We are all so grateful to our guest Tim Rasinski and Melissa Chessman Smith. Please note that this is Tim’s very first Twitter chat. I think he deserves a huge Twitter appreciation, don’t you #G2Great
We are all so grateful to our guest Tim Rasinski and Melissa Chessman Smith. Please note that this is Tim’s very first Twitter chat. I think he deserves a huge Twitter appreciation, don’t you #G2Great
Hi Everyone! I’m Susan Vincent from Cincinnati! I teach at Miami University and am a former Reading Recovery peep! So excited to learn from @TimRasinski1#g2great
We are all so grateful to our guest Tim Rasinski and Melissa Chessman Smith. Please note that this is Tim’s very first Twitter chat. I think he deserves a huge Twitter appreciation, don’t you #G2Great
Hi #g2great friends! Ashley here from CT. Instructional Literacy Coach by way of classroom teacher, so ready and willing to learn and grow in all areas of literacy. Coming down off a high of giving PD today in very hot weather, so trying to stay awake!
A1: We must embrace a broad definition of Fluency. Expression = prosody, intonation, ton, stress. Also automaticity, pace, wcp, phrasing, pausing, accuracy, & Se;f corrections. EARS = expression, Automatic word recognition, rhythm, and smoothness! #g2great
Love doing Word Ladders! That could be another chat topic - word games! Well I hope to improve my Twitter Fluency by doing this chat. Authentic practice leads to fluency!
#G2Great
We are all so grateful to our guest Tim Rasinski and Melissa Chessman Smith. Please note that this is Tim’s very first Twitter chat. I think he deserves a huge Twitter appreciation, don’t you #G2Great
A1 We begin by understanding what the reading process is all about. If that forms the foundation of our efforts then we can change the way we address fluency. #G2Great
A1: Fluency is all about meaning making. Fluent readers, because they are automatic in word recognition, are able to use their cognitive resources for comprehension, not word analysis. #g2great#TheMegabookOfFluency
A1: I belive that with all of the canned programs, etc. floating around...that we have lost sight of the basics and their essential nature and importance in the classroom. #g2great
My tweets for the next hour will be devoted to #g2great’s chat about fluency. Let’s do this @TimRasinski1 and @MCheesmanSmith 📚authors of The Mega Book of Fluency ♥️
Awwwww .... Richard Allington was the person I learned SO MUCH about literacy from. We even had him for dinner one evening and at our school the next day. #G2Great
In reply to
@DrMaryHoward, @TimRasinski1, @MCheesmanSmith, @ScholasticEd, @franmcveigh, @hayhurst3, @brennanamy
Hi, @DrMaryHoward! Going to try to join you as much as possible tonight, and will definitely catch up on whatever I miss! This chat sounds great already! #G2Great#literacyrocks 😆
A1: We embrace fluency through read alouds and encouraging our Ss to make reading their own. They need to own the story for themselves and the audience. #g2great
A1b: We have to keep our eye on the end goal *COMPREHENSION.* Fluency skills like EXPRESSION will get our kids there! We have a mini-poster in the back of #TheMegabookOfFluency that teaches Ss how to read w/expression (“Change Your Pitch” or “Stress Important Words”) #g2great
Hi, @DrMaryHoward! Going to try to join you as much as possible tonight, and will definitely catch up on whatever I miss! This chat sounds great already! #G2Great#literacyrocks 😆
A1 Many assessments have muddied the waters of our perception of what fluency is all about. If we treat fluency as an act of speed then we’re likely to view our instruction from that lens. #G2Great
A1: Do more work to "norm" fluency with other teachers. The more a group of people can listen to a child read, have conversations around it, and annotate the fluency, the better each teacher's understanding will be! #g2great
Awwwww .... Richard Allington was the person I learned SO MUCH about literacy from. We even had him for dinner one evening and at our school the next day. #G2Great
In reply to
@DrMaryHoward, @TimRasinski1, @MCheesmanSmith, @ScholasticEd, @franmcveigh, @hayhurst3, @brennanamy
A1. Well ..... we certainly wouldn't want to become extinct from not reading fabulous prof. learning books like "The Megabook of Fluency!"
We read.
We listen,
We learn.
#G2Great
A 1 It’s key to understand that fluency is part if comprehension. It’s not a speed contest; it’s Reading with expression and phrasing that reveals the meaning of text. Imagine if actors in a play or movie went for speed instead of communicating character. #g2great
A1: Fluency is all about meaning making. Fluent readers, because they are automatic in word recognition, are able to use their cognitive resources for comprehension, not word analysis. #g2great#TheMegabookOfFluency
A1 It is impossible to truly understand fluency and our role in promoting and teaching it if we don’t understand reading as a meaningful act. Redefining our purpose will shift our perspective. #G2Great
Agree! Dick's article on fluency as the neglected reading goal in the early 1980s inspired me to explore fluency. Dick Allington is a giant in our field! #g2great
Awwwww .... Richard Allington was the person I learned SO MUCH about literacy from. We even had him for dinner one evening and at our school the next day. #G2Great
In reply to
@DrMaryHoward, @TimRasinski1, @MCheesmanSmith, @ScholasticEd, @franmcveigh, @hayhurst3, @brennanamy
A1. I think we have to go back — back to before we felt we had to turn everything into a numbers game and graph it every two weeks. We need to stop timing and start listening to children read. #g2great
A1 Sometimes people confuse being fluent with rate only. Fluency is so much more. A Ss understanding of a text comes through in their phrasing, expression, pausing, and stress. #G2Great
A1 also, always ignore the parts of assessments like STAR that provide an Oral Reading Fluency score for students who never actually read for them. 😕 #g2great
Ts need an ear for fluency. One can tell well a student is getting the meaning just from hearing them read. #g2great Truly magical, but I am a reading geek.
A2 This shift is critical because fluency doesn’t live w/in a vacuum. When we reduce fluency to numbers on a spreadsheet we diminish what it really is. #G2Great
A2: You’ll notice SPEED isn’t listed in our framework; but SPEED DOES MATTER! It’s an effect, not something forced. It’s AUTOMATICITY that is the goal. Then the speed will come when reading independently. #g2great#TheMegabookOfFluency
A1: Fluency is all about meaning making. Fluent readers, because they are automatic in word recognition, are able to use their cognitive resources for comprehension, not word analysis. #g2great#TheMegabookOfFluency
A1 Sometimes people confuse being fluent with rate only. Fluency is so much more. A Ss understanding of a text comes through in their phrasing, expression, pausing, and stress. #G2Great
A2: I have many students that can read the words like a Boss, but they have no idea what they have read or do anything with the information. There must be intentional balance. #g2great
A2: Reading speed is important. The key thing to remember is that reading speed is a consequence of fluency, not a cause. #g2great#TheMegabookOfFluency
A2: Authenic reading creates a love of reading and a motivation to want to read- that should be our goal. What’s the point in reading quickly if you hate it? #g2great
A1: As a high school teacher, my ss clamor to hear me read aloud. Why? It's because of #prosody and they like to hear what fluent readers do when making meaning! Read aloud, choral reading, reader's theater in grade 11. Can't argue with results and engagement! #G2Great
A1: define what fluency is for your students. I tell my Ss fluency is when your reading sounds like talking. It's not too fast and it's not too slow. And, if you make a mistake, you fix it. #G2Great
A2. When meaning is the goal it becomes a natural read, but when it is about speed then that is an entirely different animal. The goal is key. Meaning needs to be the goal of fluency. #g2great
A2: in programs where the focus is on increasing speed, guess what kids think reading is? increasing speed! but in programs where the focus is on communicating meaning, kids get that reading is about real reading and the meaning! #g2great
A2b: Our brain can automatize words and phrases! Once decoding becomes *AUTOMATIC*, it allows the reader to use COGNITIVE ENERGY on COMPREHENSION. #g2great
So important Melissa and yet it’s been treated as the star of the show. We tend to teach what we assess and when assessments focus solely on speed… well then we get into the deep dark hole of speed as the focal point! #G2Great
A2: You’ll notice SPEED isn’t listed in our framework; but SPEED DOES MATTER! It’s an effect, not something forced. It’s AUTOMATICITY that is the goal. Then the speed will come when reading independently. #g2great#TheMegabookOfFluency
A2: It comes down to the q of "Do we want our students to be good readers or do we want them to be fast readers?" Certainly some can be both, but for many others there is one or the other. The first will lead to success outside a grade in the gradebook #g2great@ERobbPrincipal
A2 We MUST view fluency as a meaning-making process and treat it as such. Timed reading w/boring paragraphs that define kids as a WPM score misrepresents the breadth of fluency. #G2Great
A2: Because our goal is lifelong readers and the last time I was timed reading I was in elementary school? Authentic reading is the only way to help form authentic readers. Even if others tend to disagree (and also are invested in programs) 😁
Heather - how wonderful to hear about HS teachers who read to students. Helps even older students see how fluency enhances meaning. (Have you ever tried reading to your students in a robotic voice? - no fluency, no meaning, no satisfaction) #G2great
A1: As a high school teacher, my ss clamor to hear me read aloud. Why? It's because of #prosody and they like to hear what fluent readers do when making meaning! Read aloud, choral reading, reader's theater in grade 11. Can't argue with results and engagement! #G2Great
A2 Using real texts connects fluency with meaning. Working for speed only misses the point of why we read. Use real texts like poems, plays,readers theater so Ss link fluency and making meaning. #g2great
A2: as you taught me @TimRasinski1 in an authentic situation, nobody reads the same paragraphs over and over, but we do find this rehearsal in plays! #readerstheater#Broadway#G2Great
A2. When meaning is the goal it becomes a natural read, but when it is about speed then that is an entirely different animal. The goal is key. Meaning needs to be the goal of fluency. #g2great
A2 I have never seen a “program “ that made students love reading- although I’ve heard some big sales pitches-I haven’t heard, “This program makes kids love to read.” It only occurs from reading books. @LRobbTeacher@DrMaryHoward@TimRasinski1#g2great
A2 Listen to the musical quality of any child joyfully read aloud a favorite poem or text and you will see what fluency is really all about. We must return to THAT! #G2Great
A2 Relevance is key. Reading an authentic text for a reason that matters to students is much more likely to improve their fluency. Reading for speed is NOT relevant! #g2great
AR makes kids love reading. Just ask the teachers that force that hot garbage on their students. They love reading and fancy pencil top erasers 🙄 🤯 #g2great
In reply to
@ERobbPrincipal, @LRobbTeacher, @DrMaryHoward, @TimRasinski1
A2: When we make meaning, the type of text dictates how quickly it must be read, don’t you think? In the end, some things need song-song rhythm, while others require us to slow down a linger over them. #g2great
A3. Repertoire: We Model Fluent Reading -
Wordless Picture Books, Storytelling, & Read Alouds;
Support / Assist Reading with
Songs, Poetry, Jokes, Jump Rope Chants, etc.& use Wide Reading, Reading Practice to help develop fluency!
#g2great@TimRasinski1@MCheesmanSmith
I've been told that Hollywood and Broadway are filled with actors who struggled in reading as kids, but found that rehearsing for plays gave them a road to reading improvement. #G2Great
A2: as you taught me @TimRasinski1 in an authentic situation, nobody reads the same paragraphs over and over, but we do find this rehearsal in plays! #readerstheater#Broadway#G2Great
Q2 Focusing on speed has created a generation of word callers who don’t truly understand what they read. This is not reading. When I see this in classrooms, I tell students it’s not reading, it’s speeding and deserves a ticket or fine 😂 #G2Great
A2: Right? Authors want some of their writing to be ready more slowly, dramatically, quietly, loudly, quickly. The intuition of a reader to react to this as they read is really at the heart of fluency. #G2great
Great question Tori. And sadly, when authenticity and meaning are kicked to the sidelines, JOY will go with it! Devoid of those things is a pretty terrible place for a reader. #G2Great
I also suggest that students, usually MS students who aren't fluent readers, meet w the T & have her model reading, then have Ss practice at home, and then the next day, the T can "call on them in class" and they are fluent. This decreases embarrassing situations. #G2Great
A3: Repeated Reading is the ♥heart♥ – but in a “wide” way – modeling, listening, following along w/parent/teacher & independent practice, all along the balanced reading continuum. #g2great
A3 Definitely prosody which never seems to come up when we happily record WPM scores. The prosodic features of oral reading have much more to teach us. #G2Great
#G2Great A1 needs rebranding and redefinition to include volume, pacing, parking, prosody expression, I’m continuously surprised so many define fluency as only a rate of speed and believe its speed that will eventually equate ability to comprehend 🤦♀️
This Twitter Chat is a good example of the problems in reading fast. I want to read all the great comments but if I did read them as fast as they were made I would be lost! I'll be rereading all the great comments more slowly tomorrow!
#G2Great
And yet assessment that focus on speed like Dibels Aimsweb and a million clones, the purposes becomes speed. We can use narrow assessments and think they won’t narrow instruction. #G2Great
A2: Reading "real texts" promotes engagement and genuine love of reading. Love that you have works of literature / not just readings in your book. Doing "The New Colossus" choral reading as we open "American Dream theme #G2Great
A3 Definitely modeling from the T with read alouds, but also authentic conversations about the books Ss are reading and are interested in. Ss can read aloud the parts of their books that they are interested in to share what they are passionate about. #G2Great
A3b: Why did we ask students, “Have you already read this book?” and then make them choose a new one? THIS IS REPEATED READING? (and a deeper comprehension opportunity) It should be ►►► “Do you want to read it again... & again? Go for it!” #g2great#repeatedreadingatitsfinest
A3: Modeling in read aloud, using wordless picture books to tell stories, repeated readings of familiar (and high interest) texts, lots of poetry!! #g2great
I have to do this every week! I sit the next day and create a sketchnote from @DrMaryHoward 's wakelet! #g2great Too much great stuff to catch reading so quickly.
A 3b: Teachers need to read to kids regularly and then talk with students about how their is fluent - eg. “Did you notice how I change my voice when I became a different character?” #g2great#TheMegabookOfFluency
A3 Modeling what fluent reading looks like, sounds like (& yes FEELS like) is essential. We need implicit AND explicit models that make our thinking public as we read with fluency. #G2Great
A3 - One of the building blocks to developing fluency is supported reading of instructional texts which then become familiar 'old friends' that can be read fluently, independently. #g2great
I have to do this every week! I sit the next day and create a sketchnote from @DrMaryHoward 's wakelet! #g2great Too much great stuff to catch reading so quickly.
There have been times that I thought a student's fluency was great, but when I went back and timed them, their speed was not what I thought it was. Their prosody was great, speed slow. #G2Great
A3 Modeling fluent reading through read alouds of picture books, novels, poetry and more! I read/we read/you read cycle with poems is also very effective. (And fun!) #g2great
A3: A very last conversation I had with Marie Clay was about our obsession with fluency as fast. She noted our eye was no longer on the other important aspects like phrasing and expression. #G2Great
#G2Great A2 if a student attends to punctuation by using appropriate expression, if they feel the emotions of characters adjusting their tone with which they read, if they understand the authors craft & intention knowing when to slow and when to speed up then meaning is leading!
A 3c: I also like assisted reading where a student reads a text while simultaneously hearing a fluent reading of the same text by a partner, a group, a teacher, a parent, or classmate. Fluency becomes a collaborative activity. #g2great#TheMegabookOfFluency
A3 Authentic practice using varied texts: poetry, texts, music lyrics. When fluency & meaning-making join forces, joyful reading is at the center of oral reading. #G2Great
A3 - I have recorded my students reading and played it back for them. Asking them if they think it sounds "like talking" has resulted in big shifts in what their reading sounds like. #g2great
A3:big books for shared and repeated readings, POEMS, multiple read alouds, to name a few. Being back in K, I’m doing a lot to foster oral language development with centers like: puppets, peg people and flannel board pieces for storytelling/retelling . #G2Great
A3 - One of the building blocks to developing fluency is supported reading of instructional texts which then become familiar 'old friends' that can be read fluently, independently. #g2great
Like poetry (and song)!
My wife and I volunteer at our local Alzheimers Unit. We always end with a song. Amazing how these folks who dont remember us from 1 week to the next can remember the old songs we sing with them. #G2Great
A3 - One of the building blocks to developing fluency is supported reading of instructional texts which then become familiar 'old friends' that can be read fluently, independently. #g2great
A3: To start with, expect it! Select text that facilitates fluent responding. And lots of opportunity to read those texts over and over. Kiddos should have some favorites that are like old friends. #g2great
#G2Great A2-Our school shows over 6 years 18% of red oral reading fluency kids pass our end of grade test! But you have to teach why fluent reading matters! What it means and why it helps! Then you need to give kids copious amounts of time to read books they want to and can read
TRUTH! Reading aloud every day so important for providing models to Ss. And at the same time Ss hear beautiful language and develop imagination! #g2great
A4 I love the EARS acronym & think it can help us view fluency from ALL sides. It could help us move from a highly suspect DIBELs culture to one which approaches fluency from a broader view. #G2Great
A 4: The neat thing about EARS is that it shows children what they need to be paying attention to develop their fluency. Imagine an EARS chart in every classroom where students are asked to consider how their own reading is fluent. #g2great#TheMegabookOfFluency
A4: These are *GOALS!* Students that are fluent will be able to show expression, read automatically with rhythm and phrasing (not word-by-word) and with ease or smoothness. This makes COMPREHENSION increase! #g2great#TheMegabookOfFluency
A4 - in Reading Recovery, developing a varied, large reading vocabulary (known words) is key to developing the automatic word recognition piece of fluency. #g2great
A4 I love the EARS acronym & think it can help us view fluency from ALL sides. It could help us move from a highly suspect DIBELs culture to one which approaches fluency from a broader view. #G2Great
A4: EARS is a great, accessible way to define it. I love that rate is implied through automatic word rec, but it’s not explicit. It highlights what is the most important. #g2great
Q6: I'd add having students video themselves (with tablets) and then self-assess their videos - see more about this in my Reading Teacher article #G2Great
A4 #G2great my favorite fluency analogy is watching a movie. Would you understand it, feel it, ponder it if you were watching it in slow motion? Fast forward? With no expression? Most would turn off the TV... readers do to!
A4: Like the acronym since fluency is all ears. We listen when something is fluently read to us and it involves all the 4 components. I also like that expression is first, because that's what is important for meaning. #g2great
It should be the first thing we put in the schedule (right up there with time for independent reading where they can apply what they are learning). We MAKE room for what we value! I couldn’t agree more Melissa! #G2Great
A4b: Expression can be both taught (Marking Up Expression, Situational Expressions #TheMegabookOfFluency) and be an effect of a student that is fluent – ☺☻ Students have to comprehend text in order to deliberately emote or express #g2great
A4 I love the way EARS features work in combination to elevate meaning-making. With expression comes smoothness and rhythm/phrasing which reflects greater automaticity #G2Great
#G2Great A4 I like EARS and more literally...think the word EARS helps us remember a truly fluent readers sound pleasing to our ears...like an audio book a fluent reader can still capture the essence and excitement of a text through the vehicle of voice
A4 I love the EARS acronym & think it can help us view fluency from ALL sides. It could help us move from a highly suspect DIBELs culture to one which approaches fluency from a broader view. #G2Great
A4 I would love to see schools discuss each feature of EARS and use this as a comparative view of Dibels. This would uncover the misconceptions of an assessment that has not warranted our trust. #G2Great
Sometimes taking older Ss back to picture books & poems helps them practice and develop that fluent reading. That why I like to have my older Ss read them to our Kinders. #g2great
Q3 A Read Aloud each day is the foundational building block to lay! Children develop literary appreciation as they experience read alouds shared with expression, prosody, accuracy, and excitement! They mimic the tone, flavor, mood, and style exemplified while listening. #G2Great
I tell my college students that before we had to use DIBELS I could just use my ears to assess fluency, and now we’ve got EARS! Thank you!!!Hallelujah!!!! #g2great
A4: EARS is a great, accessible way to define it. I love that rate is implied through automatic word rec, but it’s not explicit. It highlights what is the most important. #g2great
Desiging quality instruction=student voice/choice. Common denominators. 6 yrs ago I completed grad research combining fluency and reimagined reader's theater digital storytelling=success. Now, I'm using screencasting in a similar way = authentic purpose/real audience. #g2great
A5 JOY and MEANING! When I love something I’ve read, I want to read it aloud to savor the beauty of language – both to enrich and to support understanding. #G2Great
A4 Each element of EARS working together shows the reader understands the text. The four are like a string quartet with each part contributing to the whole meaning experience. #g2great
A4 #G2great my favorite fluency analogy is watching a movie. Would you understand it, feel it, ponder it if you were watching it in slow motion? Fast forward? With no expression? Most would turn off the TV... readers do to!
A5: I like texts that lend themselves to fluent, expressive reading– rdrs theater scripts, poetry, songs, speeches, monologues-dialogues, opinion texts, narrative, etc. Such texts are meant to be rehearsed (repeated reading) & performed fluently #g2great#TheMegabookOfFluency
A5 Giving them an authentic purpose like reading to younger Ss.
They have heard their parents/Ts read to them and have heard that read aloud voice. Amazing how quickly some of them adopt it! #G2Great
A5: Designing quality instruction=student voice/choice. Common denominators. 6 yrs ago I completed research combining fluency and reimagined reader's theater digital storytelling=success. Now, I'm using screencasting in a similar way = authentic purpose/real audience. #g2great
A5b: Practice being REPEATED is the most essential... practice makes us better at anything! Soccer … playing an instrument.. Reading is NO exception! It makes it ☼ automatic! ☼ #g2great#repeatedreadingatitsfinest
A5 CHOICE is a key feature of rich fluency experiences. The more kids like the text then the great the potential that oral reading will reflect fluent reading. It’s so crucial. #G2Great
A5 I always begin with poems that relate to other content from the day or the students' interests, then let kids pick their favorites to practice. #G2great
I sent my students to your website for songs and poems and holiday-themed word ladders! My former student @ElianaHendler sent you ones she made. #G2Great
A5: Make it fun! Bring the joy of reading to your readers. Let kids choose texts that make them want to read fluently. Take the meaningless, chore aspect out of practicing lame passages and trust in kids’ choices. #g2great
Q7: Thrilled to see the qualitative component added (as we focused too much on quantitative under NCLB) - fluency is how good you sound as a reader! #G2Great
A5: I like to involve choice of reading material when Ss are being assessed and taught. I also like to use poetry because it is initially easy for the Ss to connect to. #g2great
A5 We underutilize the value of poetry, rhythm/rhyme and music as key fluency sources. The very design of these selections make them ideal fluency resources. #G2Great
One of the great conundrums is we time and congratulate kids in elementary for reading fast. Middle school teacher says “slow down and read carefully,” and the high school teacher says “savor this one line.” Kids must wonder about our mixed messages! #G2Great
Q4 The terms used in EARS are kid-friendly. My students understand this. I love sending students on an ‘All EARS’ video walk to collect examples and non-examples of fluency. #G2Great
A6. Fluency: When does it matter in real life?
Daily announcements done by Ss.
Music teacher - ask to help.
Buddy Reading, Readers Theater, Cumulative Reading, Reverse Cumulative Reading, Poetry Jam, Speeches, Read Aloud,
Recording with Flipgrid/Seesaw.
#g2great
The NAEP Oral Fluency study used a qualitative measure of fluency and found a strong relationship between qualitative assessments of oral reading and silent reading comprehension. Qualitative assessments of fluency are valid. They empower teachers. #G2great
Q7: Thrilled to see the qualitative component added (as we focused too much on quantitative under NCLB) - fluency is how good you sound as a reader! #G2Great
One of the great conundrums is we time and congratulate kids in elementary for reading fast. Middle school teacher says “slow down and read carefully,” and the high school teacher says “savor this one line.” Kids must wonder about our mixed messages! #G2Great
I think this is so important and not talked about enough. Their accuracy could easily be 100% but they could still have no idea what they are reading. We need to do a better job of expecting this, assessing for it, and teaching it. #g2great
A6: As a 5th grade teacher, I love all the ♫MUSIC & SONG♫ readings. Even when kids aren’t singers – singing fun Alan Katz or other silly songs not only is repeated to practice fluency, but also increases vocabulary & reinforces poetry structure. #g2great#TheMegabookOfFluency
A6 I love reading to music. I asked my students to pick a poem of their choice and an instrumental music selection. It was amazing to watch them combine the poem and music to bring the meaning to life. #G2Great
A5 We underutilize the value of poetry, rhythm/rhyme and music as key fluency sources. The very design of these selections make them ideal fluency resources. #G2Great
One of the great conundrums is we time and congratulate kids in elementary for reading fast. Middle school teacher says “slow down and read carefully,” and the high school teacher says “savor this one line.” Kids must wonder about our mixed messages! #G2Great
A 6: Poems and songs are such joyful texts. They are wonderful especially for struggling readers – they are easy to learn to read fluently and allow kids to feel success in their reading. This builds confidence! #g2great#TheMegabookOfFluency#repeatedreadingatitsfinest
#G2Great Q6 Acting our their own writing is such a great fluency and writing technique. They almost always revise their work for the better, notice punctuation, and feel like it’s an important task.
In reply to
@DrMaryHoward, @TimRasinski1, @MCheesmanSmith, @ScholasticEd, @franmcveigh, @hayhurst3, @brennanamy
This is so true! Never thought about it. I am going to encourage upper elem Ss to find important sentences that the author wrote in the book they are reading. Want them to focus on the message the author has in hopes that they read for meaning. #g2great
A6b: Even though we may not always consider for Phrase Reading “fun” • maybe we need to redefine what’s important: FUN and JOY are different. There is JOY in learning and being successful! • (phrase lists, syllable pyramids, etc.) #g2great#TheMegabookOfFluency
A6: student led book clubs, poetry readings, performing reader’s theater for younger students, recorded reading/presentations on seesaw, kids sharing their writing daily. #g2great
A 6b: I love having kids practice (rehearse) and perform readers theater scripts. They need to get into character and use their oral voices to convey meaning! Most of all they get to become reading stars! #g2great#TheMegabookOfFluency#repeatedreadingatitsfinest
A6 I used karaoke for a 6-month oral reading experience in a SE classroom and the growth was incredible. It supported all features of fluency w/o ignoring the role of meaning-making. #G2Great
A6b: Even though we may not always consider for Phrase Reading “fun” • maybe we need to redefine what’s important: FUN and JOY are different. There is JOY in learning and being successful! • (phrase lists, syllable pyramids, etc.) #g2great#TheMegabookOfFluency
8 years ago this high school teacher was assigned to give a presentation on S Jay Samuels Theory of Automaticity. I thought it had nothing to do with me until I found the research on adolescents fluency impact on comprehension from Dr. @TimRasinski1#G2Great
A5: I think of a purpose for rereading. Should we reread to notice punctuation and see who is talking and how they are feeling? Do we need to practice with echo reading to know how to phrase and understand a longer sentence? #G2Great
This was one of my students' favorite writing strategies that was also secretly a reading strategy. They did much better proofreading when they read it orally like a read aloud. I also pushed them to use tech and to listen back to themselves! #g2great
#G2Great Q6 Acting our their own writing is such a great fluency and writing technique. They almost always revise their work for the better, notice punctuation, and feel like it’s an important task.
In reply to
@DrMaryHoward, @TimRasinski1, @MCheesmanSmith, @ScholasticEd, @franmcveigh, @hayhurst3, @brennanamy
A6b: Even though we may not always consider for Phrase Reading “fun” • maybe we need to redefine what’s important: FUN and JOY are different. There is JOY in learning and being successful! • (phrase lists, syllable pyramids, etc.) #g2great#TheMegabookOfFluency
Several of my Ss do this on their own. One book that they love to hear and read is "The Perfect Nest"--Spanish, French and Southern accents are required. #g2great
A6 Most successful fluency experience has been having students pick a person to read to and then choose books they will like and practice reading for that person. Total engagement and ownership. And real. #G2Great
A6 - using their own compositions as the biggest teachers of fluency. They are invested and engaged in their own words, their own language structures, their own vocabulary. #g2great
There was a recent study on karaoke reading with HS students in Hawaii that found significant improvements in student's reading. USDOE What Works Clearinghouse.
#G2great
A6 Any activity that savors the beauty of language is my favorite. I love for kids to do book talks WITH a snippet of favorite lines. Powerful way to advertise AND promote fluency. #G2Great
There was a recent study on karaoke reading with HS students in Hawaii that found significant improvements in student's reading. USDOE What Works Clearinghouse.
#G2great
A6 Most successful fluency experience has been having students pick a person to read to and then choose books they will like and practice reading for that person. Total engagement and ownership. And real. #G2Great
A7: As a way to assess, if a teacher wants a baseline of WPM, that is one small piece… HOW a student reads is more work to determine, but much more useful to know… i.e. “Can they read smoothly with expression?” #g2great
A7 Well, we can all celebrate this bc so often we take complex skill work and make it simplistic. We miss the mark and multiple opportunities to promote growth when we limit our lens to speed. #G2Great@brennanamy@DrMaryHoward@franmcveigh@TimRasinski1
A6: changing a text to reader's theater format and then performing it is great fun. There's a true purpose for rereading along with the authentic audience #g2great
Q5 I’ve experienced the greatest success when it comes to increasing student fluency when my instruction included strategies for achieving fluency, opportunities to hear examples, meaningful and authentic practice, specific feedback, and a celebration of success! #G2Great
A7: Quality over quantity. Data is great to have if it helps inform instruction, but the qualities of fluency are meant to last students a lifetime- not just to be a blip on a spreadsheet. #g2great
A7b: We can’t afford to measure something so complex with a number! **Listening and knowing what is happening with the reader** is the key to the prospect of future quality instruction #g2great#TheMegabookOfFluency
A6: changing a text to reader's theater format and then performing it is great fun. There's a true purpose for rereading along with the authentic audience #g2great
Q5 I’ve experienced the greatest success when it comes to increasing student fluency when my instruction included strategies for achieving fluency, opportunities to hear examples, meaningful and authentic practice, specific feedback, and a celebration of success! #G2Great
A6 Any activity that savors the beauty of language is my favorite. I love for kids to do book talks WITH a snippet of favorite lines. Powerful way to advertise AND promote fluency. #G2Great
A7 Numbers focused solely on speed limit our scope of readers. When we use a qualitative lens we can see the reader in the context of engagement in the reading process. Very different view. #G2Great
A7 As Einstein said, “Not everything that counts can be counted, and not everything that can be counted counts.” Fluency is so much more than a number! #g2great
Multidimensionality also allows us to look more closely when trying to diagnose reading difficulties.
Reading speed is too much like a hammer. #G2great
A7 These are critical conversations to have in schools. If we put Dibels & Multidimensional Fluency Scale side-by-side, we’d visibly see the distinction between word level/speed vs reading process view! #G2Great
As I'm thinking about all of this, I'm realizing we teach a lot about how to record *what* students read and not *how* they read contributes to some of the struggles with teaching fluency. That means much of it needs to be done in the moment and that can be tough.
#g2great
BUT it is such important information that it is worth the time and effort to capture the information. I know the book probably gets into this, but since I don't have access, I'm just "thinking out loud!" #g2great
A6: changing a text to reader's theater format and then performing it is great fun. There's a true purpose for rereading along with the authentic audience #g2great
A7 FAR too much of our fluency view is about district mandated compliance. We MUST dig deeper for a broader research-based perspective. Our fluency view has been misguided in recent years! #G2Great
I’m watching this incredible information about fluency & wishing EVERY educator was here tonight. We have a long way to go to make up for the fluency missteps of the past. So grateful to Tim and Melissa for sharing their wisdom and engaging us in the conversations! #G2great
How do we explain a student who can decode fluently, but has no comprehension? I had a student who decoded w 100% accuracy, prosody but couldn't summarize, explain what she'd "read." @TimRasinski1#g2great
One of my students FAVORITE fluency building activities! Thanks to your keynote at our AZ Reading Association Conference, I added songs and poems to the options to choose from! #G2Great
Hope all of you amazing literacy educators will join #BookCampPD this Sunday evening at 7:30 EST when we begin our two week focus on this terrific book - pre order now https://t.co/Z94ikUpkOv release date 9/4 #G2Great
One of my students FAVORITE fluency building activities! Thanks to your keynote at our AZ Reading Association Conference, I added songs and poems to the options to choose from! #G2Great
