Roadways to Reading: Alphabet Fluency

Fluent reading allows the reader to...

• attend to the mechanics of decoding.

• attend to the meaning of the text rather than the mechanics of decoding.

• focus on punctuation.

• read and write simultaneously.

Fluency is accurate reading...

• at a minimal rate

• at a minimal rate with appropriate expression.

• at a minimal rate with appropriate expression and deep understanding

• none of the above

Fluent readers...

• read almost every word.

• read only the words in the centre of the page.

• read every other word and guess the rest from context.

Tags

CCSS.RF.1.3A

CCSS.RF.1.3B

CCSS.RF.2.3A

CCSS.RF.3.4A

CCSS.RF.5.3A

Chunking involves...

• separating your food into separate chunks and eating them from the least to most appetizing.

• studying one group of words and then moving onto the next group.

• grouping words into phrases.

• recognizing high frequency letter combinations.

Tags

CCSS.RF.1.3A

CCSS.RF.1.3E

CCSS.RF.2.4C

CCSS.RF.3.3A

CCSS.RF.3.3C

Reading with fluency means reading:

• with accuracy and expression

• with expression and rate

• with accuracy, expression and rate

• by the fire place with a hot beverage

Fluent readers rely...

• on teachers and parents to answer any questions they have.

• heavily on contextual information to discover the meaning of the text.

• on podcasts and documentaries to extend their reading.

• very little on contextual information because word recognition is rapid, automatic and efficient.

Fluent readers construct...

• meaning as they read.

• meaning after they read each chapter.

• a timetable to keep their reading goals on track.

• All of the above

Tags

CCSS.RF 4.3.A

CCSS.RF.1.3D

CCSS.RF.1.3E

CCSS.RF.2.3E

CCSS.RF.K.3B

Dysfluent readers tend to...

• listen to podcasts and watch films rather than read.

• read way too fast.

• an average rate of reading

• have a slow rate of reading

• None of the above

Tags

CCSS.RF.2.3D

CCSS.RF.2.3F

CCSS.RF.2.4A

CCSS.RF.2.4C

CCSS.RF.K.3D

Dysfluent readers have difficulty...

• finding the page where they left off. Please give them bookmarks.

• applying learned word identification strategies.

• deciding what to read next and so this takes up all the reading time. Please limit their choices.

• reading fluently. dys-fluent is the opposite of fluent.

• Answer 2 and 4 are correct but answer 2 is a better answer.

Tags

CCSS.RF.1.3B

CCSS.RF.1.3F

CCSS.RF.3.3B

CCSS.RF.K.3B

CCSS.RF.K.4

Fluency instruction should follow this progression:

• phrases, sentences, text reading, comprehension, sounds, letters, words,

• sounds, letters, words, phrases, comprehension, sentences, text reading,

• cartoons, sitcoms, game shows, films, miniseries, podcasts

• sounds, letters, words, phrases, sentences, text reading, comprehension

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A