Spanish Language Arts and Reading.4.4

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The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Artes del lenguaje y lectura en español.4.4

Se espera que el estudiante use la fluidez apropiada (velocidad, precisión y prosodia) cuando lee un texto al nivel de su grado escolar.

SLA fluency and self-sustained reading TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. .

Pídales a los estudiantes que trabajen en parejas para que uno lea en voz alta mientras el otro escucha. Mientras los estudiantes están enfocados en trabajar la precisión con un compañero, camine de un grupo a otro para evaluar en forma individual la velocidad del estudiante, la precisión y la prosodia. Después de leer en voz alta, pídales a los estudiantes que escriban un resumen del texto.

Notas:

  • Ofrezca la parte inicial de algunas oraciones a los estudiantes que necesitan ayuda adicional.
  • Considere permitir algo de tiempo a los estudiantes para que planeen su resumen. Si es necesario, facilite un organizador gráfico o un esquema.


Further Explanation

Para esta evaluación, los estudiantes demostrarán fluidez mientras leen como parte de un diagnóstico de evaluación. Los estudiantes deben leer el texto con velocidad, precisión y prosodia apropiadas (fraseo y expresión correcta). La velocidad a la que los estudiantes leen en voz alta hace que el texto sea fácil de entender por ellos mismos y por quien escucha. La decodificación de palabras debe ser suficientemente precisa de tal manera que no impida la comprensión. La prosodia es importante para transmitir correctamente el tono y el mensaje del texto. Los estudiantes no deben de sonar como robots. La fluidez debe practicarse con una variedad de tipos de texto que estén al nivel de lectura del estudiante.

the part of reading that involves constructing meaning by interacting with text
the ability to read text at an appropriate rate, with accuracy, expression, appropriate phrasing, and without significant word-recognition difficulties
Students must have the skills necessary to move through a text at a pace that matches the speed at which they can mentally process information. They should be able to connect words and the ideas they represent without significant interruption when they encounter new or complex information.
the vocal intonation and meter of spoken language
Students must have frequent and recurring opportunities to read a wide variety of texts that are challenging but not overwhelming. The structure and content of the text should reflect the concepts students are expected to understand at their grade level. For example, fourth-grade students should be challenged but should not be overwhelmed when reading texts that include compound sentences or references to the Texas Revolution because it appears in the curriculum for that grade level. However, texts with heavy dependence on compound-complex sentences or that include highly academic discussions of advanced concepts related to the Texas Revolution would likely not be appropriate for most fourth-grade students.
Habilidad para poder leer un texto con la velocidad, exactitud, precisión, expresión y fraseo apropiados. Identificar o decodificar las palabras con una pronunciación adecuada. Se mide como el porcentaje de las palabras leídas correctamente.
Entonación de la voz, correcta pronunciación de los fonemas y la acentuación de las sílabas en el lenguaje hablado. Cuando se lee con prosodia, los lectores parecen estar hablando la parte que están leyendo, ya que organizan los sonidos de manera que su emisión sea fluida y lógica.

Research

1. Hosp, J. L., & Suchey, N. (2014). Reading assessment: reading fluency, reading fluently, and comprehension--commentary on the special topic. School Psychology Review, 43(1), 59+. Retrieved from https://link.galegroup.com/apps/doc/A364693563/PROF?u=tea&sid=PROF&xid=af82488e

Summary: This article provides a summary of four articles related to the assessment of oral reading. The authors acknowledge that while there are increasing accountability standards for reading, measuring reading ability remains complex and difficult. The authors make a case for oral passage reading as a way to measure both reading fluency and comprehension.

2. Carrison, C., & Ernst-Slavis, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2). Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1137&context=reading_horizons

Summary: The article promotes the use of literature circles to support literacy, especially for English learners. Literature circles allow student to interact through sharing ideas, opinions, and personal responses to literature. Students become active participants and learn to manage their literature circle activities, negotiating the structure of their timelines. The study participants were a fourth-grade class in which 5 of the 24 students had varying levels of language acquisition. The use of literature circles led to decreased anxiety about reading and participation and increased reading accuracy and comprehension.