competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
including:
demonstrate knowledge of the role of fluency in all stages of reading development (the progressions from the letter naming to word reading to connected text)
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
- demonstrate knowledge of key indicators of reading fluency and their interrelationships:
1. accuracy (accurate decoding and word recognition
2. rate
3. prosody (reading with expression, including using appropriate stress or emphasis, variation in pitch and intonation, and pausing in a manner that reflects meaningful phrasing and knowledge of syntax and mechanics)
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
- demonstrate knowledge of the interrelationships among word analysis skills, fluency, vocabulary , academic lang., language, background knowledge, and comprehension.
a. the role of fluency as a bridge between word analysis skills and comprehension (fluency includes the ability to decode automatically and thereby have the capacity to comprehend text at the same time)
b. why fluency supports reading comprehension (automaticity theory)
c. the reciprocity between prosody and comprehension
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
- demonstrate knowledge of factors that can disrupt fluency (weak word analysis skills, stopping frequently to decode unrecognized or unfamiliar words, lack of familiarity with content vocabulary, lack of background knowledge, texts that contain a large number of one-use and multisyllabic content words, lack of familiarity with more complex syntactic structures)
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
-recognize the role of decodable text in promoting fluent reading in students who are acquiring basic phonics skills and the importance of transitioning students to a broader range of appropriate texts as they progress in their word analysis skills.
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
- recognize the critical role of systematic, explicitly instruction in promoting fluency development.
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
-recognize the limitations of using independent silent reading to increase automaticity (students who do not have automaticity need to practice reading aloud, primarily to themselves,)
competency 8- understand the role of fluency in reading development and factors that affect students’ development of fluency
-identify factors that help make independent silent reading more effective in supporting fluency development (ensuring that students select books at approp. reading levels and holding them accountable for comprehension0
competency 8- questions for review:
8.1- What are the three key indicators of fluency ?
- accuracy
- rate
- prosody
competency 8- questions for review:
8.2 What are some strategies a teacher might use to help students develop fluency?
- provide students with reading materials that are slightly below their instructional level
- have students repeatedly read aloud the same text to develop familiarity and automaticity
competency 8- questions for review:
8.3- What are some factors that can disrupt fluency?
- weak word analysis skills
- lack of familiarity with vocabulary
- lack of background knowledge
- inappropriate level of text
- frequent stops while reading to try to decode words
competency 9- understand how to promote students’ fluency development
including: demonstrate knowledge of essential, research based components of effective fluency instruction (guidance, practice, feedback) and how each contributes to fluency development with respect to accuracy, rate and prosody.
competency 9- understand how to promote students’ fluency development
- demonstrate knowledge of research based, systematic, explicit instruction in fluency, including when and how fluency instruction should be introduced
competency 9- understand how to promote students’ fluency development
-demonstrate knowledge of research-based, systematic, explicity strategies for building fluency with respect to accuracy as needed (providing systematic, explicit instruction in phonemic awareness, phonics and sight words)
competency 9- understand how to promote students’ fluency development
- demonstrate knowledge of research based, systematic, explicit strategies for building fluency with respect to rate.
a. for students whose decoding is not automatic- engaging in whisper reading (reading out loud to themselves) as the teacher monitors individual students
b. for students whose decoding is automatic - engaging in independent silent reading with accountability for comprehension.
competency 9- understand how to promote students’ fluency development
- demonstrate knowledge of research based, systematic, explicitly strategies for building fluency with respect to prosody.
a. modeling and phrase cued reading
b. purposeful, teacher directed instruction across subject matter to build content knowledge and academic language
competency 9- understand how to promote students’ fluency development
- demonstrate knowledge of how to address the full range of learners in the classroom with respect to their development of fluency (universal access)
competency 9- understand how to promote students’ fluency development
a. providing differentiated fluency instruction to address the needs of struggling readers students with reading difficulties or disabilities (using texts written at students’ independent reading levels; as needed, focusing on improving accuracy through additional word analysis instruction and/or focusing on improving rate through additional practice using either oral or silent reading depending on the students automaticity)
competency 9- understand how to promote students’ fluency development
b. ‘’” with special needs- (using texts written at students’ independent reading levels, focusing on building word analysis skills and recognition of key sight words to promote automaticity, reteaching word analysis skills and sight words that are lacking, providing additional oral reading practice with appropriate level texts)
competency 9- understand how to promote students’ fluency development
c. “” with EL and speakers of non standard English- (explicitly teaching English intonation patterns, phrasing, syntax and punctuation)
competency 9- understand how to promote students’ fluency development
d. providing differentiated fluency instruction to address the needs of advanced learners (using more advanced texts to enhance and broaden fluency development)
competency 9- understand how to promote students’ fluency development
- demonstrate knowledge and ability in assessment (entry level assessment, monitoring of progress, and summative assessment) with respect fluency ( accuracy, rate, and prosody)
competency 9- understand how to promote students’ fluency development
a. demonstrating ability to describe and use appropriate formal and informal assessments to determine students’ fluency with respect to accuracy, rate, and prosody for different assessment purposes (entry level assessment, monitoring of progress, and summative assessment)
competency 9- understand how to promote students’ fluency development
b. demonstrating ability to analyze and interpret results from these assessments
c. demonstrating ability to use results of assessments to plan effective and interventions in fluency wit respect to accuracy, rate, and prosody; adjust instruction and interventions to meet the identified needs of students; and ultimately determine whether relevant standards have been met.
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assessments7
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READING DOMAINS knowledge and abilities necessary for teachers to deliver this effective instructive are organize into five domains31
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reading domains: competency #2- understand the purposes of reading assessment and best practices related to standards based, entry level assessment; monitoring of students progress; and summative assessment.12
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READING DOMAIN #2- WORD ANALYSIS20
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Domain 2- word analysis -- competency #4--15
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DOMAIN 2- competency 5-14
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DOMAIN 2- competency 613
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DOMAIN 2- Competency 719
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Domain 3- fluency- competency 825
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domain 4- vocabulary, academic lang., and background knowledge42
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DOMAIN 5- COMPREHENSION-65
