Record students reading and have themplayed back and listen and assessed themselves using the rubrics. Having a fluency assessment rubric for thestudents is necessary, as it provides feedback to the students on the areas heor she is doing well or areas which he/she needs to improve on. The fluencyrubrics should include target areas like punctuation and pausing, expression,rhythm and smoothness.
In punctuation and pauses, the rubrics look at if readerpause after the punctuation and if pauses are place at the right places in longsentences. In expression, the rubrics look at if the reader reads with feelingsand voice goes up and down. Feedbackand Assessment Another area I would like to target forexpression in fluency is focusing on word stress. When we stress on certainwords, it helps to show emphasis on its meaning and makes reading less monotonous.Have students practice reading a sentence like, “He fidgeted so much that he inevitable caught Mrs Lim’s attention.”Have them picked out a word that they would like to stress.
The word could beread louder, read longer or changed in pitch. For example one may read it as “He fidgeted so much that he inevitable caught Mrs Lim’s attention,” emphasizingon the word ‘so’ by reading it longer. In this way, there will be up and down whileyou read and making it more interesting for your listener.
Wordstress Engaging students in theatre In the class, teacher must model fluency,reading out aloud to them helps them hear our expression and pacing. Whenmodelling, teacher can try reading it in a flat tone and reading it with emotionsby changing the volume and pitch so that students can hear the difference anddo a comparison. Students can practice through echo reading. Teacher will firstread a sentence or paragraph to them hear and then the students read it back tothe teacher. Very often students encounter direct speechin their reading passage, but they are unable to read these direct speeches withexpression. The following activities hope to engage the students in injectingmore life into their reading with variation of emotions, volume and pitch. Expression With regards to pausing, some studentsexhibit issues with pausing at the right place for a long sentence. Studentscan be given a long sentence to practice and have them decide where is a goodplace to pause and read it to their partner.
One simple rule that students canfollow is to look out for connectors and pause before the connectors and take asmall breath before they continue reading the rest of the sentence. It helpsstudents understand that in a long sentence, sometimes we break it into meaningfulunderstandable portion and we add a pause. A followed-up activity will be to havestudents work in groups and to give each group of students a poem.
The poem is givento them with all punctuations removed. Together as a group, they discuss and decidewhere and which punctuation goes onto the poem. Once they are done, they readtheir poems in their groups to their class. From their sharing, they may find thatthey may place different punctuation differently and how sometimes although we saythe same word or same sentence, it has a different meaning each time we say itaccording to the punctuation after it. To illustrate the point, for example(No.
No! No? Yes. Yes! Yes?) To help learners develop in this area,these are the few proposed activities that could be carried out in the classroom.I feel that when it comes to expression in fluency, it is important to takenote of the punctuation first. The leaning outcome of this activity is to letthe students know that punctuation has an impact on our voices as we read. Inpairs, the students take turns to ask their partner a question. While listening to their partner, they are totake note of their tone. Do their tone raises then come to a stop or drop andcomes to a stop? Do they pause and take a breadth after each comma? Have students note down their observations.
Next,we repeat with other statements, for example a statement that ends with an exclamationmark, a statement that has a list of things separated by commas. Students willhave a feel what each punctuation can do to change the voices. Punctuation From my contract experience working withPrimary threes and fives students, I realized that that group of students Itaught generally have less issues with pronunciation with accuracy. They aregenerally able to pronunciation their vowels and consonants when they make aconscious effort to do so. However, one prominent issue is their lack ofexpression.
Their reading is mostly monotone, with no variation in their volumeand pitch. Even in reading direct speech in their passage, they show no change involume and emotions. Their reading is not able to capture the attention oftheir listeners and they are not able to convey the meaning of the passage across.One common mistake is their pacing at reading. They do not pause at the correctplace, particularly in a long sentence and they seems to rush through theirreading. Therefore, I would like to target this aspect of pronunciation whichis their pacing and expression to improve their fluency.
One aspectof pronunciation from the MOE EL syllabus that I would like to focus on isreading aloud clearly and fluently using appropriate voice qualities to conveymeaning and expression.