Chapter 6 presents basic information on word recognition and word identification and includes techniques for helping children become fluent readers and writers.
The ten points listed below give the key elements of Chapter 6 and show the ways in which effective teachers nurture fluent readers and writers.
Readers should consider the following questions while reading Chapter 6:
- Teachers teach high-frequency words because they are the most useful for children.
- Teachers post high frequency-words on word walls in the classroom and teach children to read and spell the words using chant and clap procedures.
- Teachers provide daily opportunities for children to practice word recognition through center activities and reading and writing practice.
- Teachers teach four decoding strategies and related skills—phonic analysis, analogies, syllabic analysis, and morphemic analysis.
- Teachers encourage children to look at every letter in a word and to decode as much of the word as possible, not to just guess at the word.
- Teachers involve children in choral reading, repeated reading, listening centers, and other reading activities to develop their reading fluency.
- Teachers have children choose books written at levels just below their instructional level for fluency-building activities.
- Teachers involve children in interactive writing, quickwriting, and other writing activities to develop their writing fluency.
- Teachers observe children as they read aloud and write to determine whether they are fluent.
- Teachers ensure that children become fluent readers and writers by the end of third grade.
- Why do children need to learn to read and write high-frequency words?
- What strategies do children learn to use to pronounce and spell unfamiliar words?
- How do children become fluent readers?
- How do children become fluent writers?
- Why is fluency important?