Follow these steps to teach vowel patterns: To quickly decode unfamiliar words in text, children must become automatic with the sounds these patterns make. Unfortunately, the adage, “When two vowels go walking, the first one does the talking,” doesn’t work for many patterns (e.g., oo, oi, oy, ew, au, aw, oi, eigh, and ea as in bread). D.Ĭhildren who read at levels H and higher are often challenged by words that have a vowel pattern.
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How to Teach Vowel Patterns by Jan Richardson, Ph. The following chart provides suggestions for teaching students which each type of fluency challenge: Once you’ve analyzed the child’s oral reading to determine why the child isn’t fluent, it’s time to teach for fluency. Prosodic reading, or reading with expression, is widely considered to be a strong indicator of solid comprehension. The student is “reading the punctuation” so that someone who is listening will understand the character’s feelings. When a child is reading prosodically, oral reading sounds like speech with appropriate phrasing, pausing, stress, and general expressiveness. This might help you determine your next step in instruction.ĭoes the student read accurately but without appropriate expression? If a child is reading in a flat monotone, his reading lacks prosody. As the child reads orally, note the words the child reads as a phrase. For example, all the words in a prepositional phrase should be said together. Some children read word-by-word because they are not phrasing within sentences. Perhaps he is being overly cautious not to make any mistakes. The more sight words students master, the fewer errors they will make.ĭoes the student read accurately, but mostly word by word? There could be several reasons why a child reads accurately but slowly. Sight words are words the child reads automatically because they have been mapped into the brain’s long-term memory.
to, the, up, where, come, etc.) If children misread or pause on these words, it is because the words have not become sight words. Do they have short vowels, digraphs or blends? Do you notice that the child misreads words with vowel teams (ai, oa, ou, etc.)?ĭoes the student have trouble reading big words? Many intermediate readers are challenged by multisyllabic words, especially those with prefixes and suffixes.ĭoes the student struggle to read high frequency words? High frequency words are words that appear frequently in English texts (e.g. When analyzing fluency, be sure to use a text that is at the student’s instructional or independent range (at least 90% accuracy).ĭoes the student struggle to read one-syllable words? Analyze the one-syllable words the child misses. If the children are reading below grade level, they will not do well on this type of assessment. This is one challenge of taking a one-minute fluency probe on grade-level text. Is the text too difficult? Obviously, if the text has too many unfamiliar words, the student will read slowly. The first step is to analyze the running record to determine why a student isn’t reading with appropriate speed and accuracy.
The important question is how do I help students improve their oral reading fluency? The answer to that question will reveal the best intervention for accelerating our students. Students who read with appropriate speed, accuracy, and expression are more likely to comprehend connected texts (Fuchs, et al. Research shows there is a strong correlation between oral reading fluency and reading comprehension.
Click here for a complete description of what “Next Steps” guided reading is, and how it aligns with current reading science. Integrated framework that includes decoding skills, reading fluency, systematic phonics instruction, vocabulary support and reading comprehension strategies.Įach of the above elements is supported by more than 40 years of research. It includes these essential research-based components:Įxplicit focus based on on-going assessmentsĪ balance of direct instruction and application My framework has always aligned with reading science. One reason I authored my first book, The Next Step in Guided Reading, is that I had witnessed too many guided reading lessons that were not aligned with reading research. I’ve written a white paper that clarifies some of those confusions. There are common confusions about the “Science of Reading ” there are also confusions about guided reading and whether it aligns with reading research.
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