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Fluency

Fluency. What is fluency?. The rate and accuracy at which a person reads. It provides a bridge between word recognition and comprehension. . Reading with Expression. ABC. DEF? G! HI. J, KLM. NO! PQR. S, TUV. WXY? Z! A! BCDE. FGH? IJK. L, MNO. PQRS? TU? VWX. YZ!.

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Fluency

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  1. Fluency

  2. What is fluency? • The rate and accuracy at which a person reads. • It provides a bridge between word recognition and comprehension.

  3. Reading with Expression • ABC. DEF? G! HI. J, KLM. NO! PQR. S, TUV. WXY? Z! • A! BCDE. FGH? IJK. L, MNO. PQRS? TU? VWX. YZ!

  4. Look for the Signals is a strategy that helps students to see how punctuation and other typographical signals (e.g., punctuation marks, large and bold print, underlining, italics) affect meaning and help readers better understand an

  5. Dialogue • A Conversation on the Edge of War

  6. Phrasing • The way in which words are chosen and grouped in speaking and writing. • Reading in thought units • Using slashes or extra spaces to mark thought units in material to be read • Ex.) • Fred and Mary were on their way to the movies.

  7. Chunking • A similar technique to phrasing in which the student is encouraged to read phrases of language that represent meaning rather than separate words. It focuses on reading phrases of text that represent a thought. • Chunking facilitates comprehension and fluency by using thought units rather than word-by-word reading.

  8. Clouds and Fog • Little drops of water come together in • the sky to make clouds. Clouds get bigger • and bigger as they soak up water from • oceans and lakes. There are many kinds of • clouds. How high a cloud is in the sky and its • color tells you if it is going to rain or snow. • Fog is a cloud that is close to Earth. • Fog and clouds are formed in the same way. • When the weather is foggy, you really are • inside a cloud. If you have ever been in a fog, • you know it is hard to see inside a cloud.

  9. Try on your own • In 1852, Harriet Beecher Stowe was a young woman living • in a little town in Maine. She had been concerned for a long time • about slavery. She believed it was immoral, and she couldn’t • understand why everyone else did not agree with her. Over the • years, she had gone to many lectures about the need to give slaves • their freedom. She had read many newspaper articles saying the • same thing. But the lectures and articles always annoyed her. They • were dry and hard to read, using complex legal arguments.

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