Post on 25-May-2020
transcript
Fluency in Reading
Parent Workshop
January 2019
What do we mean by fluency?
● Pace/speed: not too fast or too slow to help the listener
understand the text
● Phrasing: grouping words for meaning (e.g. clauses) Early one morning, Little Red Riding Hood set off to go to
Grandma’s house. ● Stress: putting emphasis on words to convey meaning
● Intonation: rise & fall, quiet & loud to reflect meaning
● Volume: change in volume to create emphasis
● Taking account of punctuation: pausing for meaning
● Accuracy: not missing words, dropping endings,
mispronouncing vowels, noticing and self-correcting errors
● Using expression: capture the mood, show your
understanding of what the character is like and how they
might be feeling
What does this look like in action? KS1:
https://www.youtube.com/watch?v=-v3XOsTF33Y
What does this look like in action? KS2:
Why is fluency so important?
A fluent reading style supports comprehension because cognitive
resources are freed from focusing on word recognition and can be
redirected towards comprehending the text.
Mastery means being able to fluently
read increasingly complex texts.
Ensuring proficiency and stamina to allow
pupils to ‘read to learn’.
‘To become a long distance runner, you have to put in the miles. In the
case of reading, it is referred to miles on a page. Quantity matters.’
Practise doesn’t make perfect; practise
makes permanent. It’s only perfect practise
that make perfect.
Consider this:
Reading Reconsidered Doug Lemov
https://www.gov.uk/government/publications/key-
stage-2-tests-2016-english-reading-test-materials
3 Texts
40 questions
1 hour
Reading underpins all aspects of the curriculum.
● As pupils move through their education, the demand
on reading increases dramatically.
● At degree level, the majority of course content relies
on reading dense and complex textbooks that
require deep thinking for comprehension.
● If reading fluency is not established before pupils
leave primary school, this dramatically impacts on
their entire education at secondary school.
fluency in
reading
=
success
in life
A word on vocabulary...
Children will more be fluent at reading
words if they have encountered them
before and can attribute meaning to them.
penguin
choir
albeit
● Modelled Reading
● Re-reading
● Echo reading
● Choral reading
● Accountable Independent Reading
How do we teach fluency in school?
How do we intervene to address errors when children are reading aloud:
Mark the spot Punch the error Punch the error- restate the error to
prompt a correction
Example: ‘in-SPEAK-tion?’
Chunk it Name the sound
AVOID Echo Reading Avoid reading the word before the above
strategies have been tried. When a pupil
is told, minimal learning happens.
Speed Corrections To avoid losing flow and meaning during
reading, tell children tricky names, unusual
words, words that are incredibly technical Children to then echo read. Minimal use!
Re-read and pause where the error is.
Example: ‘he ran though the door. He
ran…’
Name the sound or rule
Example: ‘it’s a long a- try
again’
Prompt to break into syllables or
recognisable chunks
Example: un-re-cog-nis-able
Chunk it si tu a tion
so lu tion
so phis ti ca tion
spe cial i sa tion
spe ci fi ca tion
spe cu la tion
starv a tion
sta tion
stim u la tion
Phonics knowledge is required
http://www.alphabeticcodecharts.com/Pronunciation
%20Guide%20for%20English.pdf
Let’s think about the grapheme ‘a’.
How might we prompt a child to re-read a word if they misread it?
Performance poetry and recitals
Re-reading, echo reading and choral reading
Reading play scripts and reader’s theatre
Text Marking (with read reading and echo reading)
How do we teach fluency in school?
Which words are given
emphasis?
Where did I pause for
effect and to convey
meaning?
How are the characters
feeling? How do you
know?
Can you think about how we should read this section?
Pause
Emphasis
Slight acceleration
Volume up
Slowed pace
Volume down
Read-a-along audio story books
Taking on character roles- turning story scenes into mini-plays
Echo reading (for expression)
Noting down unfamiliar words and turn into flashcards for speed reading
games
Provide an audience. Re-reading to puppets/pets/younger siblings
Specific praise for each of the skills that make a fluent reader
Sing-a-long karaoke videos- parent suggestion
What else can you do at home?
Kindle Power
Vocabulary Builder Whispersync
● Pace/speed: not too fast or too slow to help the listener
understand the text
● Phrasing: grouping words for meaning (e.g. clauses) Early one morning, Little Red Riding Hood set off to go to
Grandma’s house. ● Stress: putting emphasis on words to convey meaning
● Intonation: rise & fall, quiet & loud to reflect meaning
● Volume: change in volume to create emphasis
● Taking account of punctuation: pausing for meaning
● Accuracy: not missing words, dropping endings,
mispronouncing vowels, noticing and self-correcting errors
● Using expression: capture the mood, show your
understanding of what the character is like and how they
might be feeling
Any questions?