Using Reading Fluency By Improving Her Words Per Minute ( Wpm )

I used this application in my intervention class this past year as an intervention for students who struggle with spelling and vocabulary. I would use assign the student a set of 5-10 words and the student would learn them through flashcards and interactive games using spelling city. Spelling city also implements the “Words their Way” program and has built in assessments.

This lesson was about the word family –at, spelling those words, and beginning sounds of words. They also read the book The Ginger Bread Man and she explains what adaption means when one author writes a book that is different from the original story. They practiced spelling –at family words, some short and some longer, and students come up with words that are in the –at family, even if they are not real words.

Since my tutee is young, I chose the Phonics Fish game to use during tutoring for the week. I chose this activity because it seems to be very engaging and the tutee is having fun while he is learning. It is a great review activity that will help my tutee use their growing visual awareness of phonics sounds and patterns to conduct word families. Since my tutee has trouble with fluency because he wants to sound out almost every word before he reads it, this will help when he comes to a word that he may not know, he can look to see if it belongs to a word family word that he does know.

This video is discussing a technique you can use when teaching the vocabulary pillar of reading. The teacher is having her three students’ create a Word Snapshot. The Word Snapshot is a graphic organizer that requires the students to choose a new vocabulary word and create a picture and sentence using the word. The Word Snapshot also has the students identify synonym and antonym for the vocabulary word as well as connections. For these particular students they were only required to create a sentence and picture, but if they wanted to push themselves a little bit further they could find a synonym and antonym for the word. It was also great that the teacher had an example of a Word Snapshot she created since it allowed for the students to see

Flashcards is a technique that has been used for ages and have proven to be an effective method for assisting children with reading. Unfortunately, they are also cumbersome and expensive, not to mention easily lost. Thanks to advances in technology you no longer have to use regular flashcards when it comes to helping your children, but this doesn’t mean you have to abandon the concept completely. Starwords bring flashcards into the digital age by mixing proven methods with new innovations.

In my small group lesson for the self-contained fifth grade class that I was assigned to, I had my small group practice their skills of sequencing events by ordering the characters of the book “Bear Snores On.” With my lesson I opened by discussing the weather and what hibernation meant, which I feel was a successful hook to begin the lesson. Before reading I gave each student a sheet that had space for three vocab definitions on the front. On the back of the page it supplied five small boxes with lines each next to each box, which would allow students to draw the characters in order and explain why each animal entered the cave. As I read, I would stop and pick out specific words that I wanted to use for vocab, we would discuss the meaning

Go over the vocabulary words one by one, asking students, “Does anyone know what that word means?”

After reading our book, (End of the Rainbow Fruit Salad) I can passed around a few of the fruits that is mentioned in the book… I can apply cooking activities with the children once a month this will be a great way of learning new words and promoting literacy.

Reading faster and increasing your rate of retention almost seems like a paradox. If you are like most people you believe that you either read faster, or you increase your retention rate. You certainly wouldn't believe both were possible at the same time. However, you would be wrong. This article will teach you how to use brain-based learning to do both at the same time.

I am going to tell Grace before we start to read our books, to listen for words that she's unfamiliar with and would like to learn more about. When we are done reading, I will ask Grace to tell me the words she has chosen to study. I will then add them to our vocabulary list. Using the words that Grace has provided, I will read the words in a sentence that I have written in order to give her a chance to hear the word in context. I will ask her if based on the sentence I read if she has any thoughts on what the word might mean. Then I will give her the definition of the word. Grace I will then do a shared writing activity where we will write sentences for the words together, creating strong context sentences. In subsequent tutoring sessions, we will review our words to reinforce the meanings. We will also add to our wordlist as we read new books. I feel this way of teaching vocabulary to Grace will allow her to be in charge of the words she learns, which will help her to be engaged during vocabulary study. Also, the vocabulary words will be relevant to what Grace is learning, helping her to remember what she has

Engage: Student’s will all come to the gathering place, after all the student’s are sitting I will say “It’s time to review our sight words”. Then as a class we will say our 100 sight words correctly, if a word is said incorrectly I will stop and correct students. After we say our sight words I will write the sight word that we are reviewing for the day on the board. I will ask a quiet hand to tell me what that word is. Then I will instruct students to repeat after me t-h-e-y spells they, they, they. After that I will say “Now it’s time to practice our word part sounds and then I will say “Who can raise a quiet hand and tell me why we practice our word parts” After a student answers we will move on and do our word part phonics flash cards as

Based on Lilly’s weaknesses I would focus on several skills for her to improve her literacy skills. The first strategy I would focus on Lilly would be with phonics, she struggles with her long vowels such as long a, long o, and long i. One way to expose Lilly to long vowels would be with the use of sight words containing the long vowels she struggles with. Exposing those words for Lilly to hear and visually see would be very beneficial for her because she would be able to see and hear the word at the same time. Another method for Lilly to learn her long vowels would be with an activity called “Long A Matching Puzzle”, the child will be given cut cut outs in which they will have to match the pictures to the correct long a spelling. For example, one of

I am going to use repeated reading for my fluency strategy. Repeated reading is a teaching technique that is used to increase oral reading fluency. During repeated reading exercise students are given many opportunities to practice reading and rereading short text (50-300 words) in order to reach a specific fluency goal (about 95% accuracy). Repeated Reading uses repeated guided oral reading practice to improve reading rate, accuracy, and comprehension. Repeated Reading is executed in a one-on-one setting with a teacher and student, but can also be utilized in peer partnerships and integrated into daily oral reading activities in the classroom. Repeated reading has many benefits such as: boosts comprehension; cultivates fluency; develops decoding

Are you one of the slow readers in your class? You do not have to worry about this because there are various speed reading speed tips that you can try to enhance your skills. First on the list is to determine what are the things that you need to know. You can formulate the questions so that it would be easy for you to look for answers. Look for key words in the text. Sometimes they are italicized, bolded, or underlined. The key words may be single or long tail.

For my probe, I will choose a short passage. Using the sentences from the passage, I will create flash cards. The student will practice reading the short phrases practicing proper phrasing, intonation, and expression.