Poetry Readings

Buddy Reading

Echo Reading

Choral Reading

Offer Many Opportunities for Students to Read Orally with Guidance and Suppor

epeated reading of hi gh-frequency phrases

Teach Students Phrasing to Develop Fluency

Teacher: Did you hear how my voice go t louder and more excited right here? That’s because the author put in this exclamation mark (pointing to it) to show that they speaker was exci ted or enthusiastic about what she was saying.

Model Good Oral Reading

What Is Reading Fluency?

It is likely that you will spend more time correcting studen ts’ errors with vowels than with consonants.

diphthongs .

To investigate how your tongue, jaw, and lips move when you pronounce different vowel phonemes, try the following exercises. Place your hand under your chin and pronounce the vowels on the left side. They are the vowels heard in the words beet, bit, bet, bake, and bat. You will probably notice that your chin continues to fall with ea ch vowel you pronounce. Now, pronounce /o/ (the vowel in pot ) and /aw/ (the vowel in law ). If you have trouble feeling a difference, note that the /o/ is similar to the sound made when doctors ask patients to “open up and say /o/.”

vowel circle

Spanish phoneme

Even with guidance on how to pronounce sounds, some students may still confuse some of the consonant phonemes. If you are aware of some of the most comm on areas of confusion, you will be better prepared to identify the cause of student error and provide the necessary corrective feedback

Describe the articulation . Draw attention to the location and use of the lips, the tongue, the teeth, and the jaw—whichever are relevant to th e production of a particular sound. Use the descriptions above to help you.

liquids

glides

Nasal phonemes (such as /m/) are produced when air is exhaled though the nose continuously.

English has 25 consonants that are separated into tw o broad types according to how the speech organs are used in their production; these categories are the pairs and the groups .

To sense this contrast, place your fingers to your throat and pronounce /f/. This sound is unvoiced. Repeat this process with /v/.

However, a charact eristic of both beginning and struggling readers is that they often fail to hear and pronounce specific phonemes correctly

Phonetics

As a speaker of English, there is little need to know specific details of how to articulate various sounds.

oddities

You should note that in most distri cts, you will either have access to or be required to use a structured reading program.

Running records

You may also wish to note hesitations, repeti tions, and other reading behaviors which may not affect accuracy but may provide information about the strategies the reader is using. 

imed Reading Exercise .

The teacher gives the tests to the whole class or a small group of students.

These diagnostic tools measure students’ phonological awareness skills and should be given to all Kindergarteners and first graders, as well as second graders who are experiencing reading difficulties. T

Having this di agnostic information will also serve as a valuable baseline to which you can compare your students’ progress later in the year.

Diagnostics

“learning to read” to “reading to learn.

he mid-elementary teacher’s challenge therefore is to quickly identify those students who need remediation in the basics of phon ics and the alphabetic principle and simultaneously move all students forward with two key goals:

With a text on their independent level, first graders should read 60-70 words per minute.

us, one key task of the kindergarten teacher is to build students’ motivation to read books by building thei r foundational reading skills and exposing them to a wide variety of texts th rough the Read Aloud.

you must be knowledgeable in all elementary standards to recognize what gaps need to be filled in.

Not only is this broad preparat ion prudent in cases of a change in your teaching assignment, but having a strong foundation in literacy standards across grade leve ls will also make you a much stronger teacher in your own grade level.

plan backwards

Writing Workshops

This instruction begins in Kindergarten with the dictation of stories to correspond to children’s illustrations. The child first attempts to use the letters he or she is learning to label pictures independently.

Finally, research has shown that st udents benefit tremendously from explicit instruction in reading comprehension strategies (such as predicting, making connections, and asking questions).

ocabulary, background knowledge, and the use of comprehension strategies all impact ho w well we understand what we read.

Beginning readers should be able to read easily 90 percent or more of the words in a story, and after practice should be able to do so quickly, accurately, and effortlessly .

Have students read the same passage re peatedly to improve rate and accuracy

Should I start at the top of the board or the bottom?”

Most teachers develop students’ Book and Print Awar eness through constant, explicit modeling. Wh

Spaces between words and sentences 

We simply cannot focus on understanding a story if we must spend all of our time decoding the words on the page. Fluency takes us from wo rd-by-word reading to smooth, natural reading that mimics the ease with which we speak.

ithout quick, accurate reading, comprehension is near impossibl

based on our background knowledge, vocabulary, and ability to use comprehension strategies