Sight Words
The students are doing a great job recognizing their sight words! Please continue to practice reading sight words daily and start lists 6-10 or words 51-100. In class, we are also writing the words in isolation and in sentences to work on our spelling.
Reading Fluency
This quarter we are working on Reading Fluency, which is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud with little effort and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy.
Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding (sounding out) the words, they can focus their attention on what the text means. They can make connections with the ideas in the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. However, less fluent readers must focus their attention on figuring out the words, which leaves little attention for understanding the text.
Ways you can help your child become a fluent reader (that you may already do):
Model fluent reading of their favorite book or book from school
Have your child repeatedly read short stories or passages while you offer help-read 3-4 times
CD -assisted reading reading helps students read along in their books as they hear a fluent reader read the book on CD
1st Grade Fluency Standards:
ELA1R4.b Fluency Automatically recognizes additional high frequency and familiar words within texts.
ELA1R4.d Fluency Reads first-grade text at a target rate of 60 words correct per minute.
ELA1R4.a Fluency Applies letter-sound knowledge to decode quickly and accurately.
ELA1R4.c Fluency Reads grade-level text with appropriate expression
ELA1R4.e Fluency Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text
