then…provide additional fluency practice by pairing nonfluent readers with fluent ones.
Me and Uncle Romie Group Time
Retell Leveled Reader A Walk Around
the City
Model how to use the headings and photographs to retell the selection. Then ask students to retell the book, one section
at a time. Prompt them as needed.
What is this section mostly about?
What did you learn from reading this section?
for Fluency
MODEL Read aloud pp. 3–5 of the Leveled Reader A Walk Around the City, emphasizing appropriate phrasing. Have students note how you read meaningful groups of words together. Explain that you do this to better imitate the natural flow of spoken language. Then read p. 3 word-by-word. Have students tell you which model was better. Tell students that reading groups of words together helps readers better understand what they read.
PRACTICE Have students reread passages from A Walk Around the City 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 any student you have not checked during this unit.
Model how to use the headings and photographs to retell the selection. Then ask students to retell the book, one section
for Fluency