Module 3: Mock Memo from Reading Specialist

Dear Teacher,

Erica’s situation is very common in my third grade classroom. It is difficult and hard to implement strategies. In third grade, my students are so focused on saying and pronouncing every word correct, that they don't comprehend the material that is being read.  They hesitate while reading, which causes them to make mistakes with their comprehension.  Their fluency was not up to where it should be. In third grade, we start with the fry words list. I call them back to assess them on the individual words. We do a Dibels Fluency screen and I work with the students on their fluency level. I began to realize that this was taking up too much time in the classroom. I would run out of instructional time. I thought of a better way to do this by implementing it into the centers of the day. Why not give them the article that I am testing them on and let them test each other with a friend? I also took the phrases that were used to increase fluency and put them into a power point slide and let the students do the slide independently. As I mentioned earlier, I would take the words and scripts and use them in centers. I feel that collaboration is key when it comes to students excelling in fluency. I would also have them working with technology, acting out theater plays, quizzing each other, and working on different apps on the ipad.

     Another instructional strategy that might help is evaluating. When evaluating in a group, it is important to be just as involved as the children are. Start by asking her questions. I feel that this would help Erica. If she is interested in her reading then maybe she will perform better. Try to find a series of book that is on her level and that she might truly be interested in or can relate to. If a student can make a personal connection, then their fluency level will exceed.  Fluency is not what makes or breaks a student with reading. Fluency is a part of being a gifted reader.
    Above all, I feel that it is important to keep a positive reinforcement throughout the reading process. The students get nervous when reading aloud, but if they are comfortable with reading they will be sure to do their best. I want the students to understand that it isn’t about the speed they read. It is important to understand what they read. I just wanted to give some ideas and advice. I want you to know that you’re not alone in this. I am here for any advice or questions you might have.

Mrs. Wunderle