User login
improve reading fluency speed and intonation 
Description:
To improve speed and/or intonation when reading connected text.
Log in to Commtap to...
Avoid seeing Google ads; add pages to your "favourites" so you can come back to them easily; add or edit resources. Login to Commtap
| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | English Reading |
| P-scales/Curriculum level: | L2a |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP72 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recording a story for a younger child Resources: A short book that a younger child would enjoy. It needs to be quite easy for the pupil doing the reading - at least 19 words out of 20 accurate the first time they read the book. A computer with microphone, or a tape recorder, etc. | 1. Explain that you are going to record them reading a book for a younger child to listen to. 2. Either provide or help them choose a suitable book (see left, under resources). 3. Explain that they have got to make it sound exciting, to keep the younger child interested. (You may want to model someone reading in a boring way and someone reading in an exciting way.) 4. Tell them they will have as much practice as they need to make a really good recording. 5. Ask them to read the book to you. Give them as much help as they need. Keep a note of which words they struggle with. 6. Discuss what the book was about, how characters were feeling, etc. Make sure they understand it fully. 7. Go back and remind them how to read any difficult words. Discuss what the words mean if necessary. 8. Ask them to read the book again. This time focus on how they read it. Model fluent, interesting ways of reading some of the sentences for them. 9. They re-read the book as often as needed, until they can read it fluently. 10. They record the book. Ideally they should have control of the recording process (pausing the recording, re-recording, etc). 11. They may prefer to record a page at a time, and then practise the next page again before recording that. | Some pupils learn to read quite accurately, and may improve their comprehension, but still read very slowly and without expression. Their reading is not fluent. These activities are designed to improve their fluency. An alternative to the recording activity could be simply preparing the pupil to read aloud to a younger child, perhaps a younger sibling. Another alternative is for them to write and illustrate a story themselves, and then record it. Storybook Weaver is a good ICT resource for this (available on Amazon for example). Fairy stories are particularly good for this - especially ones with people talking: "I'll huff, and I'll puff, and I'll blow your house down!". |
Google ads on this page are provided by Google Adsense - and their presence does not imply any endorsement by Commtap. Report a problem with an ad on this page. Log in (for free) to avoid seeing Google ads.