In a message dated 5/22/2007 7:39:01 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
I think if children do lots and lots of reading in meaningful and inspiring situations, that for most children, fluency will not be a serious issue. I agree with this, but we need to monitor the development of fluency through running records. We need to listen to our children read and see if they are reading for meaning. Children do need repeated reading of short text to help develop the fluency. I use short passages with the students and find other fun ways to get them to reread text when practicing for fluency. I love to use poetry with the children and have found several poetry collections that are made for more than one voice. I also let them use readers theater at times. I do not think timing is the end and all be all of fluency instruction, but it is a benchmark assessment that we can use to monitor our children's growth. You also develop their retelling skills when you take fluency assessments coupled with a retell. I am the biggest advocate for the workshop model. I have added in fluency instruction as part of my teaching. I teach them fluency during the read aloud time and find other ways to get them to read shorter text to practice their intonation and oral reading abilities. You would be surprised how many of my top avid readers were reading through punctuation, and retelling text in a round about way at the beginning of the year. Laura readinglady.com ************************************** See what's free at http://www.aol.com. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
