https://padlet.com/2013412_4/g3eshwcoumn8zfb0 https://www.crossroadseducation.com/upload/files/FluencyMiniLessons_1.pdf en-us 2023-02-20 22:15:04 UTC 2023-02-20 22:30:46 UTC hello@padlet.com 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488912721  Fast finger: Guided Reading levels A-D) Prompt the child to “Read it with a fast finger.” Demonstrate this by having the students read it with their finger while you read it aloud quickly. Then ask the students, “How fast did your finger move?” ]]> 2023-02-20 22:16:35 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488912721 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488913140  Make your eyes do the work. (Guided Reading levels D+) Get their finger out of the text. What originally helped their eye track the line will now slow down their reading. It’s time to train their eyes to do the work alone. Say, “I’m going to read this part to you. Use your eyes to follow the words I read and then tell me how fast your eyes moved.” Read the passage and ask, “How fast did your eyes move?” ]]> 2023-02-20 22:17:31 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488913140 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488913594 Fluent Shared Reading: Use this one sparingly! Rarely! (It robs independence). Do a shared reading of the text. While reading, provide a model of good pace and phrasing. ]]> 2023-02-20 22:18:34 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488913594 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488914042  move a masking card over words in a line of text from left to right forcing the student’s eyes to stay ahead of the mask. Push lines: move the masking card over a line of text, top to bottom, forcing students to keep their eyes ahead of their voice. When the line disappears, their eyes must be ahead of their voice. ]]> 2023-02-20 22:19:36 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488914042 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488914376  Use a single copy of the text placed so that every child can lean in and look off the same page to read. Hold two small cards to mask 2-3 words together and prompt the student to, “Read it all together.” Read it with them to provide a correct model for the phrasing. Continue masking and chorally reading. Then have the students read some phrases without teacher support. Look for a shift in behavior. In later lessons, increase the number of words between the masking cards until the students’ phrasing becomes natural or 5-7 words per phrase. ]]> 2023-02-20 22:20:27 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488914376 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488916338  Bolded print, exclamation, and question marks: Point it out in the text and explain what it ]]> 2023-02-20 22:22:55 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488916338 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488917333 (This is a shared reading): The teacher and a student sit together and read aloud. The teacher takes the lead by providing a model of expressive reading while reading with the student. ]]> 2023-02-20 22:23:30 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488917333 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488919082 “There is punctuation in everything we read. Look here, and here, and here. When we read we should look at the punctuation; we don’t say anything, we just look. Read this with me. (Everyone reading from the teacher’s copy). I’ll point at the punctuation, don’t say anything for the punctuation, just look at it and then read on.” Read aloud with the students while the teacher points at the punctuation. Next have the students do the pointing and reading in their own copy and validate the pauses they make as they attend to the punctuation. ]]> 2023-02-20 22:24:24 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488919082 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488920255  “Quotation marks look like little lips. They are used to show us what someone is saying. When we see the first quotation marks, we know that the character is opening their lips to say something. The second set of quotation marks show us that the person is closing their lips. Let’s read what some of the quotes say. Here is one that is starting. It will end here. Let’s read the part between the quotation marks.” Read together then ask, “Who said this?” Locate more beginning and ending quotation marks and read the quotes. ]]> 2023-02-20 22:25:05 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488920255 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488921970 A structured process that involves both direct and indirect instruction using narrative text. The lesson includes the modeling of effective oral reading and both guided and independent practice. • Read a story aloud to students. • Following the reading, elicit the major story elements. Individually or as a group, complete a story map graphic organizer. • Using the story map as a guide, help students write a summary of the story. • Following the completion of the story map and summary, read aloud a selected portion of the story, perhaps one that was particularly exciting, meaningful, or eventful. • After reading the segment of the text aloud, have students read it chorally with you until they appear to be reading with a good rate, accuracy, and expression. • Next, put students into pairs and have them read the story segment to each other. Ask them to read the passage just as you have practiced it together. • When students have completed partner reading, read aloud another portion of the text and follow it with choral reading and partner reading, until several segments of the text have been modeled and practiced. • On another day, ask students to select one of the modeled and practiced passages and read it aloud to a peer group. Following each reading, ask listeners to make one or two positive comments about each reader’s performance. • On successive days (2-4), ask students to read aloud in a soft voice to themselves for about 10 minutes, using the same passages previously practiced. Move around the class or group and listen to students as they read, providing feedback as appropriate ]]> 2023-02-20 22:26:03 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488921970 2013412_4 https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488925323 Fix-Up Strategies for Surface Meaning: 
• Look for a word-part you know • Slow down • Take sentence apart • Get an alternate pronunciation • Look up possible word meanings • Check text features for help • Substitute a synonym that makes sense • Record and study related vocabulary 

Fix-Up Strategies for Deeper Meaning • Reread • Read it aloud • Keep reading and see if it gets clearer • Read the sentence above and below • Talk to someone about a part  Read an easier text on the same topic then return to the more difficult text • Take notes and write your connections and questions in the notes • Create a picture or diagram to hold meaning • Stop and reflect ]]> 2023-02-20 22:28:09 UTC https://padlet.com/2013412_4/g3eshwcoumn8zfb0/wish/2488925323