Question.4211 - M3 Reading Discussion In addition to your initial reading response, you will respond to classmates. Your responses could be related to the key ideas and/or the questions posed. This response should be thoughtful and include connections, extensions, and possible questions. You will respond to at least two postings each week. Each response should be approximately 100 words for a minimum of 200 words in group discussion. Rubric: 4 - Excellent response with detailed, thoughtful, and connected comments to 2 posts (minimum of 200 words - minimum of 100 words per post) 2 - Limited response to 1-2 postings, lacking connections and extensions (between 100-199 words) 0 - Submitted late, responded to only 1 posting, or incomplete (less than 100 words)
Answer Below:
PHPWord body {font-family: 'Arial'; font-size: 11pt;} * {font-family: 'Arial'; font-size: 11pt;} a.NoteRef {text-decoration: none;} hr {height: 1px; padding: 0; margin: 1em 0; border: 0; border-top: 1px solid #CCC;} table {border: 1px solid black; border-spacing: 0px; width : 100%;} td {border: 1px solid black;} p, .Normal {margin-bottom: 8pt;} h1 {font-family: 'Times New Roman'; font-size: 24pt; font-weight: bold;} h1 {margin-top: 5pt; margin-bottom: 5pt;} .Normal Table {table-layout: auto;} .Heading 1 Char {font-family: 'Times New Roman'; font-size: 24pt; font-weight: bold;} .Strong {font-weight: bold;} .Normal (Web) {font-family: 'Times New Roman'; font-size: 12pt;} .Hyperlink {color: #0000FF; text-decoration: underline ;} .text-left {font-family: 'Times New Roman'; font-size: 12pt;} .text-base {font-family: 'Times New Roman'; font-size: 12pt;} .p1 {font-family: 'Times New Roman'; font-size: 12pt;} body > div + div {page-break-before: always;} div > *:first-child {page-break-before: auto;} @page page1 {size: A4 portrait; margin-right: 1in; margin-left: 1in; margin-top: 1in; margin-bottom: 1in; } Hi Abbie, You’ve provided a thorough breakdown of the components of reading fluency and excellent strategies to foster them in the classroom. I particularly like how you emphasized automaticity with high-frequency words and the balance of making books accessible yet challenging. This really allows students to practice at a level where they can succeed without feeling frustrated. I also think incorporating various strategies like choral reading and partner reading helps to reduce the anxiety some students may feel about reading aloud. It’s a great way to build confidence while enhancing fluency. Your explanation of prosody was also very insightful. I love the idea of using anchor charts and discussing the relationship between punctuation and expression. I think the emphasis on volume and peer feedback is especially important for building confidence in expression without the fear of being judged, which can sometimes be a barrier for older students. Your strategies are practical and rooted in research, making them not only effective but also adaptable to different classroom environments. However, I wonder: How do you tailor your fluency instruction for students who might be reluctant to participate in activities like readers theatre or choral reading? How do you help them overcome potential discomfort without pressuring them? I’d love to hear your thoughts on this. Best, Hi Tammy, I can really relate to your thoughts about helping older students with reading fluency, especially when it feels like they're behind in areas like high-frequency words or prosody. It sounds like you're doing an excellent job of focusing on comprehension over speed, which is so important, particularly for older students. I agree that when students struggle with fluency, it’s often tied to their ability to recognize high-frequency words quickly and accurately, which makes the reading process smoother and more natural. In terms of teaching prosody, I can see why it might be challenging, especially if it’s not something that comes naturally to you. One way you could approach this with older students is to model different reading styles and expressions, helping them connect the rhythm and flow of language with how it affects meaning. Instead of focusing on tapping or clapping, try guiding them through reading with different emotions (excited, sad, surprised), to emphasize how tone and expression impact how the reader connects with the text. It doesn’t have to be like elementary school, and I’m sure they’d appreciate you treating it in a more mature way, like practicing “emotional reading” or discussing the impact of expression on storytelling. To address your concern about students feeling embarrassed, perhaps you could approach high-frequency words and prosody in a non-judgmental, fun way. Incorporating these into group readings or peer modeling might make it less personal and more collaborative. You could even give them short, humorous passages to practice with that make the process feel less formal. Ultimately, your focus on comprehension is key, and with small, patient steps, I think your juniors can still improve their fluency without feeling embarrassed. You’re definitely on the right track! Best, AdajahMore Articles From Language and Literacy Across the Lifespan
.ico)
.ico)
.ico)
.ico)
