ELM 305
Fluency Strategies Case Study
For Mary’s case I believe her goal as well as her other classmate should be something simple like
being baled to decode or break down multiple syllable words. The time frame we are working with is by
the end of the quarter, however I would break it down to 5 words a week and then having an
accumulative assessment in the middle and end of the quarter. Some approaches or strategies I would
use for decorating and understanding syllables would be having each student watch how their mouth
moves when saying these multisyllable words. Clapping the word to determine the syllable may also
help. Another activity could be writing a bunch of words on the white board and having each student
come up and break the word into the syllable chunks. Either drawing a line or using their body to “slice”
where the syllables would split the word and ask the class if that is correct or not. I would also love to
either work with Mary one on one or in a small group having her and some other student put together
words by using a base word and having prefixes and suffixes to add or take away. Each time a student
adds a new suffix or prefix I would make sure to teach them what new one they created means and if it
is an actual word. Luckily to me this isn’t a hard concept to teach and to break down. I think Mary as well
as her classmates are going to pick up on this concept fast.
In the case with Emma, as student who is shy most of the time the best option is to either work
one on one or in smaller groups to really make her feel comfortable. Emma’s main goal is to master the
skills needed to be a more fluent reader. I would practice chunking or groups words together in phrases
of four-five words for her to say. Tell her to say a sentence like “My dog is white and fluffy!”. As she
reads it mock what she is doing and show her ow she sounds. Then model how it should be done. I feel
like the most effective way to teach fluency is to model it ourselves as the teacher. A lot of times with
Fluency Strategies Case Study
For Mary’s case I believe her goal as well as her other classmate should be something simple like
being baled to decode or break down multiple syllable words. The time frame we are working with is by
the end of the quarter, however I would break it down to 5 words a week and then having an
accumulative assessment in the middle and end of the quarter. Some approaches or strategies I would
use for decorating and understanding syllables would be having each student watch how their mouth
moves when saying these multisyllable words. Clapping the word to determine the syllable may also
help. Another activity could be writing a bunch of words on the white board and having each student
come up and break the word into the syllable chunks. Either drawing a line or using their body to “slice”
where the syllables would split the word and ask the class if that is correct or not. I would also love to
either work with Mary one on one or in a small group having her and some other student put together
words by using a base word and having prefixes and suffixes to add or take away. Each time a student
adds a new suffix or prefix I would make sure to teach them what new one they created means and if it
is an actual word. Luckily to me this isn’t a hard concept to teach and to break down. I think Mary as well
as her classmates are going to pick up on this concept fast.
In the case with Emma, as student who is shy most of the time the best option is to either work
one on one or in smaller groups to really make her feel comfortable. Emma’s main goal is to master the
skills needed to be a more fluent reader. I would practice chunking or groups words together in phrases
of four-five words for her to say. Tell her to say a sentence like “My dog is white and fluffy!”. As she
reads it mock what she is doing and show her ow she sounds. Then model how it should be done. I feel
like the most effective way to teach fluency is to model it ourselves as the teacher. A lot of times with
