Last night, fluency expert Tim Rasinski and veteran fifth grade teacher Melissa Cheesman Smith joined the Literacy Lenses #G2Great Twitter chat to talk about their new book and strategies to engage all young readers. The two shared their thoughts on using authentic texts, tactics to promote authentic fluency experiences, the benefits of Multidimensional Fluency Scales, and more.
To learn more about how to weave fluency work into daily reading instruction, check out the professional title The Megabook of Fluency! You can view the full #G2Great Twitter chat hosted by Dr. Mary Howard, here.
Below are highlights from the Twitter chat:
Welcome to #G2great friends. We are so thrilled to welcome our guests, Tim Rasinski & Melissa Cheesman Smith tonight as we explore their new book, The Megabook of Fluency. We’re so happy you’re here! @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/BEzZXRnqKH
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
#G2Great words of wisdom from Tim Rasinski @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/jsLVUUxatg
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
Q1 #G2Great@TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh@hayhurst3 @brennanamy pic.twitter.com/EwMz1bQN8u
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A1: Fluency is all about meaning making. Fluent readers, because they are automatic in word recognition, are able to use their cognitive resources for comprehension, not word analysis. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
5:36 - A1: Fluency is practiced through ~AUTHENTIC~ practice, not “read as fast as you can.” When, in real life, do we do this as adults? #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A1b: We have to keep our eye on the end goal *COMPREHENSION.* Fluency skills like EXPRESSION will get our kids there! We have a mini-poster in the back of #TheMegabookOfFluency that teaches Ss how to read w/expression (“Change Your Pitch” or “Stress Important Words”) #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
#G2great Q2 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/fnLtUVkeDm
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A2: You’ll notice SPEED isn’t listed in our framework; but SPEED DOES MATTER! It’s an effect, not something forced. It’s AUTOMATICITY that is the goal. Then the speed will come when reading independently. #g2great #TheMegabookOfFluency
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A2: Reading speed is important. The key thing to remember is that reading speed is a consequence of fluency, not a cause. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
A2b: Our brain can automatize words and phrases! Once decoding becomes *AUTOMATIC*, it allows the reader to use COGNITIVE ENERGY on COMPREHENSION. #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
#G2great Q3 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/xX5898TLHP
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A3: Repeated Reading is the heart – but in a “wide” way – modeling, listening, following along w/parent/teacher & independent practice, all along the balanced reading continuum. #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A3: Modeling fluent reading is essential so that children can develop a metacognitive sense of what true fluency is. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
A3b: Why did we ask students, “Have you already read this book?” and then make them choose a new one? THIS IS REPEATED READING? (and a deeper comprehension opportunity) It should be “Do you want to read it again... & again? Go for it!” #g2great #repeatedreadingatitsfinest
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A 3b: Teachers need to read to kids regularly and then talk with students about how their is fluent - eg. “Did you notice how I change my voice when I became a different character?” #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
A 3c: I also like assisted reading where a student reads a text while simultaneously hearing a fluent reading of the same text by a partner, a group, a teacher, a parent, or classmate. Fluency becomes a collaborative activity. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
#G2great Q4 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/ntrhPgXjAF
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A 4: The neat thing about EARS is that it shows children what they need to be paying attention to develop their fluency. Imagine an EARS chart in every classroom where students are asked to consider how their own reading is fluent. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
A4: These are *GOALS!* Students that are fluent will be able to show expression, read automatically with rhythm and phrasing (not word-by-word) and with ease or smoothness. This makes COMPREHENSION increase! #g2great #TheMegabookOfFluency
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A4b: Expression can be both taught (Marking Up Expression, Situational Expressions #TheMegabookOfFluency) and be an effect of a student that is fluent – Students have to comprehend text in order to deliberately emote or express #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
#G2great Q5 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/EIbzTZZikW
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A5: Tim & I came up w/ 5 elements for fluency practice: QUALITY TEXTS / ORAL / FEEDBACK / REPEATED / MOTIVATING #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A5: I like texts that lend themselves to fluent, expressive reading– rdrs theater scripts, poetry, songs, speeches, monologues-dialogues, opinion texts, narrative, etc. Such texts are meant to be rehearsed (repeated reading) & performed fluently #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018
A5b: Practice being REPEATED is the most essential... practice makes us better at anything! Soccer … playing an instrument.. Reading is NO exception! It makes it automatic! #g2great #repeatedreadingatitsfinest
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
#G2great Q6 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/LggXv0N8mT
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A6: As a 5th grade teacher, I love all the MUSIC & SONG readings. Even when kids aren’t singers – singing fun Alan Katz or other silly songs not only is repeated to practice fluency, but also increases vocabulary & reinforces poetry structure. #g2great #TheMegabookOfFluency
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A 6: Poems and songs are such joyful texts. They are wonderful especially for struggling readers – they are easy to learn to read fluently and allow kids to feel success in their reading. This builds confidence! #g2great #TheMegabookOfFluency #repeatedreadingatitsfinest
— Tim Rasinski (@TimRasinski1) August 31, 2018
A6b: Even though we may not always consider for Phrase Reading “fun” maybe we need to redefine what’s important: FUN and JOY are different. There is JOY in learning and being successful! (phrase lists, syllable pyramids, etc.) #g2great #TheMegabookOfFluency
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A 6b: I love having kids practice (rehearse) and perform readers theater scripts. They need to get into character and use their oral voices to convey meaning! Most of all they get to become reading stars! #g2great #TheMegabookOfFluency #repeatedreadingatitsfinest
— Tim Rasinski (@TimRasinski1) August 31, 2018
#G2great Q7 @TimRasinski1 @MCheesmanSmith @ScholasticEd @franmcveigh @hayhurst3 @brennanamy pic.twitter.com/reNxNWxord
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
A7: As a way to assess, if a teacher wants a baseline of WPM, that is one small piece… HOW a student reads is more work to determine, but much more useful to know… i.e. “Can they read smoothly with expression?” #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
A7b: We can’t afford to measure something so complex with a number! **Listening and knowing what is happening with the reader** is the key to the prospect of future quality instruction #g2great #TheMegabookOfFluency
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
Multidimensionality also allows us to look more closely when trying to diagnose reading difficulties.
— Tim Rasinski (@TimRasinski1) August 31, 2018
Reading speed is too much like a hammer. #G2great https://t.co/1G4HegikO9
#G2Great Words of Wisdom from Tim Rasinski@TimRasinski1 @MCheesmanSmith @ScholasticEd@franmcveigh@hayhurst3@brennanamy pic.twitter.com/Cc39yqqnVc
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
I’m watching this incredible information about fluency & wishing EVERY educator was here tonight. We have a long way to go to make up for the fluency missteps of the past. So grateful to Tim and Melissa for sharing their wisdom and engaging us in the conversations! #G2great
— Dr. Mary Howard (@DrMaryHoward) August 31, 2018
Thank you! Time for a new RELATIONSHIP with fluency in the classroom between teachers, students, skill and text! :) #g2great
— Melissa Cheesman Smith (@MCheesmanSmith) August 31, 2018
Thanks to all for a great conversation about an important topic. I value your comments and insights about reading fluency. You've provided me with much to think about. Wishing all of you the very best. #g2great #TheMegabookOfFluency
— Tim Rasinski (@TimRasinski1) August 31, 2018