SuperSpeed: Game of Champ Readers!

Audacity: Free Audio Editor and Recorder Teaching With a Mountain View: Top 10 Tips for Building Fluent Readers + Link Up! We have all heard about the shift that happens, usually between second and third grade, when students (should) go from learning to read to reading to learn. Unfortunately, for some students, their ability to read to learn is stifled by their inability to read fluently. Even for those kids who can read at an average pace, the faster and more accurately they can read and decode, the more effectively they can comprehend. When I taught third grade, and now as an interventionist, the importance of fluency is empathized more than ever (and has definitely met some critics). I know that fluency is NOT the end-all, be-all, but a lot of research proves that it is important, and a lot of schools are trending toward fluency being a high priority. 1. I know what you’re thinking—this is obvious. Update: I now have a FREE download that includes the above anchor chart! 2. Have you discovered the Super Speed games from Whole Brain Teaching? 3. 4. 5. 6. 7. Day 1 of new passage ONLY: Every Day: 8. 9. 10.

ereadingworksheets | Free Reading Worksheets Florida Center for Reading Research Grades 4-5 (2007) Frequently Asked Questions about the K-5 Student Center Activities Introduction During the spring 2004 Florida Reading First school site visits, staff from the Florida Center for Reading Research (FCRR) determined that teachers may benefit from classroom materials that would be immediately useful in implementing independent student center activities. In 2004-2005, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in kindergarten and first grade classrooms. These Student Center Activities, Teacher Resource Guide, and accompanying Professional Development DVD (K-1 Project) can be accessed at In 2005-2006, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in second and third grade classrooms. In 2006-2007, FCRR reviewed current research, collected ideas, and created materials for use in fourth and fifth grade classrooms.

FLUENCY Vocabulary Development During Read-Alouds: Primary Practices Reading storybooks aloud to children is recommended by professional organizations as a vehicle for building oral language and early literacy skills (International Reading Association & National Association for the Education of Young Children, 1998). Reading aloud is widely accepted as a means of developing vocabulary (Newton, Padak, & Rasinski, 2008), particularly in young children (Biemiller & Boote, 2006). Wide reading is a powerful vehicle for vocabulary acquisition for older and more proficient readers (Stanovich, 1986), but since beginning readers are limited in their independent reading to simple decodable or familiar texts, exposure to novel vocabulary is unlikely to come from this source (Beck & McKeown, 2007). Much is known about how children acquire new vocabulary and the conditions that facilitate vocabulary growth. What we know about vocabulary and read-alouds Incidental word learning through read-alouds Adult mediation in read-alouds Setting for the study Instructional focus

PHONEMIC AWARENESS DEFINITION READING COMPREHENSION DEFINITION PHONICS DEFINITION VOCABULARY DEFINITION