# data[].attributes.body
- Access to the depth and breadth of material across content areas.
- Access to reading, writing and speaking in academic formats.

# data[].attributes.body
Best Practices: re-reading for fluency, oral reading, choral reading...together.

# data[].attributes.body
Reading with emotion: if a fluent reader reads with emotion it can help readers develop prosody.
Chorale reading: if readers read the same passage together, and if they read it multiple times through, it can help for them to develop fluency (the passage shouldn't be longer than 3 mins at most). Christina's class reads a school pledge every day.
Oral reading: students can practice reading aloud, but typically only round robin style is used, which makes readers feel even worse at times. Instead, readers can read along with a recording (as long as teacher ensure they are actually reading along with it), or in small groups/pairs.

# data[].attributes.body
Repeated reading
Model reading- well paced, expressive enunciation,

# data[].attributes.body
-Record student reading aloud
-Ask student to use a ruler or finger to follow along
-Have them read the same thing several times.
-Pre-teach vocabulary.
-Make use of a variety of books and materials.
-Drill sight words
-Stress free environment

# data[].attributes.body
-Early exposure
-Oral Reading
-Model good oral reading
-paired reading
-choral readng
-practice
-VAKT model
-songs with words and actions

# data[].attributes.body
Fluency intersects with the other pillars of early literacy, acting as a foundational skills across grade levels.

# data[].attributes.body
-Reading together as a group
-Reading out loud with teacher (oral reading)
-Repetitive
-Reading with enthusiasm (model reading)
-Follow along with finger
-

# data[].attributes.body
The five pillars lead to the highest chance of reading success—phonemic awareness, phonics, fluency, vocabulary, and comprehension. The CCSS emphasizes the knowledge and understanding of what is being read.

# data[].attributes.body
Foundational skill used throughout CCSS.

# data[].attributes.body
Fluency is one of the foundations that make phonological awareness. Using these skills the CCSS can be implemented in the classroom through all grade levels.

# data[].attributes.body
rigor, fluency, and it corresponds with speaking and listening skills as well (oral reading)

# data[].attributes.body
Reading out loud helps contribute to the accuracy and the pronunciation of the words to ensure they understand what they are reading.

# data[].attributes.body
-If struggling - read with a monotone -  tone of voice doesn't match to content being read, slowly and with heavy effort - pausing at unusual places, may reread what they've read, comprehension seams spotty or non-existence - reading by pronunciation rather than understanding.
-If successful - read with animation, enlivens the content, supports meaning for the listeners.

# data[].attributes.body
Sometimes, students also repeat the same words a few times.
It also can deal with understanding the text and what the new words might be (their definition).
It's identifying letter-sound correspondence (graphemes and phonemes have a relationship). Knowing rules of phonics as well can help with a students accuracy (e.g. knowing when/how to pronounce groups of letters).

# data[].attributes.body
Strength in knowledge of phonemes will help with decoding. The only way to test this skill is by having a student read out loud. I wonder what the average accuracy rate for comprehension of mispronounced words looks like.

# data[].attributes.body
I know that the appropriate rate for reading is similar to having a conversation with someone else. However, I also know people learn at their own pace.

# data[].attributes.body
Inflection, pacing, slowing down when seeing commas and expressing words. Prosody contributes to comprehension.

# data[].attributes.headline
Group 4: fluency allows for a student to chunk text together when appropriate to use inflection to add meaning. Rate illustrates not-constant checking for pronunciation or grammar.

# data[].attributes.subject
Group 4: fluency allows for a student to chunk text together when appropriate to use inflection to add meaning. Rate illustrates not-constant checking for pronunciation or grammar.

# data[].attributes.body
Accurate pronunciation with automaticity allows for greater comprehension as readers move through texts.

# data[].attributes.body
Student sounds conversational in tone, and it is comfortable for them. It can be painful to listen to someone having to read laboriously. If the reader is going too fast, it might be difficult for them to understand what they are reading.

# data[].attributes.body
Comes with fluency and modeling.

# data[].attributes.body
Disfluent readers struggle with reading at a slow rate. Some words may be stated correctly, but they stop and repeat. Students have a monotone when reading and have no emotion.

# data[].attributes.body
Having students read as if they are having a conversation with a friend, knowing when to pause, when to add expression, high pitch or low pitch

# data[].attributes.body
Using the pronunciations and accuracy offers students the best way for comprehension.

# data[].attributes.body
Prosody helps students with comprehension and is an indicator of the current level of understanding of language and comprehension.

# data[].attributes.body
Reading with expression, like an actor or a performer. Students can read from plays to be able to develop this skill. Students can use clues to help them read: punctuation marks, flow of sentences, and context