" (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers to the words we must know to communicate effectively. In general vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words we use in speaking of recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary is also very important to reading comprehension." (National Institute for Literacy, 2003) The Institute of Literacy states that children "learn the meanings of most words indirectly, through everyday experiences with oral and written language." (2003) There are three ways that children learn word meanings as follows: (1) engaging in daily oral language; (2) listening to adults read to them; and (3) reading extensively on their own. There are two methods of direct instruction which are: (1) providing students with specific word instruction; and (2) teaching students word-learning strategies." (National Institute for Literacy, 2003) Word learning strategies include teaching children how to (1) use dictionaries; (2) how to use information about word parts to figure out the meanings of words in text; and (3) how to use context clues to determine word meanings. (National Institute for Literacy, 2003) The fifth and last strategy is testing the comprehension of the student which can be done both in oral and written forms of comprehension testing. Use of the Strategies for Fluency in the Lesson Plans

Each day of the lesson plans will focus on one of the five identified strategies for fluency...

Day one will make use of the strategies noted for phonemic awareness. This will be accomplished through Dr. Seuss's books such as 'C'at in the 'H'at. Day two will focus on the strategies reviewed for phonics instruction. Day three will be geared toward fluency in reading by reading aloud to students, having the students read aloud and then having students read independently. Day four will focus on vocabulary instruction with the teacher using the strategies noted in the research for vocabulary instruction. Day five will test the students on their comprehension of the instruction provided for phonemic awareness, phonics, and vocabulary as well as testing their fluency through having the students read aloud from the Dr. Seuss books that are used in the first four days of the instruction in this unit.
Bibliography

Putting Reading First: The Research Building Blocks for Teaching Children to Read (2003) National Institute of Literacy. Online available at http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf.

Repeated Reading: A Fluency Building Strategy (nd) Ohio State University. Online available at http://www.coe.ohio-state.edu/gcartledge/urbaninitiative/Repeated_Reading_Teachercopy.pdf.

Building a Powerful Reading Program: From Research to Practice (nd) Institute for Education Reform. Online available at http://www.csus.edu/ier/reading.html

Erickson, Joan L.; Wilson, Kathleen M.; and Trainin, Guy (2005) Teaching Fluency with Quick Reads: Does the integration of technology result in greater student growth. Online available at http://www.pearsoned.com/RESRPTS_FOR_POSTING/READING_RESEARCH_STUDIES/R8.%20Pearson%20Learning%20Group%20Quick%20Reads%20Efficacy%20Study%20Statement%20of%20Work.pdf.

Teaching Methods in Education: Teaching Reading Fluency