Fluency
Grade 3:
Strategy 1: Rhythm Walks
The Rhythm Walks strategy is done in small groups. This strategy is a collaborative, kinesthetic, and a fun way to get students engaged by moving around as they read cards taped to the floor to work on fluency. Follow the directions below:
Strategy 2: Supported Reading Strategy
In this strategy, instructional level reading material is used in a three-day cycle. The focus is on comprehension first, expression second.
Day 1:
Strategy 1: Rhythm Walks
The Rhythm Walks strategy is done in small groups. This strategy is a collaborative, kinesthetic, and a fun way to get students engaged by moving around as they read cards taped to the floor to work on fluency. Follow the directions below:
- Choose a short poem, story, or informational passage.
- Analyze the text for natural phrases.
- Laminate large pieces of rectangular card stock paper.
- Using an erasable marker, write phrases on the rectangualr pieces. The letters on the card should be at least 1 1/2 inches tall so students can easily read them while walking.
- Place the rectangular pieces in curvy order around the room, about one step from the other.
- Students line up.
- One student reads the first card, then moves on to read the second and third cards. When he/she gets to the fourth card, the second student begins on the first card. The second student proceeds to the second, third, and fourth cards before the third student starts, and so on. The students' reading will resemble a musical round.
- Encourage students to read each card with expression, such as tiptoeing on whisper and stomping on shout.
- After a number of rhythm walks on a pasage, students can read in unison from the original text.
Strategy 2: Supported Reading Strategy
In this strategy, instructional level reading material is used in a three-day cycle. The focus is on comprehension first, expression second.
Day 1:
- Read and discuss story elements (setting, characterization, plot, climax, resolution, theme, style, point of view) with students.
- Together with students echo read segments of the passage, focusing on expression.
- Have students read in pairs with each student reading alternate pages.
- Have the pairs practice a short passage of their choice, focusing on expression.
- Partners read their passages to each other and critique each other's expression. Partners may use the fluency checklist used for retrospective miscue analysis.
- Ask Individuals to read to you while you check for accuracy and expression.
Grade 4:
Strategy 1: Preview-Pause-Prompt-Prasie (PPPP) Strategy
This strategy focuses on fluency because the teacher reads along with the student, and it focuses on comprehension by emphasizing predictions before reading and in discussion afterward. This strategy can be used in grades 1-5.
Strategy 2: Oral Recitation Lesson (ORL)
Choose material at the student's instructional level. Passages with repeated refrains, cumulative episodes, rhyming patterns, or poetry are good. The ORL has two major components: the first is direct instruction by the teacher; the second is indirect instruction. The following are the steps for the direct instruction:
Strategy 1: Preview-Pause-Prompt-Prasie (PPPP) Strategy
- During the preview segement, ask the reader to predict what will happen in the story based on the title and book cover.
- Begin reading in unison with the student until he/she taps the desk to indicate that he/she wishes to read by him/herself.
- When the student makes an error, pause three seconds or wait until the student gets to the end of the sentence.
- If the student does not self-correct in three seconds or by the end or the sentence, give two prompts: "Let's read that again" and if the student still does not self-correct, tell him/her the word.
- Begin again to read with the student until he/she taps the desk.
- If the student does self-correct after three seconds, praise him/her, and read with him/her again intil he/she taps the desk.
- After he/she completes the passage, talk about his/her favorite parts with her.
This strategy focuses on fluency because the teacher reads along with the student, and it focuses on comprehension by emphasizing predictions before reading and in discussion afterward. This strategy can be used in grades 1-5.
Strategy 2: Oral Recitation Lesson (ORL)
Choose material at the student's instructional level. Passages with repeated refrains, cumulative episodes, rhyming patterns, or poetry are good. The ORL has two major components: the first is direct instruction by the teacher; the second is indirect instruction. The following are the steps for the direct instruction:
- Read and discuss the story with the student completing a story map.
- Ask the student to write a summary using the story map.
- Model expressive reading.
- Have the student pratice by reading chorally with you.
Grade 5:
Strategy 1: Record, Check, Chart
Record, Check, Chart is a type of repeated reading that students can use independently to improve their accuracy. The student reads from a photocpoy of a passage, which is either a story or a poem, and performs the following steps:
Strategy 2: Poetry Party
Poems are a wonderful way to help students develop fluency. They are short, and students need to comprehend them to communicate their message to an audience. A good way to foster a love of poetry in the class is to have a Poetry Party, in which students read a favorite poem they have practiced. Demonstrate how not to read a poem (in a monotone voice) and how to read a poem (with appropriate expression and correct pauses and rate so the audience understands its essence). Most elementary students enjoy the works of Shel Silvertein, Jack Prelutsky, and Bruce Lansky. This strategy can be used in grades 2-6.
Strategy 1: Record, Check, Chart
Record, Check, Chart is a type of repeated reading that students can use independently to improve their accuracy. The student reads from a photocpoy of a passage, which is either a story or a poem, and performs the following steps:
- The student reads the passage into a recording device.
- While following the text, the student listens to the recording and marks each word read in error with a black pen.
- Without replaying the recording, the student reads the same passage into the recording again.
- While following the text, the student listens to a second reading and checks each error with a green pen.
- Without replaying the recording, the student reads the same pasage into the recording decive.
- While following the text, the student listens to the third reading and checks each error with a blue pen.
- Using a chart, the student tallies the number of errors for each reading.
Strategy 2: Poetry Party
Poems are a wonderful way to help students develop fluency. They are short, and students need to comprehend them to communicate their message to an audience. A good way to foster a love of poetry in the class is to have a Poetry Party, in which students read a favorite poem they have practiced. Demonstrate how not to read a poem (in a monotone voice) and how to read a poem (with appropriate expression and correct pauses and rate so the audience understands its essence). Most elementary students enjoy the works of Shel Silvertein, Jack Prelutsky, and Bruce Lansky. This strategy can be used in grades 2-6.
Grade 6:
Strategy 1: Speech Reading
Fluency is more than reading at a fast pace. Authentic fluency instruction should include opportunities for students to practice their reading so they can learn to use the various prosodic tools such as phrasing, intonation, and expression at their disposal. Having students practice reading famous speeches, such as President Kennedy's inaugural address or Martin Luther King Jr.'s "I Have a Dream" speech, gives them opportunities to develop their fluency and public speaking skills. Speed was not the goal of either President Kennedy or Dr. Kings: they used different rates, pauses, and intonnation to convey ideas they hoped would spur listeners to action. This strategy can be done in grades 6-8. Students can also write their own speeches on a cause that they choose and read it aloud.
Strategy 2: Telling Jokes
Telling jokes helps students develop correct prosody so listeners get the punch line. Prosody includes the ability to emphasize appropriate words, ability to use appropriate intonation, ability to use puncuation appropriately, ability to interpret characters' emotions, and the ability to pause at phrase boundaries. In order to tell a joke effectively readers need to have good delivery so those listening get the humor. Readers of jokes must adhere to punctuation, intonation, and phrasing. Collect books of jokes and help students with intonation, punctuation, pause, and interpretation and then let them read the jokes to friends in small groups. These are great for struggling readers because jokes are short and they can practice before they read them to peers. Some joke books with appropriate humor for students are:
Strategy 1: Speech Reading
Fluency is more than reading at a fast pace. Authentic fluency instruction should include opportunities for students to practice their reading so they can learn to use the various prosodic tools such as phrasing, intonation, and expression at their disposal. Having students practice reading famous speeches, such as President Kennedy's inaugural address or Martin Luther King Jr.'s "I Have a Dream" speech, gives them opportunities to develop their fluency and public speaking skills. Speed was not the goal of either President Kennedy or Dr. Kings: they used different rates, pauses, and intonnation to convey ideas they hoped would spur listeners to action. This strategy can be done in grades 6-8. Students can also write their own speeches on a cause that they choose and read it aloud.
Strategy 2: Telling Jokes
Telling jokes helps students develop correct prosody so listeners get the punch line. Prosody includes the ability to emphasize appropriate words, ability to use appropriate intonation, ability to use puncuation appropriately, ability to interpret characters' emotions, and the ability to pause at phrase boundaries. In order to tell a joke effectively readers need to have good delivery so those listening get the humor. Readers of jokes must adhere to punctuation, intonation, and phrasing. Collect books of jokes and help students with intonation, punctuation, pause, and interpretation and then let them read the jokes to friends in small groups. These are great for struggling readers because jokes are short and they can practice before they read them to peers. Some joke books with appropriate humor for students are:
- Brewer, P. (2003). You must be joking! Lots of cool jokes, plus 17 1/2 tips for remembering, telling, and making up your own jokes. Battle Creek, MI: Cricket.
- Terban, M. (2007). Eight ate: A feast of homonym riddles. New York: Scholastic.
- Weitzman, I. (2006). Jokelopedia: The biggest, best, silliest, dumbest joke book ever. New York: Workman.
Assessment
Rubrics:
Rubrics that are based on state standards are a useful way for teachers to assess a student's fluency and rate. Click the button below for a rubric on fluency! The rubric rates several aspects of fluency including expression and volume, phrasing, smoothness, and pace.
Rubrics:
Rubrics that are based on state standards are a useful way for teachers to assess a student's fluency and rate. Click the button below for a rubric on fluency! The rubric rates several aspects of fluency including expression and volume, phrasing, smoothness, and pace.