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Put them all altogether so it sounds like you are talking. 

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Put them all altogether so it sounds like you are talking. 

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Instead of reading word by word, try to scoop the words.  Read all the words in one scoop together, in one breath, before pausing. Then scoop up the next few words words. 

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Instead of reading word by word, try to scoop the words.  Read all the words in one scoop together, in one breath, before pausing. Then scoop up the next few words words. 

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Look ahead to the end of the sentence, notice if there is an ., ?, or ! and make you voice match the punctuation.

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Look ahead to the end of the sentence, notice if there is an ., ?, or ! and make you voice match the punctuation.

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After you give and analyze assessments, you will identify a GOAL. The goal becomes the focus of your ongoing work with the students in conferences and small group work for 4-6 weeks. Within a goal, there may be one or more skills that a reader would need to work on. 

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After you give and analyze assessments, you will identify a GOAL. The goal becomes the focus of your ongoing work with the students in conferences and small group work for 4-6 weeks. Within a goal, there may be one or more skills that a reader would need to work on. 

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Talk to me about how charting your stamina might be helping you. 

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Talk to me about how charting your stamina might be helping you. 

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Each day, be mindful of when you are focused and engaged in your reading and when you are distracted.  The amount of time you stay on task is your stamina. Use this chart to keep track of how much you can read.  At the beginning of your reading time, set a goal for your stamina based on how your stamina has been, and what you think you can do today. 

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Each day, be mindful of when you are focused and engaged in your reading and when you are distracted.  The amount of time you stay on task is your stamina. Use this chart to keep track of how much you can read.  At the beginning of your reading time, set a goal for your stamina based on how your stamina has been, and what you think you can do today. 

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When you get to a tricky word, there is often help in the pictures! Make sure you are reading words and pictures and thinking. "What's happening in this picture? What word would make sense?" 

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When you get to a tricky word, there is often help in the pictures! Make sure you are reading words and pictures and thinking. "What's happening in this picture? What word would make sense?" 

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Think about what makes sense with the picture. 

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Think about what makes sense with the picture. 

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Change your voice when you see marks on the page.

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Change your voice when you see marks on the page.

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Based on assessments, you might identify fluency as a goal. The SKILLS may be phrasing and intonation. 

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Based on assessments, you might identify fluency as a goal. The SKILLS may be phrasing and intonation. 

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PROMPTS can be used to scaffold students.  Prompts should give the maximum information using the least amount of words. Too much teacher talk interferes with problem-solving. 

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PROMPTS can be used to scaffold students.  Prompts should give the maximum information using the least amount of words. Too much teacher talk interferes with problem-solving. 

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A STRATEGY is like a recipe. Strategies teach you how to accomplish something that is not yet automatic in a step by step manner.  It is effective to work on a goal by introducing one strategy at a time, guide the student in practicing the strategy, and move on to the new strategy when students become secure in the first. 

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A STRATEGY is like a recipe. Strategies teach you how to accomplish something that is not yet automatic in a step by step manner.  It is effective to work on a goal by introducing one strategy at a time, guide the student in practicing the strategy, and move on to the new strategy when students become secure in the first. 