[Solved] Fluency & Writing

Assignment Prompt & Instructions

– ## Mod4SmallTaskFluencyWritingSERD6030.docx

**## Mod4SmallTaskFluencyWritingSERD6030.docx**

**Module 4 Small Task: Fluency & Writing**

Directions: Please respond using a different color. Leave all the questions and add your responses under each.

1. Listen to the short video,
[_Why Fluency is a Foundational Skill_](https://www.youtube.com/watch?v=2xcK3_Wev9Y). What does it mean to be a fluent reader? (3-4 sentences)

2. How does
your school address fluency?

Reach out to colleagues (teachers at other grade levels, intervention specialists, curriculum directors, etc.) if you are unsure. Name the
title of the individual who provided you with information (if it is not you). Describe methods and/or strategies (i.e., repeated readings, paired readings, etc.) that are utilized. Some may be built into a particular program and/ or a program, in and of itself (i.e., Read Naturally). (6-10 sentences)

3. Please read the teacher question and Shanahan’s response to
[_My Middle School Requires Fluency Instruction: Help!_](https://www.adlit.org/blogs/shanahan-literacy/my-middle-school-requires-fluency-instruction-help) Describe two points made by Shanahan that you find most convincing for why fluency instruction is beneficial to middle schoolers. (3-5 sentences)

4. Reflecting on this article,
[_Teaching Oral Reading Fluency to Older Readers (4th grade and up)_](https://www.readingrockets.org/blogs/shanahan-on-literacy/teaching-oral-reading-fluency-older-students) _,_ respond to
**one** of the following: (4-5 sentences)

a. Name and describe a practice/ strategy you need to
end. Explain the problem with the strategy.

**OR**

b. Name and describe a practice/ strategy you could easily begin. Explain how you can incorporate the strategy.

5. Examine the visual aid,
_The Writing Rope (see course materials)._ What parts do your students struggle with the most? (3-4 sentences)

6. Read the following article,
[Writing Disabilities: An Overview](https://www.adlit.org/topics/writing/writing-disabilities-overview).

a. What part(s) do you and your co-teachers do well?

b. Where can you improve?

**## Mod4SmallTaskFluencyWritingSERD6030.docx**

**Module 4 Small Task: Fluency & Writing**

Directions: Please respond using a different color. Leave all the questions and add your responses under each.

1. Listen to the short video,
[_Why Fluency is a Foundational Skill_](https://www.youtube.com/watch?v=2xcK3_Wev9Y). What does it mean to be a fluent reader? (3-4 sentences)

2. How does
your school address fluency?

Reach out to colleagues (teachers at other grade levels, intervention specialists, curriculum directors, etc.) if you are unsure. Name the
title of the individual who provided you with information (if it is not you). Describe methods and/or strategies (i.e., repeated readings, paired readings, etc.) that are utilized. Some may be built into a particular program and/ or a program, in and of itself (i.e., Read Naturally). (6-10 sentences)

3. Please read the teacher question and Shanahan’s response to
[_My Middle School Requires Fluency Instruction: Help!_](https://www.adlit.org/blogs/shanahan-literacy/my-middle-school-requires-fluency-instruction-help) Describe two points made by Shanahan that you find most convincing for why fluency instruction is beneficial to middle schoolers. (3-5 sentences)

4. Reflecting on this article,
[_Teaching Oral Reading Fluency to Older Readers (4th grade and up)_](https://www.readingrockets.org/blogs/shanahan-on-literacy/teaching-oral-reading-fluency-older-students) _,_ respond to
**one** of the following: (4-5 sentences)

a. Name and describe a practice/ strategy you need to
end. Explain the problem with the strategy.

**OR**

b. Name and describe a practice/ strategy you could easily begin. Explain how you can incorporate the strategy.

5. Examine the visual aid,
_The Writing Rope (see course materials)._ What parts do your students struggle with the most? (3-4 sentences)

6. Read the following article,
[Writing Disabilities: An Overview](https://www.adlit.org/topics/writing/writing-disabilities-overview).

a. What part(s) do you and your co-teachers do well?

b. Where can you improve?