RF-Fluency

RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. || ===‍‍‍‍‍‍Anchor Standard ===
 * ===Common Core Standards ===

No Anchor Standards || Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.) || ===‍‍‍‍‍‍Revised Bloom's Level of thinking === **Applying:** can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. **Analyzing**: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. **Evaluating**: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate ||  ||||   || ===‍‍‍‍‍‍Learning Target/Task Analysis ===
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Information Technology Standard ===

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍I can...

 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can read a variety of text with accuracy, rate and expression on repeated readings. (on level)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use context clues to know if what I am reading makes sense.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use context clues to know if I am reading words correctly by rereading and self-correcting when needed.

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Essential Vocabulary
<span style="font-family: Tahoma,Geneva,sans-serif;">sufficient accuracy, fluency, comprehension, self-selected reading, paraphrase, retell, appropriate rate, expression

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Sample Assessments
<span style="font-family: Tahoma,Geneva,sans-serif;">[|Fluency PPT]

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Intervention/Enrichment

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Using poems and timers to track reading fluency with a few questions
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Let a group of students practice and perform a play
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Reading passages and timers]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Ability Grouping
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Read aloud with partner
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Record read aloud
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Reading intervention ppt]

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Instructional Resources
===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Notes and Additional Information ===
 * <span style="font-family: Tahoma,Geneva,sans-serif;">timers
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Poems
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Reading passages]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">audio recorders