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I enjoyed the article about "Creating Fluent Readers." After reflecting on my own teaching I have realized when I assess fluency I seem to focus more on the speed of the student when there is actually a lot more that goes into it. I cannot wait to incorporate the rubric from this article in my own classroom to assess students on expression, phrasing, smoothness and pace. This will allow me to look at all components of fluency and not just speed.

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As I was reading the articles and watching the videos for this week, one major focus stood out to me: kids want to be the fastest reader, not the most fluent. Even in Kindergarten I notice students doing this during  our guided reading groups. Instead of focusing on their reading, they are looking at other students to see where they are in the book. When they get done reading, they make sure to state that they are "already done." I really enjoyed the article Issues and Trends in Literacy: Reading Fluency Instruction: Moving beyond Accuracy,

Automaticity, and Prosody because of the different ideas it gave in order to develop fluency and expression other than just repeated readings. Poetry is a very large part of our reading each day, but I really liked the idea of doing more with readers theatre. Even the younger students can really benefit from this and it allows them to see a different way of reading and using expression. I found this section on Reading A-Z that has many different readers theater scripts to try and also breaks it down by grade level. I would like to try these in my classroom - Ally Luther

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This website is a good link for how I do repeated readings in my classroom. However, I will say I love the ideas of repeated readings in the articles this week. I love the idea of having the students practice a different type of text (poem, play, song, etc.) all week and then preform it on Friday. This is definitely something I want to implement in my classroom to help build fluency and engagement. -Amber Payne

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Timed Repeated Readings | Classroom Strategy | Reading Rockets

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Timed repeated readings are an instructional practice for monitoring students' fluency development. Repeated readings, under timed conditions, of familiar instructional level text can increase students' reading speed which can improve comprehension.

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Week 4 Fluent Readers
The information in the module really describes the idea that fluency does not = fast.  I have always strived to encourage parents to encourage recreational reading.  I recommend the periodical National Geographic for Kids.  It is important to have text sources available that are interesting.  This periodical is contemporary, includes colorful and detailed graphics, has links to extended learning opportunities, and games.  I recommend they purchase the $15 subscription (online and 12 issues) in their child's name.  Then the child can look forward to receiving mail. 

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Week 4 Fluent Readers
The information in the module really describes the idea that fluency does not = fast.  I have always strived to encourage parents to encourage recreational reading.  I recommend the periodical National Geographic for Kids.  It is important to have text sources available that are interesting.  This periodical is contemporary, includes colorful and detailed graphics, has links to extended learning opportunities, and games.  I recommend they purchase the $15 subscription (online and 12 issues) in their child's name.  Then the child can look forward to receiving mail. 

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In my school district we use the Fountas & Pinnell becnhmark assessment system to assess reading levels.  I really enjoy using this system to find the students instructional level.  While the students are reading we mark what the students read correctly and the mistakes they made.  At the end there are comprehension questions with each book. I feel as though with this being my first year with my own classroom I need to do a better job with analyzing the miscues. As I gain more experience with running records I feel as though it will become easier to look deeper into the assessments to determine what the student is really struggling with.

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At my building we use the running record assessment three times a year and then occasionally more to reassess reading levels. Through this assessment, you gather an effective understanding of where the students instructional reading level is. Although this is a great assessment for reading levels, from this weeks readings I determined that there are also many more IRI's to use. I would like to look further into these other assessments. Also, while we are completing the running record, we take notes on the students reading (what they read correctly and what they miss), but do not look much into the miscue analysis. I think it would be beneficial to look deeper at that piece of the assessment to help in determining what the student is struggling with/does well. - Ally Luther

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I have completed running records with my students a few times in my career, but have never completed a Miscue Analysis. I feel like I learned a lot about Running Records during my undergrad (10 years ago), but not about Miscue Analysis. I found this Menu and thought it would be helpful to use when working with a student with reading difficulties. -Amber Payne

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Unfortunately we do not have daily RTI time in my district. Three times a year we have benchmark meetings based on our assessments and data where we discuss which tier each student falls into. At those meetings we determine which students will qualify for extra reading support through our reading specialists and which students will receive
in class interventions from the classroom teacher. It is our job to implement these interventions throughout the entire school day. We do not have a block of time for RTI. This picture focuses on tier 2 instruction. It does concern me that the tier 2 students are supposed to have a minimum of 30 minutes of small group core reading instruction a day. When your school does not set aside time for RTI it is hard to fit it in.

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As I was reading the article, RTI: What Teachers of Reading Need to Know, I came across a quote that I felt was so true. The quote was: "We liken the intervention and the reading program to a balanced diet. The intervention is like an extra serving of milk, but it doesn’t replace meat, fruits, or vegetables." This really resonated with me because the extra intervention your students are receiving does not make up for what other skills are needing to be taught and addressed. Also, the small time during intervention can't possibly address all of the needed learning skills. As teachers we need to make sure that we are giving our students that "well balanced diet in reading skills." -Ally Luther

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We have daily RTI time at my district and it is awesome. However there is still room for improvement. These website provides awesome resources for implementing RTI in your district. There are tools to use, research publications, training modules, family resources, and much more. This is a great place to turn when you are unsure of where to go for help. -Amber Payne

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Resources | Center on Response to Intervention

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The Center on Response to Intervention, in collaboration with the National Center on Intensive Intervention, has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an MTSS/RTI context.

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Rob Hamann ~ Cookie Monsters Week 1 Post

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Rob Hamann ~ Cookie Monsters Week 1 Post

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"Response to Intervention: What teachers of reading need to know"