Speedy Phrases Florida Center For Reading Research-Books Pdf

Speedy Phrases Florida Center for Reading Research
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Speedy Phrases F 013 AM1a,I like them you and I,She called me We have some. It is time This is my dog,one of us these people,phrase cards. 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 013 AM1b Speedy Phrases,in the water by the time. How old are you Look at me,You may go how many,a long day my number is. phrase cards, K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008.
Speedy Phrases F 013 AM1c,it has been Write her name. some of you it could be,The cat is little Look for them. There you are She will go,phrase cards, 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 013 AM1d Speedy Phrases,one at a time What are these. Look at this I made some,about the time You can go.
one or the other Write his name,phrase cards, K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008. Speedy Phrases F 013 AM1e,some of them look at each. Call her now She said that,they have been What time is it. Write the word some may get,phrase cards, 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 013 AM1f Speedy Phrases,he would like Who said that.
Who are you Now we will go,What could it be We will use this. Write the number They are with him,phrase cards, K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008. Speedy Phrases F 013 SS,Phrases Correct Per Minute. 1st try phrases correct per minute,2nd try phrases correct per minute. 3rd try phrases correct per minute,phrases correct per minute.
phrases correct per minute, 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 014 Connected Text, The student will read with proper phrasing intonation and expression in chunked text. Passage book or text, Choose passages within students instructional independent reading level range Divide text into. one to five word chunks phrases by placing slash marks where students should pause Single. slashes may denote short pauses within sentences and double slashes may denote longer pauses at. the end of sentences, Students read text which has been divided into meaningful phrases by slash marks. 1 Rank students by reading ability from highest performing to lowest performing Split the. class in half and pair the top ranked high performing student with the top ranked low. performing student Continue pairing in that order,2 Provide each student with a copy of the text.
3 Working in pairs student one higher performing student reads the entire text pausing. briefly between chunks or phrases as denoted by slash marks. 4 Student two lower performing student repeats the reading by chunks emphasizing the. pauses at slash marks, 5 Continue until able to read the passage fluently. 6 Peer evaluation,Once upon a time a little boy,went to fly his kite in the open. field As he ran with the kite,it got caught in a tall tall tree. He didn t know what to do So,he ran to his brother shouting. Help me help me Please,help me get my kite down,Extensions and Adaptations.
Use a timer to quicken the pace, Partner read the passage taking turns reading sentences. Use longer and or more difficult passages within instructional independent reading. level range, K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008. Connected Text F 015,Rereading Decodable Text, The student will gain speed and accuracy in reading connected text. Set of decodable books or passages, Select previously introduced text which focuses on target letter sound correspondences. Students practice rereading decodable text with a partner. 1 Provide each student with a copy of the text, 2 Taking turns student one reads the first sentence of the text aloud Student two reads.
along silently providing assistance when needed, 3 Continue to read alternating sentences until the entire text is read. 4 Reverse roles and reread the text several times attempting to gain speed and accuracy. 5 Peer evaluation,Extensions and Adaptations, Make copies of the text and circle target letter sound correspondences. Read other decodable texts with targeted letter sound correspondences. Use a timer to quicken the pace, 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 016 Connected Text,Partner Reading, The student will gain speed and accuracy in reading connected text. Passage book or text, Choose books or passages within students instructional independent reading level range.
Sticky notes, Divide the text into passages using sticky notes to indicate the length of text to be read. Students practice reading fluently by reading text with a partner. 1 Rank students by reading ability from highest performing to lowest performing Split the. class in half and pair the top ranked high performing student with the top ranked low. performing student Continue pairing in that order,2 Provide each student with a copy of the text. 3 Taking turns student one the higher performing student reads the assigned length of. text aloud Student two the lower performing student reads along silently providing. assistance when needed, 4 Student two rereads the same text while student one assists. 5 Continue until the entire text has been read, 6 Reread the text several times attempting to increase speed and accuracy. 7 Peer evaluation,Extensions and Adaptations,After reading answer comprehension questions.
Retell the story with a partner For example student one asks What happened first. Student two answers Student one asks What happened next Student two answers. Student one continues questioning until student two has retold the entire story in sequence. K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008. Connected Text F 017,Repeated Timed Readings, The student will gain speed and accuracy in reading connected text. Books or passages, Choose books or passages within students instructional independent reading level range. Make two copies and laminate Indicate the number of words in text. Reading record student sheet Activity Master F 017 SS. Words correct per minute graph student sheet Activity Master F 007 SS1a F 007 SS1d. Choose or make a graph appropriate to the students fluency level. Timer e g digital,Vis Vis marker, Students time repeated readings and graph words correct per minute. 1 Provide each student with a copy of the text reading record and words correct per minute. graph Place the timer and Vis Vis marker at the center. 2 Working in pairs student one sets the timer for one minute and orally reads the text. Student two follows along using a Vis Vis marker to mark words read incorrectly. 3 Continues reading until timer goes off Student two circles the last word read Student one. completes the reading record and words per minute graph with the assistance of student two. 4 Student one rereads the text two more times attempting to increase speed and accuracy. 5 Reverse roles and continue until student sheet is complete. 6 Teacher evaluation,Name Repeated Timed Readin,Pages Read. 1st Reading,Number of words read,Subtract number of errors.
t per minute,Number of words correc,Number of words read. Subtract number of errors,t per minute,Number of words correc. Number of words read,Subtract number of errors,t per minute. Number of words correc,Research Revised,Center for Reading. 2005 The Florida,Activities Fluency,K 1 Student Center.
Extensions and Adaptations,Use other books or passages. 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 017 SS Repeated Timed Readings,Date Pages Read,1st Reading. Number of words read,Subtract number of errors,Number of words correct per minute. 2nd Reading,Number of words read,Subtract number of errors. Number of words correct per minute,3rd Reading,Number of words read.
Subtract number of errors,Number of words correct per minute. K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008. Connected Text F 018,Tape Assisted Reading, The student will read with proper phrasing intonation and expression in connected text. Book or paper copy of reading passage,Tape player, Place a green sticker on play red sticker on stop and yellow sticker on rewind. Headphones,Cassette tape, Choose or make tapes of a book or passage on students instructional reading level. Students practice reading fluently by reading along with a tape recorded book. 1 Place the tape player headphones and cassette tape at the center Provide the student. with a copy of the text, 2 The student listens to the tape and follows along in the text tracking under the words.
with a finger, 3 Rewinds and reads with the tape emphasizing phrasing intonation and expression. 4 Practices reading the text without the tape emphasizing phrasing intonation and. expression, 5 Continues until able to read the passage fluently. 6 Self check,Extensions and Adaptations, Read the text or passage to other students at the center. Choral read the text with a partner,Partner read the text. 2005 The Florida Center for Reading Research Revised 2008 K 1 Student Center Activities Fluency. F 019 Connected Text,Choral Reading, The student will read with proper phrasing intonation and expression in connected text.
Books or passages, Choose books or passages within students instructional independent reading level range. Students read text in unison,1 Provide each student with a copy of the text. 2 Taking turns student one begins reading, 3 The other students choral read along with student one. 4 Continue until the text is complete, 5 Change roles allowing each student to lead the group and reread. 6 Peer evaluation,Extensions and Adaptations, Copy text on overhead transparency and one student leads the choral reading by tracking under.
Use a big book and students take turns leading the choral reading by tracking under the words. K 1 Student Center Activities Fluency 2005 The Florida Center for Reading Research Revised 2008.

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