then… provide additional fluency practice by pairing nonfluent readers with fluent ones.
If… students have difficulty reading fluently,
Fluency
Alexander, Who Used to Be Rich Last Sunday Group Time
Retell Leveled Reader Making Sense of Dollars and Cents
Model how to retell the book, using the illustrations. Then ask students to retell the book page by page, using the illustrations as aids. Prompt them as needed.
What is happening in this picture?
What did you learn from this page?
for Fluency
MODEL Read aloud pp. 3–4, emphasizing the use of punctuation and the way you group words together. Have students note the way your tone of voice rises when you read a sentence with a question mark. Point out the way your voice becomes slightly louder and more animated when you read a sentence with an exclamation point. Then read pp. 5–6 word-by-word in a monotone voice. Have students tell you which model sounded better.
PRACTICE Have students reread passages from Making Sense of Dollars and Sense with a partner or individually. For optimal fluency, they should reread three or four times. As students read, monitor fluency and provide corrective feedback. Students in this group are assessed in Weeks 2 and 4.
Model how to retell the book, using the illustrations. Then ask students to retell the book page by page, using the illustrations as aids. Prompt them as needed.
for Fluency