Chapters+6+&+7+Week+4

This week we'll be discussing fluency. For many years, this was a neglected area in reading but recently it has been emphasized not only for it's rhythm and sound but also for it's link to comprehension. It has been proven that fluent readers comprehend much more than nonfluent readers for some obvious reasons.

Was there a time as a child when you realized "that's what reading is supposed to sound like?"

How can children hear one another read aloud without using traditonal "round robin reading" in the classroom?

How does shared reading differ from guided reading?

I have always liked the idea of book bags with students having their own books that they could read over and over for practice. Do you or any of the teachers in your school still use this technique? I have been to several of Tim Rasinki's trainings and he is excellent. He has several new books out that are published by Scholastic and Teacher Created Materials. He also wrote //The Fluent Reader// which I used as the text in a book study in Roane County. He's not too far away - Kent State University - so maybe we could request him for a staff development session.

Chapter 7 discusses Moving Readers to the Next Level: Text-level Introduction Groups.

Children who play video, computer, PS2, and all the other games out there are always striving to get to the "next level." How can we use that to our advantage in reading ? Should students know their reading level?

"When children spend time with printed material in science, social studies, or math that is above their reading level, not only does this time not help them become stronger readers, but they also won't be able to learn the content." p. 174 What significance does this statement have for struggling readers?

How could you use Lexile levels when forming groups and finding texts to use with your students? How are Lexile levels determined?

Happy Reading! Sherry