usually slow but self-corrects errors Fluency and expression beginning to be used Strategies used when reading unfamiliar text Can write many high-frequency words and read some phrases fluently

Early Reading Teacher’s facilitating role: Books needed with longer sentences and text less dependent on illustrations or story patterns Opportunities to respond to reading: journal, pictures, discussion Encourage rereading of familiar books Class books used as reading material and read to them daily Develop word walls (high-frequency words, problem words, subject words Read around the room as a class and during free time Model strategies Provide books to take home each night Provide a good introduction to a new story which will support comprehension Picture walk: discuss what might happen Children can locate difficult words/phrases while looking at the text

How to assess fluency DIBELS Sight word fluency Put Thorndike-Lorge Magazine Count words from page 72 on index cards Show student the cards and see how many they can read By the end of Kindergarten they child should be able to accurately and quickly recognize all 25 words. Oral reading fluency Checking their reading rate or speed How many words correct per minute Wcpm Page 73 has the 107 Most Frequently Used Words in Written Language DIBELS

Effective Fluency Instruction In groups of 4 discuss the necessity of these 7 and be ready to share Explicit Instruction Modeling Reading Practice Access to appropriate challenging reading materials Use of oral and silent reading Monitoring and accountability Wide and repeated reading

Now let’s try Implementing the Fluency Instructional Plan In pairs, you will be given a type of fluency strategy to present a 5 minute presentation on next time to the class. This may be a short Powerpoint or simply a few notes and examples of the topic. The topics are:

Introducing vocabulary Word walls Scooping Guided oral reading Choral reading Echo reading Paired reading Neurological impress method-NIM Wide oral reading Scaffolded Silent Reading (ScSR) Readers’ theater Radio reading Technology in reading