then… provide additional fluency practice by pairing nonfluent readers with fluent ones.
A Symphony of Whales Group Time
Retell Leveled Reader Rescuing Stranded Whales
Model how to skim to retell pp. 3–6. Then ask students to retell Rescuing Stranded Whales by skimming each page. Prompt them as needed.
What is this page mostly about?
What did you learn from reading this page?
for Fluency
MODEL Read aloud pp. 3–4 of the Leveled Reader Rescuing Stranded Whales, emphasizing accuracy and reading at an appropriate pace. Have students note how you read all the words correctly and read neither too slowly nor too quickly. Then read p. 5 too slowly and p. 6 too quickly. Have students tell you which model sounded best. Discuss how reading too slowly can cause readers to lose their train of thought and reading too quickly can make them miss important information.
PRACTICE Have students reread passages from Rescuing Stranded
Whales 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. 379a.
Model how to skim to retell pp. 3–6. Then ask students to retell Rescuing Stranded Whales by skimming each page. Prompt them as needed.
for Fluency