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Developing Reading and Writing Fluency
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Fluency “Fluency is the ability to read effectively, and it involves three components: 1) reading rate, word recognition and prosody Reading rate-refers to speed Word recognition-instantly recognize most words Prosody-expression, phrasing, and intonation Fluent readers comprehend more of what they are reading because they recognize and identify words easily Most students gain reading fluency by third grade (at least 100 wpm)
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Promoting Reading Fluency Repeated readings Choral Reading Echo Reading Buddy Reading Model chunking and phrasing Frequent reading practice Reading stamina-(reading silently) Round-Robin Reading-no longer recommended
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Word Recognition Sight words-words that students recognize on “sight” Through repeated readings, students develop automaticity, the ability to quickly recognize words without analyzing the word or word parts
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Word Recognition Teach: Sight Words High Frequency Words By: Posting word walls Making Words Minilessons Repeated readings reading Clapping Chanting
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Word Identification Strategies Strategies to identify words that student’s don’t recognize immediately Phonic Analysis Analogies Syllabic Analysis Morphemic Analysis
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Figure 6--6 Word Identification Strategies Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
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Phonic Analysis Students use knowledge of sound symbol relationships Phonic generalizations-blends, cvce patterns, digraphs, etc.
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By Analogy Student use knowledge of rhyming words Students use knowledge of onsets and rimes (word families) Bat, that, chat, mat, rat, slat, etc.
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Syllabic Analysis Breaking words in to syllables can often help with pronunciation A syllable is a group of letters that forms a pronunciation unit Every syllable contains a vowel sound Diphthongs are treated as single units A syllable may have more than one vowel letter Open syllables- end in vowel sounds Closed syllables- end in consonant sounds Try these words: turtle, tiger, giraffe, zebra, alligator, elephant, zookeeper, monkey, facilitate, transportation
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Morphemic Analysis Root words- a morpheme to which affixes are added Ex. port – report, reporter, transport, portable, deport Affixes: Prefixes and Suffixes-Letters or sequences of letters that are added to root words to Good readers learn to recognize common prefixes and suffixes Knowledge of prefixes/suffixes helps readers decode words as well as decipher meanings Suffixes- ex. –able (able to), -er (one who), -tion/sion (state of being), -ous (full of) Prefixes- ex. un-(not), pre-(before), bi (two), in-(not), dis-(not), bio (life)
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Venn Diagram for trans and port transport
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Assessment of Reading Reading Speed Phrasing Prosody Automaticity
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Figure 6--11 Guidelines for Teaching Students to Identify Words Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
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