Reflection: Developing a Conceptual Understanding Contractions With "Have" - Section 1: Teacher Background Knowledge and Preparation

 

Years ago when fluency was the new "buzz word" the concept of teaching fluency was always difficult for me to grasp.  What is the best way to teach fluency? And boy did I get on the bandwagon.  I made loads of fluency phrases and would give my students reading passages and time them all the time (and probably stressing them out, too).  It wasn't until I went through some training on Common Core and learned the scientific underpinnings for teaching reading that I finally understood the place that fluency has in the whole reading process.  

If you look at my phonemic awareness unit, you'll see that segmenting and blending are of utmost importance to developing readers.  Children have to be able to break down language into phonemes.  Then the phonics stage occurs when students learn to match spoken sounds to the graphic representations of the letters.  Once students can decode fairly well, we teach other parts of language such as prefixes, suffixes, compound words, and contractions.  That's where this lesson fits in.  As a first grade teacher, if you are doing a good job with teaching foundation and language skills, and getting your students to be automatic with these skills, fluency will come. So don't stress out and force fluency phrases and passages down your students throat like I've done in the past. Just focus on the basic reading foundational and language skills.

  How Knowing Contractions Leads to Fluency
  Developing a Conceptual Understanding: How Knowing Contractions Leads to Fluency
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Contractions With "Have"

Unit 13: Grammar and Language Lessons
Lesson 7 of 8

Objective: SWBAT read and write contractions with "have" as well as the two words that comprise the contraction.

Big Idea: Automaticity is the key to fluency. Let's learn how to decode our contractions with speed and ease.

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