#2 Research offers some findings you might find helpful when planning instruction.
- The more attention a reader devotes to decoding, the less attention they have for comprehension.
- Students with reading difficulties are most often not fluent.
- Fluent readers simply read more texxt.
- Repeated oral reading with feedback is one of the best teaching methods.
- Round-robin reading has not been proven successful.
#3 Students that struggle over decoding long or new words, reading in a monotone voice, reading superfast but have no expression, and skip punctuation are prime candidates for small group instruction. When working with these students, one should consider the following possible focuses for lessons.
- Decoding words effortlessly and automatically
- High-frequency-word work
- Reading with punctuation.
- Reading in phrases.
- Reading with intonation and expression.
- Reading dialogue.
- Regulating the speed of reading.
Consult "Making the Most of Small Group", Chapter 5: Fluency, for additional information on materials and strategies for implementing the identified lesson(s).
#4 Fluency is a bridge between phonics and comprehension.
#5 A student will never get to the "Promised Text" (fully aprrciating the value, riches and enjoyment of written text) unless they are able to cross that brdge; be the light that leads their way.
FROM D. SKAGGS
ReplyDeleteEven though I am a math teacher and not a reading teacher,this chapter gives some insight into mathematics teaching as well. Just as students are more successful with comprehension when they are fluent readers, they are also more successful at math problem solving when they are fluent with math facts. When implementing this in my room, I will make sure to focus on fact fluency in my small groups and give plenty of practice with constant feedback.
I will evaluate the effectiveness of these strategies by comparing fact fluency to problem solving and by using student profiles to document student learning.
From Coach
ReplyDeleteMy class does very little reading, however I encourage proper speech by clearly articulating and enunciating my words.
Posted by 5th Grade Math-Mr.Le
ReplyDeleteReflection: I reflected on my use of small groups in math as it pertains to this chapter. This chapter details the maintenance of reading probes and fluency levels.
Implementation: In theory, fluency is a tool with more than one use. To implement this idea, I plan to use repeated memorization of math fact families, so that the brain can do what the book calls "freeing up the brain for the comprehension of text."
Bitner/ Loftis
ReplyDeleteA fluent reader is more likely to comprehend what they are reading. For us to fully gauge a student's comprehension we must discuss what they have read. They must be able to answer our questions (in reading and in math, specifically with word problems).
In order to ensure that a child becomes fluent they must be exposed to a variety of text on a daily basis and they must read out loud daily as well.
The simplest guage of a student's fluency is asking what picture they see when they finish reading. If a student is having trouble with word recognition we will stop and make sure they have understood what they have read so far. We will encourage the students to make a note on a KWL graphic organizer. We will repeat the process.
From: Mrs. P. Williams
ReplyDeleteReading the story twice is a practice I try to instill in my students. We generally read the story as a groups prior to starting the editing strategies, then we read it individully. When we come back as a whole group and discuss the answers I can assess their reading abilities.
Post by Gary S. Lopez
ReplyDeleteChapter 5
As an educator I hear over and over that repetition isn’t the best approach to teaching. However, this book states that one of the best teaching methods to use for a student to acquire fluency involves repeated oral reading with teacher feedback. I appreciated how the chapter educated me on what to look for in a student that is fluency challenged. To find fluency challenged students I plan to have repeated oral reading with teacher feedback. I also plan to look for indicators of poor fluency with intensity. I will check weekly to see if the gap between phonics and comprehension is narrowing by striving to eliminate the low fluency indicators. We’ve have to do all that we can to help struggling students. Their future, their life is at stake.