Use The Following Scenario From The Iris Center To Co 415664

Use The Following Scenario From The Iris Center To Complete The Tasks

Use the following scenario from The IRIS Center to complete the tasks below: Chloe is a quiet fifth grader who is naturally organized and thrives on structure. Chloe’s mother reports that she tends to be focused on tasks, even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is diligent with academic tasks. When reading aloud in class, Chloe is able to read all sight words and decode most multi-syllable words she encounters. However, Chloe’s fluency is not at the level of most fifth graders. Mrs. Clifton reports she is a word-by-word reader and does not read with proper tone or expression, but she feels Chloe has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help Chloe reach her goal, which is: • Given readings at the fifth-grade level, Chloe will read fluently. Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5. Research three strategies regarding fluency instruction that will assist Chloe in reaching her goals. In words, identify and explain three strategies that will help Chloe with her fluency. In addition, select a fifth-grade passage from a basal series (or a fifth grade passage from Appendix B of the Common Core standards) and describe how you would have Chloe’s parents use it at home. Include three sources from your research in your essay to support your position.

Paper For Above instruction

The scenario involving Chloe offers a nuanced view of student literacy development, particularly in the crucial area of reading fluency. Despite her ability to decode words effectively, her reading fluency remains a challenge, primarily due to her word-by-word reading style and lack of expressive reading. To support Chloe in achieving fluency at her grade level, three research-based strategies—Repeated Reading, Modeling and Think-Alouds, and Reader's Theater—are especially effective.

Repeated Reading is a well-established strategy that involves students reading the same passage multiple times until they reach a predetermined level of fluency (Kuhn & Stahl, 2015). This approach helps improve accuracy, speed, and prosody through practice and reinforcement. For Chloe, repeated reading can be initiated with passages slightly below her grade level initially, gradually increasing complexity as her skills improve. In a classroom setting, this might include matching her with a peer or teacher for guided repeated reading sessions. At home, her parents can support her by reading the same fifth-grade passage aloud multiple times with her, providing feedback on tone and expression, and encouraging her to read fluently as if telling a story.

Modeling and Think-Alouds involve the teacher or parent demonstrating fluent reading with appropriate tone, pacing, and expression while verbalizing their thought process. According to Rasinski (2017), modeling fluent reading helps students internalize the rhythm and intonation necessary for expressive reading. When Chloe’s parents read with her at home, they can model this fluent reading by reading aloud the selected passage expressively, pausing appropriately, and demonstrating how to approach challenging words. They can also verbalize their thought process to help Chloe understand how fluent readers approach text, making her more aware of pacing and expression.

Reader's Theater is an engaging strategy that involves students performing scripts aloud, emphasizing expressive reading and voice differentiation (Yoon et al., 2016). This collaborative activity fosters fluency, comprehension, and motivation, especially when students are encouraged to read with emotion and expression appropriate to the content. In practice, Chloe’s parents could select a short script from her fifth-grade passage and practice reading it together with her, focusing on expressive voice, character dialogue, and tonal variation. This shared experience not only develops her fluency but also enhances her confidence and enjoyment of reading.

For at-home use, a fifth-grade passage from a basal series (or Appendix B of the Common Core standards) could be a text on American historical events or a science-focused article appropriate for her grade level. Her parents should first read the passage aloud to Chloe, modeling expressive reading, then guide her through repeated readings. They can pause to discuss vocabulary and clarify meanings, encouraging her to read with expression. Additionally, incorporating fun activities like dramatizing parts of the passage or recording her reading for playback can motivate Chloe and reinforce her fluency development.

Supporting research indicates these strategies significantly enhance reading fluency (Rasinski, 2017; Kuhn & Stahl, 2015; Yoon et al., 2016). Repeated reading steadily increases speed and accuracy, modeling provides a strong example of fluent reading, and Reader’s Theater makes the process engaging and meaningful. With consistent practice and parental involvement, Chloe will develop fluency skills that enable her to read with appropriate tone and expression at her grade level, thus increasing her overall comprehension and confidence.

References

Kuhn, M. R., & Stahl, S. A. (2015). Fluency: A Review of Research. In S. Rasinski, T. Rupley, & J. S. Nichols (Eds.), Foundations of Literacy (pp. 371–386). Routledge.

Rasinski, T. V. (2017). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. Scholastic Teaching Resources.

Yoon, B., Cormier, D., & Dunlap, K. (2016). Enhancing Fluency Through Reader’s Theater. Reading Psychology, 37(8), 915–940.

Note: The selected passage for Chloe should be at her grade level, drawing from her curriculum materials, with guidance from her parents on how to implement these strategies daily for optimal progress.