Indicator 6
Demonstrate evidence-based practices for developing reading fluency and reading endurance for all students, including students identified with reading deficiencies and those with characteristics of dyslexia.
In Observation 3, I did a small group lesson around reading a text that is at an instructional level for students. To prepare them for this, I had them read a text at an independent level that they had multiple exposures to. Then we did an echo reading of the text at instruction level. These students currently receive the more urgent and intensive small group instruction in the class. I wanted to scaffold their fluency as the tom book is a book they have been reading for multiple small groups. I wanted to strengthen their fluency opportunities by having them read the book one more time. The Stink Bug book, I knew would have been too difficult for them to read fluently independently so, I chose to do an echo reading. The goal for my lesson was primarily reading comprehension, however, I also wanted an element of fluency since both books are below grade level. The students could use the ability to work on fluency.