# data[].attributes.body
This has 3 distinct parts: high frequency word work, scaffolded decoding practice, and repeated readings in decodable text.

# data[].attributes.body
1. whisper read for up to 2 minutes
2. read with with a partner, alternating sentences
3. Choral reading

# data[].attributes.body
These are an extension of basic foundational skills. Adding more vowels sounds and consonant patterns.

# data[].attributes.body
Sight word learning comes from making connections between sound and spelling.

# data[].attributes.body
Automatic word recognition is the foundation of fluency. Phonics instruction and decoding experience builds automatic word recognition.

# data[].attributes.body
The IDI provides guidance for grouping for WRAF (Word Rec and Fluency)

Lessons include Whisper Reading, Partner Reading and Choral Reading

# data[].attributes.body
Over time, the improvement on a single passage transfers to all initial readings of a new text. It also improves comprehension

# data[].attributes.body
This intervention is built around 21 weeks of work recognition and fluency lessons. Studies showed that 14 weeks was not enough for struggling reader to reach grade level. And alternating group size also did not yield grade level readers.

# data[].attributes.body
WRAF begins with blends and digraphs, moves to r-controlled vowels, then vowel-consonant-e, and then vowel teams.

# data[].attributes.body
Every pupil responds in the strategies (whisper reading, echo reading, choral spelling, etc.) The author states that if children are taking turns, you are not using this model.

# data[].attributes.body
First Read: Echo Read or Choral Read
Second Read: Partner Read or Whisper Read

# data[].attributes.body
Fluency is the stepping stone to comprehension.

# data[].attributes.body
If students can read CVC words but are not fluent readers, they likely need instruction in blends and digraphs, r-controlled vowels, VCe, or vowel teams.

There are words and passages available in the text

# data[].attributes.body
VCe is the only rule that is actually productive. It always works in words except when the word end in v. There are no English words that end in v.

# data[].attributes.body
Ideally, this is with a chapter book. If they finish before the 3 week span, pick a new book. If they don't finish the book, then continue on for the next 3-week cycle. If a student tests out of the group, they can finish the book on their own.

# data[].attributes.body
If lack of fluency is because of deficits in decoding, FAC is not where students should be placed. The Vowel Teams subtest of the IDI will determine if decoding skills are sufficient to begin a focus on fluency.

# data[].attributes.body
Fluency has 4 dimensions:
1.  automaticity
2.  accuracy
3. prosody
4. endurance

# data[].attributes.body
When students have trouble with multisyllabic decoding, it is considered a fluency problem. Research shows that this can be improved by teaching the 6 syllable types.

# data[].attributes.body
Lessons must include teacher modeling with opportunities to read.
Repeated readings lead to improved overall fluency. (echo, choral, partner and whisper)
Gradual Release

# data[].attributes.body
Repeated readings lead to better over all fluency including new text.