AdolescentGRRManualAug[1].HS - The Guided Repeated...

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The Guided Repeated Reading (GRR) Program Contents Part One: Introduction Fluency, Comprehension, and Guided Repeated Reading: What’s the Connection? ................ 1 Adolescent Version of the GRR Program……………………………………………………... 3 Part Two: Overview Who is the program designed for? ……………………………………………………………. 4 What are the main elements of the program? ………………………………………………… 4 1. Addressing Key Reading Components in GRR ……………………………………… 4 Embedded Phonics Instruction to Teach Decoding Fluency: Accuracy, Rate, and Prosody Vocabulary and Comprehension 2. Providing Feedback ………………………………………………………………….. 7 3. Noting Errors; Distinguishing dialect differences from reading errors ……………… 7 4. Ensuring the Relevance and Readability of Materials ……………………………….. 11 Part Three: Getting Started What makes a good GRR tutor? ………………………………………………………… 12 Creating a good Teaching Environment ………………………………………………… 12 Background Information needed for Tutoring Sessions ………………………………… 12 Materials needed for Tutoring Sessions ………………………………………………… 13 Initial Set-up …………………………………………………………………………….. 13 How to Introduce the Program ………………………………………………………….. 13 How to Introduce the Key Elements ……………………………………………………. 14 Talking about Dialect Differences ………………………………………………………. 15 Procedures for Giving Feedback ……………………………………………………….. 15 When to give feedback What does feedback “look” like? Procedures for Calculations/Evaluation …………………………………………………. 19 Accuracy – Words Correct Reading Rate – Speed Part Four: Frequently Asked Questions ……………………………………………………… 20 Why work on fluency? Why do I have to follow the script for each session? Can I create my own learning activities to use during a session? How did you choose the readings? What should I do if a learner is struggling with a reading? What should I do if a learner makes very few/no errors on an initial timed reading? Where do I record the errors my student makes during a reading? How many times should the student repeat the reading during a session? How do I evaluate prosody? How do I evaluate comprehension? How will I know if my student is making progress?
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