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Reading Fluency: MAPPS

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Tes Dimroci

on 3 March 2014

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Transcript of Reading Fluency: MAPPS

Reading Fluency: MAPPS
Reading Fluency
- bridge from phonics to comprehension
- reading fluency has two components
- automaticity in word recognition
- expressiveness in oral reading
: ability to decode words accurately, but also automatically
: connects fluency and comprehension
: the patterns of sound
What Reading Fluency is Not
- it is not fast reading
- it is not just for the primary grades
- it is not simply oral reading
- instructional method that aims to improve students' word-recognition automaticity

- improves their prosody as well
M - Modeling Fluent Reading for Students
- students need an idea of what is meant by fluency
- read aloud to students meaningfully and expressively

- direct students’ attention to:
> you read at a quick pace
> but you slowed down in certain parts of the reading
> you changed your voice when you became different characters,
> you marked punctuation by pausing
> you used dramatic & extended pauses to add meaning
- students can also learn a lot from negative examples as well, of what
not to do

A - Assisted Reading for Support
- learning to ride a bike
- choral/group reading
- paired reading
- audio-assisted reading
- watching TV
P - Practice Reading, Wide and Deep
wide reading
: maximizing the sheer volume of what a person reads

- a large and wide amount of reading is necessary for students to become fluent and proficient

deep or repeated reading
: sometimes readers need to read a text more than once to master it & set the stage for the next reading

P - Phrasing of Words in Meaningful Groups
- fluent reading is reading by words that are chunked together
- phrasing text while reading
- visually marked cues:
"First,/brief texts/can be read/like this."
- practice short phrases with high frequency words
"my little sister", "this and that"
S - Synergy to Make the Whole Greater Than the Sum of Its Parts
- as important as each of these elements are on their own, it is also important to combine them and make more complex instruction

- this will increase the impact of these elements if they’re implemented together rather than separately
The Fluency Development Lesson
Fast Start
Contextual Conditions
- older students


- higher & lower level readers

- special needs
Take the I Out - by Sharon Olds
But I love the I, steel I-beam that my father sold.
They poured the pig iron
into the mold, and it fed out slowly,
a bending jelly in the bath, and it hardened,
Bessemer, blister, crucible, alloy,
and he marketed it, and bought bourbon, and
Cream of Wheat, its curl of butter right in the middle of its forehead,
he paid for our dresses with his metal sweat, sweet in the morning
and sour in the evening.
I love the I, frail between its flitches, its hard ground and hard sky,
it soars between them like the soul that rushes,
back and forth, between the mother and father.
Audio-Assisted Reading
- within a classroom and home setting

- applicable to silent reading, as well as oral reading

- always involving a higher level reader

- aware of students' current reading fluency level, in order to help with improvement
As future teachers, do you feel that reading fluency is mainly targeted towards younger students?

Do older students find themselves as a disadvantage, as there are a lack of resources to develop reading fluency at an older age?
What can parents do to support reading fluency at home?

What can you, as a future educator, do to ensure that the reading fluency within your classroom is even?

Why is reading fluency important?
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