1. AIMS Reading words per minute targets READING…a vacation for the mind! -David Berry North Elementary School November 2015, Volume 7, Page 1 Also posted on www.usd352.org under North Schoolwww.usd352.org READING CONNECTION “The more that you READ, the more things you will KNOW The more that you LEARN the more places you’ll GO! - Dr. Seuss Keep Reading “Alive” this Summer! Read! Read! Read! TierFallWinterSpring 1105+120+136+ 268-10487-119103-135 30-670-860-102 TierFallWinterSpring 177+105+119+ 243-7665-10484-118 30-420-640-83 TierFallWinterSpring 1114+129+143+ 279-11398-128107-142 30-780-970-106 TierFallWinterSpring 1136+149+161+ 2104-135112-148129-160 30-1030-1110-128 Grade 3 Grade 4 Grade 5 Grade 6 What is Fluency? Fluency is the ability to read smoothly and automatically, with expression and attention to punctuation. Pace = the speed in which you read  The goal is to read at a “just right” pace  Reading not too fast and not too slow Phrasing = Chunking the words together into meaningful phrases  Reading in phrases and not reading words one.word.at.a.time. Samantha drove to the store and bought some bread. Intonation (Expression ) = Reading with feeling in your voice  Changing your voice to match a character  Reading like you would speak (and not like a robot!)  Moving your voice up and down Punctuation = Reading with attention to punctuation  Stopping at periods...  Taking breaths at commas,,,  Making your voice go up for question marks ? ? ?  Showing excitement for exclamation points ! ! !  Using “quotation marks” to change voice for characters

2. North Elementary School November 2015, Volume 7, Page 2 Also posted on www.usd352.org under North Schoolwww.usd352.org READING CONNECTION Read! Read! Read! Questioning Cards ANALYSIS What part of the story was the most exciting? What do you do that is just like the character in the story? Can you distinguish between …? How is … similar to …? What made the characters do what they did? What part of the story was the funniest? Compare your … with that presented in … How was this similar to …? Which events could have really happened? What part of the story was the saddest? What do you see as other possible outcomes? Why did … changes occur? Questioning Cards APPLICATION What question would you ask of …? What would your mother do if she was in the story? What would you do if you could go where the story takes place? What would your teacher do if she or he was in the story? What factors would you change if …? Can you group by characteristics such as …? Do you know another instance where…? From the information given, can you develop a set of instructions about …? If you had to cook a meal for the main character, what would you cook? Read! Read! Read! Bloom’s Taxonomy provides a framework for questions that focus on higher level thinking skills. This resource is divided into six levels. These are questions that fall under the second two levels. The next two levels will follow in future newsletters. Use them freely to quiz your child!