Early Years and Fluency After I chose my book 'Life Cycles' to give to my learner; even though she had not read this text before she seemed very excited to read this text because it had pictures of animals; which my learner is very engaged at the moment. In the classroom they activities for that week is learning about animals. My learner is still reading phonetically (sounding out, not recognising blends). Reading was a little stuttered when she came across words that were difficult. She recognised full stops, knowing to pause, draw breath, and begin to read again.
In order to for me to asses my learners capability of her reading fluency; I refered to Hill (2006, pg 170). The Reading Fluency Rubric breaks it down and helps define and determine how far along any student is with reading. Five components are in the Reading Fluency Rubric. Rate, phrasing, pausing, stress, and intonation. Pace: My learner is on Level 3 standard of the Reading Fluency Rubric. My leanrer is consistent, not too fast or slow, pause on words she had difficulty with. She always had a go but glanced up at me and asked for help. Phrasing:
My learner is on Level 1 standard of the Reading Fluency Rubric. word by word, ‘robotic’. Pausing:
My learner is on Level 2 standard of the Reading Fluency Rubric. She has correct pausing for full stops. No commas in the book as it is quite a simple text compromised of short sentences. She is aware of punctuation and layout of the print in text. Stress:
My learner is on Level 1 standard of the Reading Fluency Rubric. My learner has no stress on words as yet as there is not yet any emphasis on certain sounds. Intonation / Expression:
I would classify my learner as Level 1 of the Reading Fluency Rubric. As there is little expressive interpretation. Few opportunities as it is a factual text (compared to fictional texts). Opportunites in places such as The caterpillar does not need its mother to find food. The tadpole does not need its mother to find food. The chicken does need its mother to find food.
Victorian Essential Learning Standards(VELS)
According the the VELS(2007) my learner is on Level 1. As being in grade one she should be up to this stage and now to start to progress to Level 2. As my learner is on Level 1, she uses appropriate speaking in a variety of classroom contexts. She will ask and answer simple questions for information and clarafication. She will get invovled in classrooms discussions and is able to follow simple instructions.
Early Years and Fluency
After I chose my book 'Life Cycles' to give to my learner; even though she had not read this text before she seemed very excited to read this text because it had pictures of animals; which my learner is very engaged at the moment. In the classroom they activities for that week is learning about animals. My learner is still reading phonetically (sounding out, not recognising blends). Reading was a little stuttered when she came across words that were difficult. She recognised full stops, knowing to pause, draw breath, and begin to read again.
In order to for me to asses my learners capability of her reading fluency; I refered to Hill (2006, pg 170). The Reading Fluency Rubric breaks it down and helps define and determine how far along any student is with reading. Five components are in the Reading Fluency Rubric. Rate, phrasing, pausing, stress, and intonation.
Pace:
My learner is on Level 3 standard of the Reading Fluency Rubric. My leanrer is consistent, not too fast or slow, pause on words she had difficulty with. She always had a go but glanced up at me and asked for help.
Phrasing:
My learner is on Level 1 standard of the Reading Fluency Rubric. word by word, ‘robotic’.
Pausing:
My learner is on Level 2 standard of the Reading Fluency Rubric. She has correct pausing for full stops. No commas in the book as it is quite a simple text compromised of short sentences. She is aware of punctuation and layout of the print in text.
Stress:
My learner is on Level 1 standard of the Reading Fluency Rubric. My learner has no stress on words as yet as there is not yet any emphasis on certain sounds.
Intonation / Expression:
I would classify my learner as Level 1 of the Reading Fluency Rubric. As there is little expressive interpretation. Few opportunities as it is a factual text (compared to fictional texts). Opportunites in places such as The caterpillar does not need its mother to find food. The tadpole does not need its mother to find food. The chicken does need its mother to find food.
Victorian Essential Learning Standards(VELS)
According the the VELS(2007) my learner is on Level 1. As being in grade one she should be up to this stage and now to start to progress to Level 2. As my learner is on Level 1, she uses appropriate speaking in a variety of classroom contexts. She will ask and answer simple questions for information and clarafication. She will get invovled in classrooms discussions and is able to follow simple instructions.