Foundational to Comprehensive Literacy in the SCL Classroom: Developing Fluency with Intentionality (K-8)

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Overview

Over the past 3 decades our understanding of fluency and its role in skilled reading has greatly evolved. Research now indicates intentional fluency training can support the development of this typically weak area for early readers in grades K-5, and some readers demonstrating difficulties in grades 6-8. In this workshop participants will answer the question: “What are the research-based instructional practices and routines that support fluency development?”

Specifications

• 2 hours
• Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity

Outcome

I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.

Learning Experience

Define

• Determine the difference between automaticity and fluency and clarify the role each skill plays in skilled reading
• Describe the 4 components of fluency and the role each plays in skilled reading
• Describe the characteristics of a fluent reader

Explore

• Explore research-based instructional practices and routines that encourage and support fluency development
• Explore considerations and guiding questions for assessing and monitoring fluency development

Build

• Identify actionable next steps for fluency instruction within their classrooms