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FLUENCY SEMINAR, FIVE FINGER TEST- open to one page. put 1 finger up for…
FLUENCY SEMINAR
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READING VOLUME
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90th percentile- approx 40 mins of reading a day (Allington, 2014)
INTRODUCTION TO FLUENCY
speed, accuracy, prosody
accuracy- word recognition and reading fluency both should be assessed in the classroom so that we realise when children are struggling due to developmental delays and can give them the support they need
speed- reading quickly but still paying attention to things like punctuation and expression. Rate of 90-100 words per minute is needed for basic understanding (usually seen around year 2), but children who read widely should be able to increase this to several hundred per minute
prosody- includes rhythm and appropriate stress, phrasing, and pitch. It's necessary for reading aloud and making oral reading eg. poetry and script reading meaningful. (not staccato, raising piich at end of question etc)
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read text quickly, accurately, and with expression
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ASSESSING SPEED
one minute reading. Student reads a story for one minute and a teacher/ partner counts the number of CWPM. Pupils practice with a different text first before the timed reading.
timed repeated readings- student reads the same passage multiple times (3-5) and a teacher or partner counts how many CWPM
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NOTION OF FLOW
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consider difficulty of text, what supports reader needs, how well pupils understand the text
SYNTAX
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important for grammar lessons as sentences will become more complicated and this influences the fluency of a pupil's language style
ONSET/RIMES
can be used to help fluency, particularly with those who are struggling
focus on start of words (not rime/endings)- consonants at the beginning of the word and how these sound different and then how rimes sound different at the end of words
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FIVE FINGER TEST- open to one page. put 1 finger up for each word they don't get. 1- easy/ okay to read. 4/5- choose a different one for now
GOLDILOCKS STRATEGY- too easy books, too hard books, just right. different questions for each column