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Reading fluency is the ability to read out loud, both smoothly and at a rate of speed which is reasonable. When strengthening reading fluency, a student will also develop prosody. Prosody is the act of reading with expression, phrasing and proper punctuation. The following are six common practices for students to work on fluency;

1- repetition

2- Modeling

3- Explicit Instruction

4- Support, scaffolding and assistance

5- Phrasing Practice

6- Reading Challenging Material

One highly suggested fluency programs is known as DIBELS. Many different types of tests can be given to accumulate information and adjust methods of teaching fluency in the classroom.

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Read Aloud: Reading aloud helps you practice pacing, expression, and intonation. Mimic the rhythm and flow of fluent readers.

This can be difficult in the classroom because as teachers, we do not want to make student uncomfortable or feelings stressed about reading in front of everyone.

I practice this more within small group and one on one. With ELL students, we will work through the material and then I will go back and re-read and have them listen for understanding.

Phrase Reading: Practice reading phrases or chunks of text rather than individual words. This helps you understand how words group together naturally.

The the classroom this is a great tool to do with poems. I also have noticed this helps when students are singing their skip counting on math numbers. I like how we can incorporate cross-curriculum in the material and practice.

Engage in Partner Reading: Partner reading with someone more fluent can provide modeling and immediate feedback. Take turns reading aloud and discuss the text together.

This focuses so much more than just fluency. By partner reading, students can talk about the material, work through comprehension, and expand on opinions. When we do our MAPS testing, I review scores and create pairs based on similar levels and strengths vs weaknesses.

2.13: Mind over Matter: Sometimes we need to just decide we are going to do better and focus on our task.

Students need to sometimes just decide they want to do better. I know this is a different technique to use and is more about students making the decisions but it is important to occasionally talk about WHY we are learning and what our goal are for ourselves. Students occasionally need to be reminded just like we do when we go to work. We are all human and a reset can make things better.

4.7: Warm up and Transfer: Students begin by warming up with an easier book to read. When reading is easier and smoother, students build the confidence to move up in reading material.

This can be done through our Magnetic Reading. Students begin with simple reading, but take the time to break down the information for understanding, vocabulary and comprehension.

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Phonogram is a picture that represents a sound. According to "Uncovering the Logic of English," phonograms may consist of up to four letters and may represent one-six sounds. Single letter phonograms are represented by 26 letters (A-Z). To have the proper understanding of Phonological Awareness, students need to understand that this is the ability to recognize and manipulate words. Students need to be able to identify rhymes, alliteration and segmenting sentences. This is slightly different from phonemic awareness.

Phonemic awareness is the ability to identify and manipulate sounds that may blend together to create words. To have phonemic awareness, students need to be able to identify and decode individual sounds. Phonemes are considered the smallest parts of spoken languages. It is important to understand how many sounds a word makes and be able to sort out the different sounds. There are five different levels of phonemic awareness which is as follows: Identifying, Blending, Segmenting, Deletion, Addition and Manipulation. Some students who struggle with phonemic awareness including not being able to rhyme, alliteration or repetition of sounds.

Without the knowledge and understanding of phonograms, students will not be able to decode words and understand their structure. Understanding phonics is paramount when teaching those with learning disabilities and/or dyslexia. When a student can't sound out the proper sounds and words (phonological), then it will be difficult to place those words on paper. The same is said for phonemic awareness; if a student struggles with spelling and writing, then it will be difficult for them to connect the correlating sounds and letters. It is important if a student struggles with phonemic and phonological awareness, it may be advisable to look into potential causes that affect their learning. This could come in many forms, to include Dyslexia.

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There are many different strategies I would use in the classroom. some of the following are:

Rhyming Games: Rhyming Pairs: Read or recite poems, songs, or books with rhymes, and ask the child to identify and generate rhyming words.

This can be used in many different ways but this can help sound out difficult words in our science and math lessons.

Syllable Clapping: Have the child clap their hands for each syllable in a word. For example, "banana" would be clapped out as three claps: ba-na-na.

This can be helped to figure out different theatre ideas when students are working on their readers theatre presentations.

Onset and Rime Matching: Provide cards with different onsets (initial consonant sounds) and rimes (ending parts of words) and have the child match them to create real words.

This can be used to put together large words and difficult to understand words.

Use Manipulatives: Use letter tiles, cards, or phoneme boxes to help visualize sounds and words.

I would use this for my ELL students who are struggling with words we have used in our lessons and those that are key for understanding.

Incorporate Technology: Use educational apps and games designed for phonological and phonemic awareness.

Using technology is a great way to offer students practice, visuals and verbal ques to help with understanding.

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Proper classroom management is incredibly important in order to maintain a safe and productive learning environment. Classrooms should be flexible but also have an order to them that is not often veered away from. Establishing classroom routines helps students feel confident, keeps a room maintained and helps provide patterns. There are many different classroom styles although I prefer a teacher led system and as the year progresses, rotate into a student led dynamic. Teachers must follow a guideline to help them understand and transition to healthy habits in the classroom.

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Phonological Awareness General Skills Progression 

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Phonological Awareness General Skills Progression 

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Word Awareness

Rhyme Recognition During Word Play

Repetition and Creation of Alliteration During Word Play

Syllable Counting or Identification

Onset and Rime Manipulation

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Reading Comprehension is the act of understanding and interpreting the information within a text. One cant simply read the words on the page and be done with that work without thinking about what they read, being able to answer questions, and constructing a meaning of the information. If students do not have the skills to read and understand phonics and awareness, they will be unable to comprehend information on paper. Students need to be able to decode the text at this phase in learning.

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Establish Clear Expectations: Clearly define classroom rules and routines at the start of the school year. Ensure students understand what is expected of them.

Display rules prominently in the classroom and revisit them regularly to reinforce expectations. At the beginning of the year, we create our classroom rules and students sign the agreement. It remains visible for the year.

Develop a Structured Routine: Implement a consistent daily schedule so students know what to expect and can transition smoothly between activities.

Many students do well with a set routine and expectations. this creates clear goals and helps students understand the way the classroom will be ran.

Use Positive Reinforcement: Recognize and reward positive behavior through praise, tokens, or other incentives. This encourages students to continue following rules.

In our classroom we have a school store. Students earn bucks for helping, behavior, academics, etc and can purchase things in the store.

Foster Student Responsibility: Involve students in creating class rules and expectations. This increases their sense of responsibility and ownership of their behavior.

Students learn the be responsible and when they see something wrong, fix it. I usually do consequences for behaviors or issues as a class. Not one gets in trouble but the whole class suffers. This helps students make each other accountable. And of course, not every consequence is handled this way.

Encourage Student Engagement: Use a variety of teaching methods, including group work, hands-on activities, and discussions, to keep students engaged and focused.

Student engagement is where I need to work on. the teacher needs to be just as engaged and needs to be moving around and monitoring all conversations and work. It can be easy for students to get off track therefore it is important to be present and attentive.

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Strategies From The Reading Strategy Book 

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Strategies From The Reading Strategy Book 

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7.15 - Real world in my book.

Students are taught to connect the books they are reading to real world situations they may be facing in the world.

An example of this used is during our Harry Potter reading, students relate to how harry is feeling when he is picked on by other students or not included in activities. The feelings and problems the book character is facing are problems we see in every day life.

2.15- Choose like books for a best fit.

It is important to select books that an interest to you so you have better motivation to read the material and understand it.

When working on selecting a book, I can teach students to use different resources within the Chromebook to help them such as Good Reads and Amazon. students can read the summary of the book to see if it will be a good fit.

8.11 - Add up facts to determine main idea.

This strategy focuses on collecting facts from the reading to understand the main point the author is trying to teach. The main idea is revised an amended based on the more facts read and collected.

This strategy is great for me with teaching third grade because this is a standard we focus on. Students learn the difference between main ideas and key details so to practice drawing our main idea from the details, helps with understanding what we are reading.

6.10 Who is telling the Story

The readers ask who is telling the story. They use clues throughout the reading to determine the narrator.

This is a great practice to do during readers theatre time. This strategy helps you understand the character better by understanding what they are saying and how they are feeling.

3.7 - Slow down the zoom to make sense

Students ask themselves if what they are reading makes sense. If not, slow down and re-read the information at a pace easy for understanding.

Students are so quick to want to fly through the material and move on. This strategy focuses on student accountability since I do not know their thoughts on understanding as they read.

A way to help promote this is to have students read for a certain amount of time so they are not motivated to rush.

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There are many different things that are important to a classroom but by far the most important is classroom management. Without structure, students will not be provided a proper place to learn, grow and be comfortable. Students will not understand what they may and may not do in class and this will have a negative impact on their learning. While in the classroom, students need to understand what is acceptable. If students are instructed to read silently, but are doodling on their paper or talking with friends, they will not be learning and they may be impacting others around then in a negative manner. If students are practicing sight words or vocabulary words with a partner, they need to understand this is a time to work, not talk. Maintaining classroom management is the key to a healthy environment that fosters growth and responsibility in students.

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. RL.3.1 - Ask and answer questions about unknown words in a text.

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This set of worksheets is meant to be laminated. This can be worked on in small group or individual. This assignment is made it help strengthen budding phonemic awareness and help prepare for more complex words.

2.B,Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

RF.K.1(c)Understand that words are separated by spaces in print.

RF.K.2(c)Blend and segment onsets and rimes of single-syllable spoken words.

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I chose to include this reading passage and questions as it fits the standard nicely. This was used in our class this year to help prepare students for their squid dissection. I think it is important to students to also gain experience with hands on lessons such as these and this reading passage was a great way to tune in to their comprehension before moving forward.

RL.3.1 - Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the

text as the basis for the answers

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Phonics has many different elements as you have seen in the toolkit. One of the elements is the understanding of reading vocabulary. Vocabulary is the important because it helps students understand what words and mean and when to use them in writing. A student many already know what the word means and how to use it and phonics will help a student spell the word. As students read and develop their skills, they will learn to recognize words they see in print. Being able to understand vocabulary helps students become more fluent in their reading and overall phonic usage.

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This assessment helps teachers develop materials and an idea regarding what students may or may not know if regards to Phonemic Awareness.

Standard2:Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics

RF.2.3.Know and apply grade-level phonics and word analysis skills in decoding words.

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This assignment can be done to help strengthen a student's fluency. This can be completed as either a summative or formative assessment. Students will enjoy being able to color but they will also be learning.

1.Interpersonal Communication: Learners

interact and negotiate meaning in spoken,

signed, or written, information, reactions, feelings, and

opinions.

RF.K.1.Demonstrate understanding of the organization and basic features of print.

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This assignment can work both for fluency as well as for comprehension. Students must practice reading the story, but also summarize what they read practice writing.

3.PresentationalCommunication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

RF.2.4(b)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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These are some of the strategies I feel are important for students to use when understanding vocabulary:

Context Clue: Authors often define unfamiliar words within the text. Pay attention to phrases or sentences that explain the meaning.

Students can practice this with a variety of ways in the classroom, to include using synonyms and antonyms. Check nearby words and see if any give clues to show what the word means.

Use a Dictionary: When students encounter an unfamiliar word, take a moment to look it up in a dictionary. This not only provides the definition but often includes usage examples and synonyms.

I chose this technique because we introduce students to dictionaries in my grade level. students are given their own dictionary to take home therefore this is a great way to learn their vocabulary AND understand how to use a dictionary.

Use Flashcards: Create flashcards with the new word on one side and its definition and usage on the other. Review these regularly to strengthen your memory.

In our classroom we can play the memory game with flashcard. students can have cards with the word and another with the definition and make a game out of learning.

2.6: Fix the fuzziness: Check on the meaning of words you may not know. Make sure the words you read are understandable so you can connect them with the story (great for comprehension as well).

I chose this strategy because students tend to skip over words they do not know and fill in the gaps. It is important to not have gaps because I don't want students to get in the habit of passing over things that are hard. In class, we use alpha boxes and write down words we do not know or understand to later review. DONT SKIP THE HARD THINGS!

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I got this work off of a teacher website. I really like how it has different activities and you can break down and focus on the area your student needs help with. I would bring these to class and have on hand if we are running long on time, or if a specials in cancelled. I would also laminate these.

Standard1:Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

RF.K.3.Know and apply grade-level phonics and word analysis skills in decoding words.

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This worksheet is given out when we have a new set of words. This is used to show what students know, do not know and what they are able to compare and contrast words to.

2.Interpretive Communication: Learners

understand, interpret, and analyze what is

heard, read, or viewed on a variety of topics.

Ask and answer questions about unknown words in a text.

L.3.4(c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

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For these attached assignments, I have attached different weeks with different vocabulary words we focused on. These show the different types of word and the added aid to help students practice their vocabulary.

2.Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

RF.2.3(b)Know spelling-sound correspondences for additional common vowel teams.

L.2.2(e)Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

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Here is an example of context clues and using the text and surrounding words to help identify vocabulary. This is something I currently use in my classroom on days when we need a break from wonders or magnetic reading.

2.Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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This is perhaps one of my favorite lessons to teach. I can tailor this to whichever grade level I am teaching and students are actively engaged. This lesson uses authentic assessment as well as summative assessment to show what a student has learned. This lesson shows comprehension of vocabulary as it is implemented into their work.

11.LifelongLearning: Learners set goals

and reflect on their progress in using

languages for enjoyment, enrichment, and

advancement.

L.3.4(d)Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

RF.3.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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I have included a STEM comprehension check to my comprehension. I chose to include this because the questions seem complex, but when you study the material, it really is easy to understand. This assessment is summative and is a great resource to see what students know.

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These are short passages with reading fluency practice for students. This would be something that can be worked on throughout the week. I use these with my lower SPED students who are still learning to read. These passages are great for having both sight words and some new words as well.

RF.K.1(a)Follow words from left to right, top to bottom, and page by page.

RF.K.1(c)Understand that words are separated by spaces in print.

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We use these in our classroom. When a student does well and is performing at a strong level, we send referrals down to the office and their note is read for the class to hear. Its a great way to keep students feeling motivated.

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Here is an example of the assessment I do with my students, especially the ones who qualify for AMP plans. This assessment is documented and although it does not impact their grade, it shows growth or decline. This assessment is for the PSEUDOWORD DECODING FLUENCY TASK.

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I picked the fluency assessment for grade level 1. I wanted to show the difference between the K and the 1 so teachers can have an example. Grade 1 is the highest grade the test can be administered to.

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Here is an example for a reading passage for grade 3. This shows more complex reading than those for the K or 1.

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Attached you will find the assessment for the WORD RECOGNITION FLUENCY TASK.

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Similar to the assessments in fluency, this assessment is only given to students in the K and 1 grade levels. Attached is the assessment for grade 1 so one can see the difference between the two.

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This assessment given is good to help collect documentation for a file. This also gives you an idea early on as to if a child is struggling. I like the self-assessment at the bottom of the page and feel it is beneficial towards seeing the students' confidence. This assessment begins with simple questions and as a student works through the assignment, the questions become more difficult.

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This is an awesome map that helps show what needs to be tests and where s student may be in their phonemic awareness journey.

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I like this assessment for a few different reasons. It has everything marked and labeled for teachers to know the portion of the assessment students are struggling with. I think the thick, bold lines make it easier to read and I feel this hits a lot of different target areas.

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This is an assessment I give each week at the beginning of our module. I think it is important to know what students may already know and to compare their growth at the end of the unit. At first, students were very nervous about having a Pre-test but with explanation, they have grown to like to see their comparisons from the start to the finish.

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I have been using alpha boxes as a form of formative assessment. It depends on the lesson but usually I have students write down words they do not know from the reading. We then split into groups and look up the terms. Students will turn this worksheet in and receive a grade for their participation.

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Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning Vocabulary Through Reading. American Educational Research Journal, 21(4), 767-787. https://doi.org/10.3102/00028312021004767

Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The Role of Vocabulary in the Context of the Simple View of Reading. Reading & Writing Quarterly, 29(2), 168–202. https://doi.org/10.1080/10573569.2013.758569

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This is a non-fiction assessment. This can be completed as either a summative/formative assessment.

RF.2.4.Read with sufficient accuracy and fluency to support comprehension.

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This organizer has many different components and questions to answer. I like the illustration that is involved so students have something to work towards. This organizer asks for different topics such as opinions, information learned, etc. This organizer is a great resource to use to help show what a student has learned in their reading and what their level of comprehension is.

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This is an awesome example of a narrative organizer. This is the template I use when I want my students to create their own story. The form compasses all the different elements needed of a story and helps keeps ideas on track and organized. Students can use this form for a story they read and fill in the missing information or it can be used for the example I provided; writing their own story. tory map graphs would also work for this assignment/project.

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RF.3.4(b) Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

RF.3.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.2.6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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Roberts, T. A., & Meiring, A. (2006). Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension. Journal of Educational Psychology, 98(4), 690.

Ediger, M. (1998). Reading and Vocabulary Development.

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Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 211-238). Routledge.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.

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Logic of English Presentation #logicofenglish #scienceofreading #reading #spelling

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Classroom Management - Positive Incentive 

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Classroom Management - Positive Incentive 

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There could be so many positive perks to listening and being on task in class. This could be a school store, extra recess, or excused from a homework. Students will be motivated to earn bucks by being active participants, following the rules and responsibilities, try harder at summative/formative assessments and be more driven to perform well in class.

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Classroom Management - Establish a Routine

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Classroom Management - Establish a Routine

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Students do well with a set routine. Try and establish this so students are aware of expectations. This can help in a literacy environment when students are aware of the rules around reading with groups or partners. Once the rule is established, there will be a time of practice and reminder and students will slow remember the process which will make them quicker and lead to more time spent on active learning.

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How to Establish Routines & Procedures in the Classroom | Kathleen Jasper

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Have students create a classroom contract. they create their own rules, and consequences for breaking those rules. Students are held to their own accountability and are reminded of their promise of respect. Students will create this contract based off words they do know, and they will research words they do not know to better understand. This promotes a stronger vocabulary and will help develop these words into sight words as they will always be visible to review.

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Keep your room tidy and have great organization techniques. Some classrooms do not have desks so students will be up and moving to collect different items. Keep things clean so it causes less disruption and students stay on task. Students need to be able to access their book in a timely and smooth manner.

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McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press. http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043

McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press.

http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043

Dahl, K. L., & Scharer, P. L. (2000). Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research. The Reading Teacher, 53(7), 584–594. http://www.jstor.org/stable/20204844

Abiy Zewdu Agegnehu, Mebratu Mulatu Bachore & Zeleke Arficho Ayele. (2023) Effects of an explicit rime-based phonics method on the phonological awareness outcomes of Ethiopian EFL children. Cogent Education 10:1.

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning Vocabulary Through Reading. American Educational Research Journal, 21(4), 767-787. https://doi.org/10.3102/00028312021004767

Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The Role of Vocabulary in the Context of the Simple View of Reading. Reading & Writing Quarterly, 29(2), 168–202. https://doi.org/10.1080/10573569.2013.758569

Roberts, T. A., & Meiring, A. (2006). Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension. Journal of Educational Psychology, 98(4), 690.

Ediger, M. (1998). Reading and Vocabulary Development.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 211-238). Routledge.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 351-380.

Brophy, J. (1986).

Classroom management techniques. Education and urban society, 18(2), 182-194.

Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.

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Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 351-380.

Brophy, J. (1986). Classroom management techniques. Education and urban society, 18(2), 182-194.

Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.

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McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press. http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043

McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press. http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043