Phrasing ML TNC expression, Accuracy and → Expression M2 Oral phrasing, rate, Words Correct → Reading fluency Running accuracy Per Minute (including accuracy, Record benchmarks within calculations automaticity, and levels prosody). Fluency Rubric (Rasinski) Observation Opportunities During conferring During guided reading Listen in during pair-and-share Benchmarks 3rd Grade: Creates meaning while reading more and more smoothly; Goal: 80-110 wpm. 2nd Grade: Creates meaning while reading more and more smoothly; Goal: 70-100 wpm. 1st Grade: Creates meaning while reading more and more smoothly; Goal: 30-60 wpm. Kindergarten: Applies sight words and Fry Instant Fluency Phrases. Pre-Kindergarten: Pretends to read using some of the language from the text; describes action and uses pictures to order events. Retelling Why: Retelling stories is part of a typical progression children go through as they learn to read. They progress from talking about pictures to connecting ideas across pages using “book language.” Eventually, they will begin to use a variety of strategies including knowledge of letters and sounds or picture cues to comprehend texts (Sulzby, 1985). Retelling stories helps children develop understandings of both story structure and language which ultimately contributes to understanding text (Morrow, 1985). Retelling will prompt growth in the following areas: Knowledge of text forms Knowledge of text conventions Conscious awareness of processes involved in text construction Range and variety of text forms and conventions being employed in other writing tasks Control of vocabulary
Phrasing Expression Reading fluency (including accuracy, automaticity, and prosody). ML → TNC M2 → Oral Running Record Fluency Rubric (Rasinski) expression, phrasing, rate, accuracy benchmarks within levels Accuracy and Words Correct Per Minute calculations Observation Opportunities During conferring During guided reading Listen in during pair-and-share Benchmarks 3rd Grade: Creates meaning while reading more and more smoothly; Goal: 80-110 wpm. 2nd Grade: Creates meaning while reading more and more smoothly; Goal: 70-100 wpm. 1st Grade: Creates meaning while reading more and more smoothly; Goal: 30-60 wpm. Kindergarten: Applies sight words and Fry Instant Fluency Phrases. Pre-Kindergarten: Pretends to read using some of the language from the text; describes action and uses pictures to order events. Retelling Why: Retelling stories is part of a typical progression children go through as they learn to read. They progress from talking about pictures to connecting ideas across pages using “book language.” Eventually, they will begin to use a variety of strategies including knowledge of letters and sounds or picture cues to comprehend texts (Sulzby, 1985). Retelling stories helps children develop understandings of both story structure and language which ultimately contributes to understanding text (Morrow, 1985). Retelling will prompt growth in the following areas: Knowledge of text forms Knowledge of text conventions Conscious awareness of processes involved in text construction Range and variety of text forms and conventions being employed in other writing tasks Control of vocabulary