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What are the basic components of Fluency?

The basic components of fluency are: automatic word recognition/automaticity in word recognition which is referring to when students are able to recognize a word and sound it with out a lot of effort. Reading with expression allows students to read and express the words within their context.

Which of the building blocks mentioned seems most feasible in your content area?

As a special educator in an ICT global and ela class all the building blocks are feasible. I especially think Practice wide and deep reading is important, because often times students read the article and move on, but having them read it multiple times.

How can you make the experience authentic in your content area?

Ways I can make the reading authentic is by using real books and modeling the practice such reading with expression. Allowing time for students to be able to read and re-read the text.

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What are the basic components of fluency?
- According to Rasinski, Fluency is the thing that bridges the gap between word recognition and word comprehension. Within word recognition there are five major levels: phonics, spelling, vocabulary, automaticity and prosody. Prosody is the highest level and the ultimate aim within reading studies.

Which of the building blocks mentioned seems most feasible in your content area?
- In Algebra and Geometry I think that automaticity is the most feasible. It is true that every teacher is a literacy teacher. The texts that students interact with in my class are not very expressive texts that they are analyzing to extract directions or equations/expressions to solve.

How can you make the experience authentic in your content area? List examples
- Often times my students are interacting with sophisticated mathematical vocabulary for the first time in my class. My hope as their instructor is that when they come across key words they are automatically associating mathematical vocabulary with an image that I have shown them in their head as soon as they read the words. Often times I strive for this automaticity by incorporating word association (with a picture) in the do now, guided practice, independent practice and then test for this automaticity in the exit ticket. This data allows for me to know if we can move on using this vocabulary or if we need to re-introduce it in the following day's lesson.

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What are the basic components of fluency?

According to Rasinky's webinar, the basic components of reading fluency are:

Automatic word recognition which refers to the student being able to recognize the sound in words quickly upon reading the word.

Reading with expression allows the student to read and understand words in the context that is presented.

Which of the building blocks mentioned seems most feasible in your content area?

I currently co-teach English and US History. In both classes, decoding of words are important to improving reading comprehension and fluency. The skill of decoding is important in all content areas, however can be beneficial to understanding content specific vocabulary and tier two words for struggling readers. Introducing vocabulary thru repeated exposure activating prior knowledge, and vocabulary games has been most beneficial to students with low reading levels in my US history class.

How can you make the experience authentic in your content area?
Fluency instruction will be difficulty in my US History classroom because of the various reading levels of students and time constraints/ pressure to complete units in a specific time period. The curriculum for my US history class is tailored to the upcoming regents examination Thematic and document based essay writing, and content knowledge is the focus of instruction. In my ELA class I can incorporate literature based text, short stories, and poems to make reading more engaging.

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What are the basic components of fluency?

According to Rasinky’s webinar the basic components of fluency are:  Automatic word recognition, or automaticity in word recognition- this refers to students being able to recognize and sound the words without taking a long time or tries to phonetically sound the word correctly.   And reading with expression, this talks about the student to have a basic understanding of the words in the contexts presented.

Which of the building blocks mentioned seems most feasible in your content area?

As a special education teacher I think both of the components are important for any content area in any grade level.  But I think the decoding of words, part of automaticity in word recognition is the most feasible in my Global History ICT classrooms. Especially because students would need those words to create written pieces. The decoding of words is really important in all content areas, but it can be more easily introduce since there are several exercises of prior knowledge that can help with the decoding of content specific, or even tier 2- tier 3 words.

How can you make the experience authentic in your content area?

I think teaching fluency would be hard in my ICT classrooms as the lessons are teacher-led, almost lecture like in which students can only ask questions and/or write notes presented in power point. If my co-teachers were more open to it, I think social sciences is one of the easiest subjects to teach reading fluency. With many poems, short stories, and in general countless documents and primary sources can be added to the lesson to strengthen students fluency. Since the documents are related to the lessons, it wont feel forced. Also, this way it will be related to history and students will be more engage in the lesson overall.

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What are the basic components of fluency?

Rasinksy shares that fluency is a bridge between word study and comprehension, bridging using two basic components. Fluency requires development of automaticity in word recognition, and prosody, or "expressiveness in reading".

Which building blocks mentioned seems most feasible in your content?

Rasinsky's talk is a reminder to use frequent supports in word recognition such as vocabulary games and a vocabulary wall. The importance of modeling fluent and expressive reading allows students more exposure to meaningful text and an engaging method for learning how to approach expressive reading.

How can you make the experience authentic in your content?
I can actualize this experience in my classroom by incorporating more frequent modeling of fluent and expressive reading, engaging in making the mathematical word problems exiting and relatable to real life. I can model deep reading by constantly reinforcing the importance of practice and re-reads. I can use visuals such as a word wall and vocabulary games in the classroom to reinforce word recognition. I can also introduce the idea of choral reading for assistant reading of new vocabulary and utilization of vocabulary in reading classroom texts as a group.

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What is the basic components of fluency?

The basic component are accuracy, this means able to decode words, learning and saying new vocabulary words. able to read through a passage without much stopping. Reading with expression. Automatic reading is another huge component, students must be able to read without taking a lot of time trying to sound out a word.

Which of the building blocks mentioned seems most feasible in your content area?

Word recognition and decoding words would be the most important for my class. This is because I teach a 7th grade math class, in which students are coming in with below grade level in reading, which transfer over to math. This is because we work with a lot of vocabulary and  word problems. Students are not happy about that and give up on a important word that they cannot understand. They won't try to understand the word and how it relates to the problem. One way I work with my focus students are reading the problem out loud and breaking down the problems. Not only the problems but words they might not understand.

How can you make the experience authentic in your content area? List examples.

I believe adding scripts to their word problems, in which they act out the problem could help them read more fluent and understand the content. I may allow students to create their own word problems and allow other students to solve it themselves. I will also use engage New York, or IXL.com. This could be a guidance to students.

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What are the basic components of fluency?
According to Rasinsky, the two basic components of fluency are automaticity in word recognition (which means that students have a limited amount of mental energy which is usually expended on decoding words, but it should be spent on comprehension) and prosody (expressiveness in reading). Both are equally important and necessary. Rasinsky says that, "fluency is a bridge between word recognition and comprehension."

Which of the building blocks mentioned seems most feasible in your content area?
The building blocks of fluency are meaningful reading using real literature, support in word recognition, modeling fluent/expressive reading, assisted reading, and practice - wide and deep.I teach both ELA and Math. It seems extremely feasible to model fluent/expressive reading in ELA by reading to my students and model metacognitive thinking while I read. This does help my students better understand what is happening in the text. I think I can begin drawing attention to my expressiveness in reading throughout class. I think it also is possible to have my students practice reading "wide and deep" by reading things multiple times. This can be done in small literature groups in my ELA class.

How can you make the experience authentic in your content area? List examples.
I can make the experience authentic in my content area by giving my students more literature to read and less informational text. I can incorporate material that is meant to be read with expressiveness, such as poems, songs, and "real" literature and begin incorporating activities such as Reader's Theater into my classes. There may even be a way to create a story for math word problems for my students that will give them a chance there to practice reading and understanding those problems.

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What are the basic components of fluency?

Raskinski mentions that the basic components of fluency include automatic word recognition, reading with expression and meaning, and reading comprehension.

Fluency is a bridge between word recognition and comprehension

Which of the building blocks mentioned seems most feasible in your content area?

One of the building blocks that seem most feasible is modeling fluent/expressive reading. Working in a school where students are all English Language Learners, it is important that students see how a text should be read with meaning and expression so that students build their fluency. Whenever there is a text to be read, I begin by reading aloud and modeling how the text should be read, and then I give different students to opportunity to practice and develop fluency as well as word recognition.

How can you make the experience authentic in your content area? List examples

I make the experience authentic by incorporating read alouds, repetition when it comes to students who are having difficulty reading, and direct feedback and interference while students read aloud.

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1. What are the basic components of fluency?
- At the surface level, the basic components of fluency include
phonics (word decoding), spelling, vocabulary, automatic word recognition, and reading with expression. On a deeper level, fluency includes reading/textual comprehension, along with reading strategies. Without mastering the basic surface-level skills, students will not have strong reading comprehension skills to become fluent readers.

2. Which of the building blocks mentioned seems most feasible in your content area?
- As a special educator to a bilingual ELA class, I feel that the surface-level skills are extremely important for my students to master. I often model fluent reading in my classroom through read-alouds, and conferencing with individual students and reading a book together. In my conferences, I will first model fluent reading in my expression, pacing, and pronunciation of words. From there, I'll have the student either repeat the sentence by reading it aloud, or have them continue reading aloud from where I left off, so that they can practice their fluency skills with my guidance.

3. How can you make the experience authentic in your content area? List examples
- Along with read-alouds and conferencing, I use numerous online programs to help my students' knowledge of both the surface and deeper level fluency skills. One program that my class uses in particular is called MaxScholar. In MaxScholar, students access a series of phonics activities where they can identify the correct pronunciation of letters, trace the word digitally, and visualize letters in a series of activities. There is also a reading comprehension program where my students are able to access high-interest readings at their reading and lexile levels, where they are learning how to identify the topic/main idea/details, highlight key ideas, and create outlines summaries of the text. Lastly, there is also MaxWords, where students are constantly gaining exposure to new words through online vocabulary games.