Do you want your students to reread a story or passage on their own? I want to introduce you to Reading Stars! Reading Stars is something that you can give to or attach to a passage so that students can keep track of how many times they have read the selection. Once they finish reading a story or...
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
The Analyzing Text Journal includes six engaging passages for children to read, answer questions about, and take a closer look at. After reading a pair of passages, kids are asked to reread to dig deeper into what’s written and make contrasts and comparisons between the two. The questions target critical reading skills and provide repeated practice responding to and analyzing texts. ANALYZE TEXT UP CLOSE: The Analyzing Text Journal will challenge kids to dig deeper, make significant connections, and give them practice and understanding of passages at a more significant level. CREATED BY TEACHERS: The 64-page journal, set of 12, is a teacher-developed, supplemental curriculum product designed to help children practice and build on important reading and analyzing skills. Measures 8.50 x 11 inches. For ages 10 years and up. HANDS-ON LEARNING: Children learn to use evidence to support their thinking as they reread a pair of passages multiple times, mark-up the text as they read, stop and think about certain parts they are reading, and cite textual evidence. PERFECT FOR HOME OR SCHOOL: Kids can practice at home, or work on the journals in the classroom. BOOSTS READING CONFIDENCE: Included are reading tips on how to use the journal, ways to mark-up the text, and important reminders at the top of each page of questions – all designed to set kids up for reading success Set of 12 Journals 64 Pages 8.5" x 11"
Build sight word recognition and overall fluency using repeated readings of these phrases! Students take a breath, read one column of phrases without stopping, and reread the column until they read each phrase fluently. As soon as they read a column fluently, they move on to the next column. The phrases in this product are from Dr. Edward Fry’s Instant Word List and represent the words students will encounter most frequently in their reading. Included in this product: Breath boxes for all 6 sets of Fry phrases. Student data tracking sheets for all 6 sets of Fry phrases. Perfect for small group practice, partner reading, or keep a copy in each student’s book bin or baggie for them to use independently. You could also create a booklet of breath boxes! Don't forget to come back and leave feedback to help you gain TpT credits! You can gain TpT credits by leaving feedback on any purchases you've made. You can use your credits on future purchases from any seller on TpT! If you want to keep up to date with my sales, new resources, freebies and so much more, click the green star next to my store name!
actions, voice, fluency, wiggles, support, goal
The benefits to rereading books include increased vocabulary, comprehension & confidence. Explore why rereading is a key reading strategy for comprehension.
actions, voice, fluency, wiggles, support, goal
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
The best stories can be read over and over again. This list contains 5 BL Manhwa available to read online that are worth rereading.
Phonics (14) Download Poems ABOUT ME & OTHERS Digital Rhymes Poetry Works Read Aloud Giggle Age 3–5+ PreS PreK Kindergarten Early Child Download Printable 8.5x11 Teachers and Parents Phonics Poems: have fun the sound of /b/ in "Bee and Us"; the final /s/ sound in "Busy Bodies"; the fun repetitive sound of /cl/ in "Clelta Clown" The "Busy Bodies" poem invites talk about body parts and what each does and exercising all the while to touch each body part "My True Story" invites your child and you to recognize what is real and what is make-believe, i.e., happenings of fiction vs. non-fiction What's that you say...Bottoms go where??? Here are 14 win-win poems for those bedtime readalouds! When minutes are few, read and reread three (3) poems. Your child will tell you when you’ve delivered a “keeper” poem. You’ll see excited wiggles; you’ll hear, “Do it again! Do it again!” Your child will like voice change-ups you might offer. Why are daily and repeated read-alouds so important? Because you are helping your child’s get ready to unleash some mighty super powers as a proud and lifelong SuperReader! This collection of poems helps your child talk and interact with you about: --Feelings --Sharing --Kindness in words and actions --Friends --Real and make-believe --Bathroom humor --Haircuts And more! Each poem’s pictures are especially helpful for your child and for second-language learner and for children with learning differences. Check out more themed collections in my Poetry Works! series: Poetry Works! My Home & Family: Rhymes to Read Aloud, Ages 3–5 Poetry Works! Look At Me! Rhymes to Read Aloud, Ages 3–5 Poetry Works! I Like Me! Rhymes to Read Aloud, Ages 3–5 Poetry Works! Fingerplays & Action Plays: Rhymes to Read Aloud, Ages 3–5 Poetry Works! Around Me: Rhymes to Read Aloud, Ages 3–5 Poetry Works! Animals, Insects, & Nature: Rhymes to Read Aloud, Ages 3–5 Poetry Works! Play & Adventure! Rhymes to Read Aloud, Ages 3–5 Have fun with your budding SuperReader!
Help your student improve their reading comprehension by using the "back up and reread" strategy. The bookmark includes visual cues to remind them to practice.
Illustration & Design
actions, voice, fluency, wiggles, support, goal
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
\"Unbelievably exciting...These are poems to read and reread, repeating the lines as though they were a secret between yourself and the page.\" --The Paris ReviewEvoking the sights, sounds, and tastes of contemporary life, the poets in Home explore the intimate world of everyday life, its agonies and delights. A glass shatters in a neighbor's sink followed by the stomping of \"little feet\"; a woman falls asleep on the shoulder of a man she doesn't know on an airplane; and a man passes his time smoking alone a café, observing the charge of activity all around him. The worlds these poets traverse are not devoid of politics, wars, and global migrations, and yet by taking the minutiae of everyday life as their subject they remind us of the need to periodically turn inward and find meaning in the specific and deeply personal.Featuring work by Iman Mersal (Egypt), Samir Abu Hawwash (Palestine), Ines Abassi (Tunisia), Fadhil al-Azzawi (Iraq) and others, this second book in the Calico series introduces readers to contemporary voices from across the Arabic-speaking world that are sorely underrepresented in the United States. Beautifully rendered into English by some of today's leading Arabic translators, these poems are presented alongside their Arabic originals in a bilingual collection that celebrates language and its power to transform even the most familiar surroundings into enchanting landscapes for us to inhabit, if just for a moment.The Calico series, published biannually by Two Lines Press, captures vanguard works of translated literature in stylish, collectible editions. Each Calico is a vibrant snapshot that explores one aspect of our present moment, offering the voices of previously inaccessible, highly innovative writers from around the world today. Home is the second book in the series.
actions, voice, fluency, wiggles, support, goal
Nothing builds fluency like repeated readings - but who likes to sound like a broken record? This fluency activity lets students sound like something else for a change - a robot, an opera singer...maybe a confused cowboy - and it's anything but boring!
Item description Build reading fluency, reading confidence, AND third grade sight word recognition with this set of print and digital Fluency Triangles®. These fluency passages are great for ALL readers, but especially your struggling readers who groan when it’s time to read, who give up easily, and who fall back on guessing words. We know that learning sight words by reading them in context is much more effective than learning them in isolation. Fluency Triangles® provide short, repeated practice, so your students will not get bored, and they will begin to believe in themselves as readers. These fluency passages are great for reading workshops, reading intervention, early finishers, and even for reading practice at home. Here’s what you’ll get: 41 fluency Triangles® (One for each of Dolch’s third grade sight words) A black and white printable set A color Google Slides set Prep is quick and easy… Just print and laminate (if you like) and you are ready to roll! TEACHERS LIKE YOU SAID… Angela G. says, “I love these triangles because rereading is a strategy that my students really need to practice. I have seen that they aren’t rereading when we are working on context clues for the DRP and this resource is a great practice of rereading for fluency as a habit. Thanks!” Isabella R. says, “Loved this resource! My students were super engaged the entire time and had fun while learning.” ****************************************************************************
Use this template and add your own reading passages to give your students fluency and retell practice. Students can work to see their growth as they read and reread a passage. This is great for preparing for a reading screener like DIBELS. It is also easy to differentiate for differently leveled rea...
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
Catch a falling reader and put this child in your pocket, never let even one get away! That's easier said, than done! Imagine the power behind the ability to catch a falling reader before signs of frustration, poor habits, and low self-esteem take root and grow. That power is at the heart of this book. This book was designed as a daily guide to help those who are in positions of catching and lifting falling readers. It was written for the purpose of confirming, instructing, supporting, and inspiring those who live or work with struggling readers. What can this book do for those who seek to catch falling readers? 1. Offer ideas in a format that is easy to read and understand. This is not a textbook. Ideas and suggestions have been gathered from actual experiences in the field. 2. Create a conscious awareness of common behaviors in young readers that often become 'habits.' 3. Recommend research-based strategies and methods for preventing falling readers from continuing to fall. 4. Provide opportunities for the reader to confirm, reflect, and enhance his/her current knowledge of how to help falling readers. Since time to 'read and think' in today's hurried world, here is what I recommend for maximizing the usefulness of this book: 1. Hold the book with both hands and close your eyes. 2. Now let your thumbs flip through the pages. When you're ready, stop! 3. Open to the pages your thumbs land on. 4. Now read and think about how to catch a falling reader. 5. If you land on a page that you've already read, you may want to reread it or simply move your thumbs to a different page. Remember, however, that repeated reading does build greater understandings! 6. Important: Try to find time that day to share what you've read with someone. When we discuss what we've learned and teach someone else, then we actually learn it
actions, voice, fluency, wiggles, support, goal
Make Instant Discoveries About Your Ancestors Here Well, rules might be a bit strict, but we do have some pretty tight guidelines that we like to follow when we’re doing genealogy research. We promise we use them most of the time. You likely have your own set of rules and we’d love to hear them. What would you add … Do You Follow These “Rules” of Genealogy Research? Read More »
If your child is constantly rereading books, it's actually a really good thing! Read about the benefits of rereading for children here!
It’s important to reread books with your kids whenever they want to hear them again. Repeated readings have numerous benefits - ranging from academic benefits and boosts to reading skills, all the way to the increased family bonding time and the creation of valuable childhood memories.
Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.
actions, voice, fluency, wiggles, support, goal
