- word recognition
- phrasing/phrases/clauses/meaningful chunks
- connected text
- oral reading
- choral reading
- partner reading
- repeated reading
- Reader’s Theater
- running record
- words correct per minute (WCPM)
- emergent reader-text
UNDERSTANDING THE STANDARD what's this
- Student readability levels need to be matched to text readability levels at an instructional or independent level in order to increase fluency and comprehension in grades K-12 in all content areas. Readability level affects fluency and comprehension.
- The rate of reading, or fluency, can affect comprehension. Students need to learn how to adjust their reading rate to increase accuracy with decoding and comprehension.
- The purpose for reading text can vary based upon the genre, mode, and per teacher instruction (for information, for enjoyment/pleasure, to increase decoding/fluency/comprehension, etc.).
- Students need to understand the purpose for reading various texts before they read.
- Students need to check for understanding/comprehension before, during and after reading. They need to learn how to self-monitor their comprehension and make repairs to their comprehension by using various strategies.
QUESTIONS TO FOCUS INSTRUCTION what's this
- How do you find the readability level of a text?
- How does the readability level of the text affect fluency and comprehension?
- What should fluent reading sound like?
- How do you assess fluency and comprehension?
- What is the purpose for reading the text?
- How do you check for understanding before, during and after reading?
Go to RF.1.4
to see the progression of related skills.