SHELL EDUCATION PROFESSIONAL RESOURCES 58 Build Reading Fluency Practice and Performance with Reader's Theater and More Grades Pre·K–12 Pub Date: August 2023 Paperback 176 pages Trim Size: 7.25 in. x 9.25 in. 9798765903216 by Timothy Rasinski and Chase Young Social-Emotional Learning Starts with Us Empowering Teachers to Support Students Grades K–12 Pub Date: March 2022 Paperback 192 pages Trim Size: 8.5 in. x 11 in. 9781087649184 by Trisha DiFazio and Allison Roeser Empower educators to develop and practice their own social-emotional learning (SEL) skills, so they can effectively address their students’ needs. · Digs into key SEL topics such as the 5 SEL Competencies, mindfulness, and feedback · Provides strategies for implementing SEL in every day instruction · Includes testimonials from teachers on how they have implemented SEL in their classroom · Empowers educators to explore their own SEL skills through reflective activities Discover innovative ways to incorporate fluency practice into literacy instruction! · Research-based instruction and assessment from the science of reading · Strategies for boosting reading skills and reading comprehension · Resources and ideas for organizing a reader’s theater program · Suggestions for family and student engagement · Tips to Ponder with each chapter 5 CHAPTER 1 RECONCEPTUALIZING READING FLUENCY Reading fluency, the ability to read the words on the printed page accurately and effortlessly—with appropriate and meaningful expression and phrasing—was largely a forgotten element of the reading curriculum during the second half of the twentieth century. Reading scholars thought of fluency as nothing more than oral reading and, of course, everyone knows that most reading is done silently. So why teach fluency if it is nothing more than efficient oral reading? In fact, fluency has been a neglected goal of the reading program. Indeed, that is just what Richard Allington claimed in his seminal article from The Reading Teacher (1983). Allington argued that it was a big mistake to neglect fluency in the classroom. He pointed to some early research that indicated that many struggling readers are not sufficiently fluent and that specific instruction in this area not only tended to help with fluency, it also improved other key aspects of reading, including comprehension. Following Allington’s research, it took nearly twenty years for fluency to appear back on the radar screen. Thanks to the review conducted by the National Reading Panel and the recognition of the importance of the science of reading, fluency has again been recognized as a key element in effective reading instruction (National Reading Panel 2000; Paige et al. 2021). In its review of the research, the panel concluded that there was sufficient empirical evidence to indicate that instruction in fluency leads to improved reading proficiency in students, especially with readers who struggle in achieving their full literacy potential. More recently, scholars and More recently, scholars and practitioners who advocate the science of reading have also acknowledged the importance of reading fluency. 14 126898—Social-Emotional Learning Starts with Us © Figure 1.1: The CASEL Wheel SELF- AWARENESS SOCIAL AND EMOTIONAL LEARNING SOCIAL AWARENESS RESPONSIBLE DECISION- MAKING RELATIONSHIP SKILLS SELF- MANAGEMENT C O M M U N IT IE S Al ig ne d Le ar ni ng O pp or tu ni ti es A ut he nt ic P ar tn er sh ip s S c h o ol w id e C ul t u re , Pr a ct ic e s, & P ol ic ie s S E L I n s t r u c ti o n & Cl a s s r o o m C li m a t e F A M I L I E S & C A R E G I V E R S S C H O O L S C L A S S R O O M S © 2020 CASEL. All rights reserved The CASEL Wheel represents a systemic approach. The rings around the CASEL 5 refer to the Key Settings, or the context in which these skills can be developed. The rings are included to emphasize the importance of establishing equitable learning environments. SEL is most beneficial when it is successfully integrated throughout the school’s academic curricula and culture, across the broader contexts of schoolwide practices and policies, and through ongoing collaboration with families and community organizations. In classrooms both virtual and in person, coordinated SEL efforts can foster youth voice, agency, and engagement. Enhanced adult SEL competence helps schools establish supportive classroom and school climates as well as supportive approaches to discipline. For families and caregivers, SEL is focused on establishing authentic family and community partnerships. In communities, organizations (e.g., before- and after-school programs, community-based organizations, health care providers, local businesses) that partner with schools can help foster alignment to the skills students are learning during the day and offer wraparound support. The frequency of SEL practices contributes to the culture of safety, inclusion, and belonging. Introduction
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