My students at our guided reading table. This is a Level H book we practice reading with appropriate leveled text everyday. I coach students using several different prompts to help their fluency. It is also important to reinforce students when they apply good reading strategies themselves. This more effective than telling the word.
Prompts
- Does that make sense?
- Go back and reread
- What was the ending on that word?
- Slide through the word
- Now read it again with expression
- You remembered to go back!
- You found a little word in that word.
- You fixed that word!
- You made sure it made sense!
- You noticed the ending!
Writing sight words and playing mix it fix it help student learn sight words.
- A knowing a large bank of sight word are important to help with fluency.
http://www.teacherspayteachers.com/Product/Readers-Theater-How-To-211402
First Grade Brain: Scott Foresman Reading Street 1st Grade Roll and Read Fluency Practice for Units 2-5
I use this book of poems with my class. The whimsical rhyming verses and practical activities help with fluency. Ideal for emergent and reluctant readers, this book offers repeated exposure to high-frequency words and sight words.
Fluency #1-
To practice expression and reading aloud, create a jar to put numerous
strips of papers in describing different voices such as "serious,"
"silly," "sick," etc. Have the students pull a voice from the jar and
use the voice to read a predetermined sentence created by the teacher.
Fluency #2-
This is a great way to practice a student's reading rate and determine
how fluent they are. With one student at a time, roll a die. Depending
on the outcome of each roll, the student will read the respective
column as fast and accurate as possible. Continue until all of the
columns have been addressed.
From the Fluency Wiki
Created by Ryan Phelps (2013)
FLUENCY
Ryan Phelps
Fluency by defintion is the ability to speak
easily and smoothly, and or the ability to do something in a way that seems very
easy.
Reading Fluency is the ability to read phrases and sentences
smoothly and quickly, while understanding them as expressions and ideas.
While being able to read with ease and fluidity is a priority, comprehension is a key component in education today. Becoming a fluid reader will bridge the path for student comprehension.
Reading Fluency is the ability to read
phrases and sentences smoothly and quickly while understanding them as
expessions and ideas. Fluent reading is commonly referred to as a bridge
to comprehension. Most researchers go more in depth with a greater number of
characteristics defining a fluent reader, such as good prosody. Prosody
refers to the melody in our speech and the ability to express it.
Consider the following statement.
Watch out! You were almost hit by the
bus.
(repeat with prosody)
What was the difference in the statement?
Did the second reading help you to understand more quickly the meaning of the
statement? In other words, reading with good prosody will aid in
comprehension on a basic level. This is why fluent reading is referred to as a
"bridge" to comprehension.
Benefits of Fluent Readers
Lets take a look at a few of the Benefits
of developing fluent readers;
- The relationship between fluency and comprehension is closely linked.
- There are numerous studies that have examined students’ fluency and their subsequent comprehension. As student fluency increased, there was an equal increase in comprehension.
- Students who read fluently will choose to read more independently.
- When reading is not laborious, students often choose to read for pleasure.
- Vocabulary building and acquisition of increased knowledge
- Better able to complete assignments and homework.
Is Reading Fluency Really that Important?
With reading fluency being so greatly
emphasized as a single component to literacy in education, you may ask yourself
why is it that important. As the focus is moving to Response to
Intervention (RTI), fluency is being the main component used to assess student
reading proficiencies. Progress is monitored (generally weekly) to
determine their rate improvement and if the teachers instructional
interventions are proved to be effective. This allows the teacher to
modify their instruction on a short term basis finding what works for each
child. With the ability to "decode"
text and passages quickly and efficiently, the reader can better recognize the
words with automaticity, which allows the brain to focus more specifically on
the content of the text. This Automaticity Theory (LaBerge & Samuels,
1974) is based on the conjecture that students can process one component of
reading at a time. The key to understanding this theory surrounds the
idea that reading requires more attention than children can handle, which means
they are unable to complete these tasks simultaneously. Early readers are
confronted with a “cognitive overload,” as they are focusing all of their
efforts and attention on the decoding of the text, which impacts their ability
to recall what they have just read and/or fully understand its meaning.
Experienced readers are able to decode words naturally and with automaticity,
which provides additional understanding with the ability to recall the
information. It is also important to note that this theory supports the
scaffolding system. This system surrounds the idea that children need to
first master letter sounds before they are able to effectively blend and view
words in a more holistic manner. Once students can decode text at a
fluent level, they are more apt to apply multiple strategies in order to successfully
comprehend what they are reading. This developmental process will enable
students to become more efficient readers through repeated and modeled
reading
Can Fluency be "taught"?
The buzz is all about fluency, but can
you really teach a struggling reader to be a fluent reader, and if so how? Not
without alot of work from everyone involved can you create a fluent reader,
however every reader can improve their fluency rate and here's where to start!
Whole Class Context
·
Discussions
of the meaning of texts
·
Listening
to books on audio
·
Shared
reading of a common enlarged text
·
Partner
reading of texts
·
Choral
reading of poems
·
Memorization
of poems
·
Voluminous
reading of easy materials
·
Demonstrate
rereading to gain fuller understanding
Small Group Contexts
·
Appropriate
text levels
·
Avoidance
of texts that are too difficult
·
Repeated
Reading of texts
·
Self-Evaluation
of fluency and phrasing
·
Attention
to text features such as boldface, capitals and italics
·
Attention
to punctuation
·
Incorporation
of choral reading in guided reading lessons
·
Read-aloud
of sections to provide evidence for discussion
Individual Contexts
·
Reading
without finger pointing
·
Prompting
for fluency and phrasing
·
Prompting
for use of punctuation
·
Repeated
Readings
·
Reading
Easy texts
·
Using a card
to guide the eyes or showing phrases with mask or fingers
·
Attending
to dialogue and refrains.
As you may have noticed teaching for
fluency in all instructional contexts involves some type of repetition or
memorization,this loosely translates to PRACTICE, PRACTICE, PRACTICE!
*Check This Out *
Here are some helpful links to
demonstrate techniques to improve of fluency in the classroom.
Resources
Fountas, Irene C., and Gay S. Pinnel.
Teaching for Comprehension and Fluency. Portsmyth: Heineman, 2006. Print
www.scholastic.com
www.readinghorizons.com
www.learnersdictionary.com
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