ࡱ> BDA{` bjbjFF 8(,, @@@@ 4 W> $hh " @@ SSS 4@8  S SSrTx  0DQQ 4>'0WLe ee " S  7 W $@@@@@@ Top Ten Teaching Tips/Week #4 From Nevada Reading First Intensify Your Teaching This weeks topic is: Intensifying Fluency Instruction. Dr. Timothy Rasinski defines fluency as the ability to read accurately, quickly, expressively, with good phrasing, AND with good comprehension. Its not just about being fast. Are some people just born naturals at language and others incapable of reading fluently? A solid body of evidence suggests that fluency can be taught and that effective instruction in fluency leads to overall improvements in reading. Keep the following tips in mind as you address fluency instruction in your classroom: Students need many opportunities to rehearse text before becoming proficient at reading it. Readers Theatre, Buddy Reading, and Whisper Reading into PVC pipe echophones are all great ways to accomplish some of these extra practice sessions without the reading becoming mundane. One-minute, timed readings with students recording their successive word counts on a fluency chart is very motivating for students because they can see their progress in a very short period of time. Jo Robinson shared this Four Reads of a Passage strategy: Use 4 colors of Post-it flags. Save red or hot pink for last. Students read for 1 minute each time and get as far in the passage as they can. After each 1-minute reading, have students mark the last word they read before the timer went off with a Post-it flag. Have students chart their progress on a fluency chart. 1st: Have them echo read with you for one minute (you read a sentence fluently; then they echo that sentence with fluency. 2nd: Coach students with an expression or fluency hint (This time when you read, I want you to chunk the words together in phrases.) 3rd: Coach students with an additional expression hint (Jody was really angry when she saw the mess in her room, read this next part and make it sound the way you think Jody would have said it.) 4th: This is their hot read, theyre all warmed up now and it should be their best time. Mark the last word with the red or hot pink flag. Record word counts on a fluency chart. Have students tape record their reading and then play it back as they read along with the text again. Model fluency by reading aloud to students every day (intonation, expression, accuracy, prosody.) Call attention to how its done. Use your reading programs Leveled Readers so that students are practicing at their independent reading levels. Their reading practice needs to be accurate. Have students echo read (read along) with audiotapes when in listening centers. Make time to read, read, read, and then read some more. Students need to have purposeful, daily practice. Focus on phrased reading (not word by word.) Read authentic texts for performance (poetry, scripts from Readers Theatre, etc.) SAY GOODBYE TO ROUND ROBIN OR POPCORN READING!!! Round Robin reading is probably the LEAST efficient way for students to get practice in reading. Students need as much time in the saddle as possible to become good readers, and reading only one or two sentences during a twenty-minute reading group will not expose them to enough text to become proficient at reading it. 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