Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
RICA domain 3
| Concept | Description |
|---|---|
| A fluent reader can: | read accurately, at an appropriate rate, and with appropriate expression |
| fluency and comprehension correlation | Non-fluent readers struggle to understand what he/she is reading. |
| Indicators of fluency | Accuracy Rate Prosody |
| Accuracy | pronouncing words correctly when reading orally |
| Rate | appropriate speed, neither too fast or too slow (quickly decode words, read passages and sentences) |
| Prosody | read with appropriate expression (emphasis in certain words, variation in pitch and pausing) |
| Factors that affect fluency | weak word analysis skills not familiar with vocabulary lack of background knowledge lack of more complex sentences |
| Role of decodable text | usually use with beginners readers using basic phonics skills and high frequency sight words |
| Role of systematic, explicit instruction | involves frequent oral reading experiences and appropriate guidance and feedback from the teacher. |
| Silent reading and fluency | providing the students with appropriate reading levels and hold students accountable for comprehension |
| Strategies to promote students fluency | 1 teacher one-on-one or small group 2.Student read alone 3.Timed 4.Tape-Assisted Reading 5.Paired-Reading with a partner: |
| Strategies to build accuracy | additional instruction in word identification skills. It can be done through explicit instruction in phonemic awareness, phonics, and sight words |
| Strategies to build rate | Whisper reading (i.e., reading out loud to themselves) independent silent reading with accountability for comprehension |
| strategies to build prosody: | teacher marks the text and explains the markings, then the teacher reads aloud modeling how to read with the marks. |
| how to meet everyone's needs | 1. Differentiated Fluency 2. improve accuracy through additional word identification instruction 3. focus in recognizing sight words 4. Oral reading 5. Silent reading |
| how to help English learners in fluency | provide differentiated fluency instruction to address their needs through explicitly teach English intonation patterns, phrasing, syntax, and punctuation |
| advanced learners and fluency | use more advanced texts to enhance and broaden fluency development |
| key points about fluency assessments | Is done through oral reading Measures: accuracy, rate, and prosody Can be done for entry-level, progress monitoring, and summative. Analysis of data should be standard-based (below, at, or above expectation) |
| Fluency by third grade | students are expected to read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. |
| How is fluency introduced? | 1. identification of letters 2. single-syllable words with regular letter-sound correspondences and sight words 3.multisyllabic words 4. at all levels fluency instruction with phrases, sentences, and paragraphs |
Created by:
ricatestprep
Popular RICA sets