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Graphic of Module 1: Building a Community of Learners
 

Lesson 6.3: Fluency Development

Focus: Understand the importance of students becoming fluent readers and how to provide fluency instruction.

Prior to the Collaboration Group Meeting

1. Reflection Journal

Write in your reflection journal prior to the Collaboration Group meeting. You are to respond weekly in your journal, reflecting on your learning, observation, questions, and personal connections. Your reflections need to be at least 250 words. You may choose how to format your journal, though you may want to consider the following as you write:

    • What are some new understandings you made this week as a result of the work for this lesson and your work with your students?
    • How has this new understanding influenced your current practice?
Bring your reflection journal to the weekly Collaboration Group meeting, and prepare to share your entries.

2. Readings

NOTE: To print the linked documents below, do the following:
    • Put your mouse on the document and right click. You will see a window that asks you where you want to download the document.
    • Determine where you want to save the document.
    • After saving the document, open and print it in MS Word.
  1. Read Put Reading First (pp. 22-31), and complete the Important Points Chart.
  2. Read An Overview of Fluency Instruction.
  3. Read Readers Theater Resources Found on the Internet.
  4. Read Readers Theater Self-Evaluation.

3. Classroom Application

    • Determine the fluency level of your three target students using the Fluency Summary Form.
    • Place a copy of the Fluency Summary Form in each target student’s literacy profile. (See Lesson 3.7 for more about literacy profiles.)
    • Select one of the techniques described in An Overview of Fluency Instruction to help students develop fluency. Implement the technique in a classroom with the students. Write a description of the fluency lesson you did and how it helped the students develop fluency.

During the Collaboration Group Meeting

  1. The facilitator leads the Collaboration Group in:

    • Sharing reflection journal entries.
    • Discussing the Important Points Chart.
    • Sharing comments about determining target students’ fluency level using the Fluency Summary Form. Discussing the strengths and weaknesses of the tool for the students in your community.
    • Sharing their Fluency Lesson Descriptions:
      • describing what went well and how they think the lesson helped with fluency development;
      • explaining the challenges and any adaptations they might make the next time they teach a similar lesson.

  2. Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.

After the Collaboration Group Meeting

  1. Email a copy of the Important Points Chart and the Fluency Lesson Description to the instructor. Send your assignment(s) to the instructor as an attachment to an email message. Be sure to include your name, date, location, and title on the document. Also, include your name and lesson title in the file names, for example, moses_importantpoints_chart and moses_fluency_lesson.
  2. The recorder emails the Collaboration Group notes to the instructor and places a copy in the Collaboration Group Notebook.
  3. The timekeeper emails the attendance to the instructor.