The record keeping allows the kids to see how they are improving on their 
speed and fluency.  It also shows you which students are having difficulty. 
I try a mix of items, but for records you want a cold read.  If you want to 
see if familiarity with a selection helps fluency, try it.  If you have a 
goal rate, you can use the records to see how close they are getting to the 
goal.  I have them read a selection at GRADE level so they can see how far 
they need to go.  It gives them something they can measure.....
Bill


----- Original Message ----- 
From: <[EMAIL PROTECTED]>
To: <[email protected]>
Sent: Thursday, February 08, 2007 9:17 PM
Subject: [MOSAIC] Fluency


>I am sorry if this sounds negative but I am trying to get some 
>clarification
> on something.  My school is a low-performing school that is  required to
> teach exclusively from the Houghton Mifflin basal.  We MUST do  a fluency 
> record
> on each child who is not reading at grade level every  week.  We are the 
> lowest
> level third grade leveled reader passage for the  fluency record.  Most of 
> my
> students being checked weekly are reading at  least a grade below.
>
> My first question is:  Should these checks be done after the student  has
> been exposed to the passages?  They are taken directly from the leveled 
> reader
> that we read each week, however, I test most of my students prior to us
> reading the leveled reader.  My theory was if they were fluent readers, it
> shouldn't matter if it is a "cold reading".
>
> I got a sticky note today telling me that I need to consult with the
> literacy coach on fluency strategies since my students fluency is 
> dropping.  Seems
> perfectly natural to me since the texts we are reading are  becoming more 
> and
> more difficult and the vocabulary mose sophiscated.
>
> What is the point of this weekly recording?  It isn't making them  better
> readers.  Is this just a cover your rear type of  documentation?
>
> Help!!!!
>
> Rosie
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