Teaching students to engage in the strategic actions needed to process increasingly complex texts has encouraged me to make some adjustments to my group reading practice. I have started using a quieter reading approach where students read independently while I listen in, observe, and make notes using the fluency rubric and modelling book. This has helped me notice individual strengths and next steps more clearly.
I have also begun using Screencast alongside the fluency rubric. Students are able to hear and see themselves reading, which helps them reflect on their fluency and identify areas they need to improve. This has supported greater student ownership of learning, as they are becoming more aware of what successful reading looks and sounds like.
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