ACT I SCENE I. A desert place. Thunder and lightning. Enter three Witches First Witch When shall we three meet again In thunder, lightning, or in rain? Second Witch When the hurlyburly's done, When the battle's lost and won. Third Witch That will be ere the set of sun. First Witch Where the place? Second Witch Upon the heath. Third Witch There to meet with Macbeth. First Witch I come, Graymalkin! Second Witch Paddock calls. Third Witch Anon. ALL Fair is foul, and foul is fair: Hover through the fog and filthy air.

Fluency  Fluent reading is reading in which words are recognized automatically.  The fluency formula is this: Read and reread decodable words in connected text.

Assessment 1. Graph how fast students read with a "one- minute read. 2. " Aim for speed, not accuracy. 3. Use check sheets for partner readings. In each pair, students take turns being the reader and the listener. 4. Reads a selection three times. The listener gives a report after the second and third readings. All reports are complimentary. No criticism or advice is allowed.

There are two general approaches to improving fluency: Direct and Indirect  The direct approach involves: 1. Modeling 2. Practice with repeated reading under time pressure. 3. Repeated readings-continue working with each text until it is fluent. Use a passage of 100 words or so at the instructional level.

 The indirect approach: 1. Voluntary reading –encourages free time reading 2. Sustained silent reading (SSR, a.k.a. DEAR, "drop everything and read") gives children a daily opportunity to read and discover the pleasure of reading 3. Student chooses a book or magazine, and the entire class reads for a set period of time each day. SSR has been shown to lead to more positive attitudes toward reading and to gains in reading achievement when peer discussion groups discuss the books they read. When students share their reactions to books with classmates, they get recommendations from peers they take seriously.

3 “Cardinal Rules" for SSR:  1. Everybody reads. Both students and teacher will read something of their own choosing. Any text that keeps the reader interested is acceptable. The teacher reads too. Completing homework assignments, grading papers, and similar activities are discouraged. I recommend teachers read children's books so they can participate in discussions and give book talks for their students..

3 “Cardinal Rules" for SSR: 2. There are to be no interruptions during USSR. The word uninterrupted is an essential part of the technique. Interruptions result in loss of comprehension and loss of interest by many students; therefore, questions and comments should be held until the silent reading period has concluded

3 “Cardinal Rules" for SSR: 3. No one will be asked to report what they have read. It is essential that students recognize SSR is a period of free reading, with the emphasis on reading for enjoyment. Teachers should not require book reports, journal entries, or anything other than free reading. Do not give grades for SSR

Fluency is NOW called: Text Reading Efficiency ( Middle, High School) TDI: The Maze Task  Two 3-minute (grade-level) passages  Administered 3 times a year  Student responds to embedded cloze items within text  Assesses text reading efficiency (i.e., reading accuracy and speed, and gist - level comprehension)

Assessment 1. Graph how fast students read with a "one- minute read. 2. " Aim for speed, not accuracy. 3. Use check sheets for partner readings. In each pair, students take turns being the reader and the listener. 4. The reader reads a selection three times. The listener gives a report after the second and third readings. 5. All reports are complimentary. No criticism or advice is allowed.