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100 Activities for Developing Fluent Readers: Patterns and Applications for Word Recognition, Fluency, and Comprehension (2e)

By Barbara J. Fox
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This supplementary text offers readers a plethora of activities for teaching the five components of a good reading program: phonemic awareness, phonics, vocabulary, fluency, and comprehension.  Unlike other books that describe a series of activities without any clear point, each chapter in this book explains how activities contribute to fluent reading. 
New and practicing teachers will find an overview of what each component looks like from a classroom perspective, and provides suggestions for informal assessment.  Also included are best practices for teaching each of the five components, best practices for teaching English language learners, and best practices for working with struggling readers.  The text is full of citations from professional literature, which makes it appropriate for university study, as well as in-service teachers who are expected to make instructional choices based on research evidence.
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Pearson Higher Ed USA
Table of contents
  • Chapter 1 - Phonemic Awareness
  • Phonemic Awareness Contributes to Vocabulary
  • Rhyme Awareness and Phonemic Awareness
  • 17 Activities to Develop Rhyme Awareness, Beginning Sound Awareness, Segmenting, and Blending
  • Informal Assessment or Additional Practices for Observing and Developing Phonemic Awareness
  • Phonemic Awareness in the Classroom       
  • Chapter 2 - Phonics
  • Phonics Contribute to Vocabulary and Fluency
  • Letter-Sound Patterns
  • 17 Activities to Develop Decoding
  • Informal Assessment or Additional Practices for Observing and Developing Good Decoders
  • Phonics in the Classroom
  • Chapter 3 - Decoding with Structural Analysis
  • Structural Analysis Contributes to Vocabulary and Fluency
  • The Structure of Complex Words
  • 17 Activities to Develop Decoding with Structural Analysis
  • Informal Assessment or Additional Practices for Observing and Developing Decoding with Structural Analysis
  • Structural Analysis in the Classroom
  • Chapter 4 - Meaning Vocabulary
  • Vocabulary Makes Fluent Reading and Comprehension Possible
  • The Words That Matter the Most
  • 16 Activities to Develop Meaning Vocabulary
  • Informal Assessment or Additional Practices for Observing and Developing Vocabulary
  • Vocabulary in the Classroom
  • Chapter 5 - Oral Reading Fluency
  • Fluency Contributes to Comprehension
  • Text That Makes It Easier to Develop Fluency
  • 17 Activities to Develop Oral Reading Fluency
  • Informal Assessment or Additional Practices for Developing Oral Reading Fluency
  • Fluency in the Classroom   
  • Chapter 6 - Comprehension
  • Fluent Reading Opens the Door to Comprehension
  • Comprehension Strategies
  • 16 Activities to Develop Comprehension
  • Informal Assessment or Additional Practices for Observing and Developing Comprehension
  • Comprehension in the Classroom
New to this edition
NEW! Suggestions for informal assessment including checklists, questions that teachers can ask, and things for teachers to look for.
NEW! Explanation of how phonemic awareness, phonics, and vocabulary contribute to fluency, and how fluency contribures to comprehension, all within the context of classroom application.
NEW! A glimpse inside the K-6 curriculum as each component of phonemic awareness, phonics, and vocabulary is represented in the classroom.
NEW! Provides best practices for teaching the major components of learning to read, English Language learners, and struggling readers.
Features & benefits
  • Describes how phonemic awareness, phonics and vocabulary contribute to fluency, and how automatic word recognition and fluency contribute to comprehension-Gives the reader a clear conceptual framework for implementing classroom practices.

  • Offers a plethora of easy-to-implement teaching appropriate for children in classrooms from kindergarten through fifth grade-The wide range of activities makes this book a useful resource for preservice teachers who do not know the grade they will teach and inservice teachers in graduate courses or in the classroom, as well as for coaches (or mentors) in the elementary school.

  • Boxed features describing best practices for teaching (1) the major components of reading, (2) English language learners and (3) struggling readers-Best practices give the reader guidance for improving classroom practices specifically tailored to teaching each component, English learners and struggling readers.

  • Informal assessments in each chapter-Suggestions for informal assessments provide classroom-appropriate methods that can be used for formative and summative evaluations of student learning.

  • Activities give the reader advice on grouping, provide a list of material, and include step-by-step directions-Clear, reader friendly explanations give the reader all the information needed to implement activities, thereby making it easier for the reader to use activities in the classroom.