Paper Writing Services is: • Given readings at the fifth-grade level, Chloe will read fluently. Research three strategies regarding fluency instruction that will assist Chloe

Abstract
organized and thrives on structure. Chloe’s mother reports that she tends to be focused on tasks, even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is diligent with academic tasks. When reading aloud in class, Chloe is able to read all sight words and decode most multi-syllable words she encounters. However, Chloe’s fluency is not

Use the following scenario from The IRIS Center to complete the tasks below: Chloe is a quiet fifth grader who is naturally organized and thrives on structure. Chloe’s mother reports that she tends to be focused on tasks, even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is diligent with academic tasks. When reading aloud in class, Chloe is able to read all sight words and decode most multi-syllable words she encounters. However, Chloe’s fluency is not at the level of most fifth graders. Mrs. Clifton reports she is a word-by-word reader and does not read with proper tone or expression, but she feels Chloe has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help Chloe reach her goal, wch is: •    Given readings at the fifth-grade level, Chloe will read fluently. Research three strategies regarding fluency instruction that will assist Chloe in reacng her goals. In 500-750-words, identify and explain three strategies that will help Chloe with her fluency. In addition, select a fifth-grade passage from a basal series (or a fifth grade passage from Appendix B of the Common Core standards) and describe how you would have Chloe’s parents use it at home. Include three sources from your research in your essay to support your position.

Sample references
  • (‘Dailey, P. S., G. Zuba, G. Ljung, I. M. Dima, and J. Guin. 2009. On the relationship between North Atlantic sea surface temperatures and US hurricane landfall risk. Journal of Applied Meteorology and Climatology 48(1):111-129.’,)
  • (‘Tranfield, D, Denyer, D & Smart, P. 2003. Towards a methodology for developing evidence?informed management knowledge by means of systematic review. Br.J Mgt, 14(3): 207-22 ‘,)
  • (‘Hayhoe, K., C. P. Wake, T. G. Huntington, L. F. Luo, M. D. Schwartz, J. Sheffield, E. Wood, B. Anderson, J. Bradbury, A. Degaetano, T. J. Troy, and D. Wolfe. 2007. Past and future changes in climate and hydrological indicators in the US Northeast. Climate Dynamics 28(4):381-407.’,)
  • (‘Camerer, C F & Johnson, EJ. 1997. The process-performance paradox in expert judgment: How can experts know so much and predict so badly? Research on judgment and decision-making: Currents, connections, and controversies, 342. 195-217’,)

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