then…provide additional fluency practice by pairing nonfluent readers with fluent ones.
What About Me? Group Time
Retell Leveled Reader It’s A Fair Swap!
Model how to skim the book, retelling as you skim. Then ask students to retell the book, using illustrations and photographs. Prompt them as needed. For example, ask:
What kinds of things did early colonists have to trade?
How is a mall like and different from a marketplace the colonists went to?
for Fluency
MODEL Read aloud pp. 3–4 of the Leveled Reader It’s A Fair Swap! at an appropriate rate—not too fast and not too slow. Have students notice how you pause for punctuation. Discuss how you pause slightly longer at the ends of sentences than for internal punctuation. Then quickly read pp. 5–7 without pausing for commas and periods. Have students tell you which sounded better. Discuss how the appropriate rate of reading creates a more pleasing rhythm.
PRACTICE Have students reread passages from It’s A Fair Swap! with a partner or individually. For optimal fluency, they should reread three or four times. As students read, monitor fluency and provide corrective feedback. Assess the fluency of students in this group using p. 63a.
Model how to skim the book, retelling as you skim. Then ask
for Fluency