Instructional Strategies for Teaching Fluency
“Notes taken from Fluency: Strategies and Assessments by Jerry L. Johns and Roberto L. Berglund
Paired Reading:
Adult supports student by supplying word recognition help and
extending understanding of the text, as well as a model for fluent reading.
• Child chooses the reading material
• Use a starting signal
• Adjust your reading speed to match the student’s
• Deal with mistakes by simply repeating the work correctly and pointing
to the part the student needs to notice.
• Have a signal for independent reading.
• Praise independent reading.
• Wait 4 seconds for students to self-correct errors, and then give help
if needed.
• Talk about the reading material.
Reader’s Theater:
A presentation of text read aloud expressively and
dramatically by two or more readers. Students can read from commercially prepared
scripts or develop scripts from materials they are reading, either narrative or
expository in nature. General characteristics of RT include: no full memorization;
holding scripts during performance; full costumes or staging not required; narration
provides framework for action conveyed by readers.
(Johns, 2002)
• Develop or select a text to be used with students.
• Read aloud from the story on which the script is based. Proved a good
model of fluent reading.
• Provide a brief lesson on one aspect of fluency. This discussion should
help provide insights about how the text/characters might sound.
• Distribute scripts to the students and have them read silently or with a
buddy. They may be encouraged to take the scripts home for additional
practice.
• Have students practice reading the script and aloud again; then determine
who will be reading each role for performance purposes.
• Have students highlight their parts and read and reread their assigned
roles with their group. Encourage them to think about how they might best convey the feelings of the character they are representing.
• Finally, in front of an audience, have students perform their production.
Repeated Reading: “Engaging students in repeated readings of text is
particularly effective in fostering more fluent reading for students struggling to
develop proficient reading strategies.”
(Allington, 2001 quoted by Johns, 2002)
• Select a brief passage or story (at an appropriate level of difficulty) for
the student to read.
• Ask the student to read the passage orally. Teacher should note miscues
and keep tract of the time it took the student to read the passage.
• Do a quick comprehension check by asking the student to tell you about
the passage.
• Encourage the student to practice rereading the passage independently
for the next few days.
• Repeat the process of having the student read the passage to you.
Record the time and number of miscues.
• Charts can be kept by the teacher or the student.
• Continue this general procedure over a period of time until a suitable rate
is achieved.
Echo Reading:
Involves modeling fluent reading for students and then
encouraging them to reread the same text with support as needed. The student
immediately echoes or imitates the performance of a more skilled reader.
• Select fairly easy reading material.
• Read a phrase or sentence aloud. Call attention to any textual signals
that help you determine the rate and expression you used.
• Reread the phrase or sentence and have student(s) echo the same text
immediately after you finish.
• If students echo effectively, continue modeling the next phrase or
sentence. Then have the students again echo your reading.
• If students do not echo your reading effectively on the first try, model
the phrase or sentence again and have students echo your reading again.
• As students become proficient with easy materials, gradually move into
more difficult text.
Choral Reading: Reading done by a group or unison.
• Select a text.
• Provide copies of the text to each student or display it in a manner so
that all can see.
• Read the text aloud to students, modeling fluent reading. Tell students
why you chose to read it as you did.
• After modeling, invite students to follow along and read with you
Practice reading together chorally several times. Vary the experience as
you see fit.
4 Corners Reading:
• Students select a text or passage they would like to share.• Have them practice reading the text independently. This may take place over the course of a few days.
• At the designated time, divide the class into four groups, one group for
every corner of the classroom.
• Each student brings their chosen text to the group.
• Students take turns reading their text or passage to the group.
Radio Reading:
Students read fluently for the purpose of performing and
sharing a selected portion of text with others. It provides an opportunity for
students to use their experience with audio-only technology to model fluent reading
and communicate a message to their peers.
• Select material that is at the student’s instructional level.
• Explain the procedure to the students. Emphasize that it is the reader’s
responsibility to communicate a message. Assign segments to text to
students to prepare for the next day.
• Provide opportunities for students to practice their segments.
• In addition to practicing the selection, invite each student to prepare a
question or two about the material that can be asked of the listeners
following the reading.
• On the day of the Radio Reading, review with the students the following
procedures:
o Read your selection aloud with meaning and expression.
o If you have trouble with a word:
Correct it and go on.
Ask, “What is that word?”
o After reading:
Ask the questions you have prepared for your selection.
Ask someone to tell you what your selection was mainly about.
Reread portions of text to clarify and correct confusions.
• At the conclusion of the experience, each student then poses his or her
questions to the group or you may lead a brief discussion about the entire
text. It may also be appropriate to reflect on the elements of effective
read-alouds and how the group did in modeling them.
Easy Reading: is just that----EASY!
Timed Reading:
Allows students to practice and record their progress.
Provides a visual documentation of their fluency growth and improvement.
• Provide a chart for students to record their wpm.
• Time the reading of a selected text and record the wpm on the chart.
• Encourage the students to practice the passage multiple times over the
next day or two.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• This process can be repeated a few times per selection. When the goal
is achieved, select a new piece of text for practice.
Reading Wave:
This is a fun one! And results in a pretty silly reading.
• Ask each student to select one sentence from the text they are reading.
• Have them practice reading that sentence until it is fluent.
• On the signal, each student will stand in turn, read their sentence and
sit down.
• The result should be “wave-like” and the final reading is much like a “mad
lib”.
Reading Train:
Another fun one!
• Have each student select a short passage from the text they are
reading.
• Have everyone stand in a circle and count off by 2s.
• Ask the 1s to turn left, while the 2s turn right. They should be facing a
partner.
• The 1s read their passage, then the 2s read their passage.
• Have everyone turn around so they are facing a new partner.
• Take turns again reading the chosen passage.
Super Speed X3:
This makes for great independent practice.
• Students will read their selected text for one minute.
• At the end of that minute, they will place a small sticky note where they
stopped.
• Ask them to go back to the beginning of the text and read again for one
minute. Then move the sticky note to where they stopped.
• Repeat the process a third time.
• Help them to celebrate the progress they made in just three short
minutes.
Shadow Reading:
The purpose of this procedure is to provide an explicit model of prosody. In this procedure, the teacher and student are reading the text simultaneously. The teacher is the stronger voice so the child is better able to mimic the fluent reader.
Oral Recitation of Lesson:
A structured process that involves both direct
and indirect instruction using narrative text. The lesson includes the modeling of
effective oral reading and both guided and independent practice.
• Read a story aloud to students.
• Following the reading, elicit the major story elements. Individually or as a
group, complete a story map graphic organizer.
• Using the story map as a guide, help students write a summary of the
story.
• Following the completion of the story map and summary, read aloud a
selected portion of the story, perhaps one that was particularly exciting,
meaningful, or eventful.
• After reading the segment of the text aloud, have students read it
chorally with you until they appear to be reading with a good rate,
accuracy, and expression.
• Next, put students into pairs and have them read the story segment to
each other. Ask them to read the passage just as you have practiced it
together.
• When students have completed partner reading, read aloud another
portion of the text and follow it with choral reading and partner reading,
until several segments of the text have been modeled and practiced.
• On another day, ask students to select one of the modeled and practiced
passages and read it aloud to a peer group. Following each reading, ask
listeners to make one or two positive comments about each reader’s
performance.
• On successive days (2-4), ask students to read aloud in a soft voice to
themselves for about 10 minutes, using the same passages previously
practiced. Move around the class or group and listen to students as
they read, providing feedback as appropriate.
Teacher Directed/Silent Readings:
SSR encourages students to practice
reading self-selected materials. The purpose is to provide an opportunity for
students to develop fluency, expand their vocabulary and comprehension abilities,
develop broader knowledge of written language, and provide powerful source for
world knowledge.
• Proved an opportunity for students to locate the materials and have
them read for the SSR period.
• Designate a specific time during the day when all students will
participate in SSR. Some teachers chose to do this during reading
workshop.
• Review the procedures and guidelines so students understand the
expectations during this time.
• Start with a short period of time and expand the time, as students are
ready. When students ask if they can continue reading after the time is
up, consider that a signal to increase SSR time.
• Provide materials for students who can’t find something to read or who
run short of materials before the time is up.
• Be a model of good reading. Share with the students what you are
reading so they will grow to understand that adults choose to read for
pleasure, too.
• Following the SSR time, compliment students on their behavior and
consideration of others. Invite students to comment on their reading.
“Notes taken from Fluency: Strategies and Assessments by Jerry L. Johns and Roberto L. Berglund
Paired Reading:
Adult supports student by supplying word recognition help and
extending understanding of the text, as well as a model for fluent reading.
• Child chooses the reading material
• Use a starting signal
• Adjust your reading speed to match the student’s
• Deal with mistakes by simply repeating the work correctly and pointing
to the part the student needs to notice.
• Have a signal for independent reading.
• Praise independent reading.
• Wait 4 seconds for students to self-correct errors, and then give help
if needed.
• Talk about the reading material.
Reader’s Theater:
A presentation of text read aloud expressively and
dramatically by two or more readers. Students can read from commercially prepared
scripts or develop scripts from materials they are reading, either narrative or
expository in nature. General characteristics of RT include: no full memorization;
holding scripts during performance; full costumes or staging not required; narration
provides framework for action conveyed by readers.
(Johns, 2002)
• Develop or select a text to be used with students.
• Read aloud from the story on which the script is based. Proved a good
model of fluent reading.
• Provide a brief lesson on one aspect of fluency. This discussion should
help provide insights about how the text/characters might sound.
• Distribute scripts to the students and have them read silently or with a
buddy. They may be encouraged to take the scripts home for additional
practice.
• Have students practice reading the script and aloud again; then determine
who will be reading each role for performance purposes.
• Have students highlight their parts and read and reread their assigned
roles with their group. Encourage them to think about how they might best convey the feelings of the character they are representing.
• Finally, in front of an audience, have students perform their production.
Repeated Reading: “Engaging students in repeated readings of text is
particularly effective in fostering more fluent reading for students struggling to
develop proficient reading strategies.”
(Allington, 2001 quoted by Johns, 2002)
• Select a brief passage or story (at an appropriate level of difficulty) for
the student to read.
• Ask the student to read the passage orally. Teacher should note miscues
and keep tract of the time it took the student to read the passage.
• Do a quick comprehension check by asking the student to tell you about
the passage.
• Encourage the student to practice rereading the passage independently
for the next few days.
• Repeat the process of having the student read the passage to you.
Record the time and number of miscues.
• Charts can be kept by the teacher or the student.
• Continue this general procedure over a period of time until a suitable rate
is achieved.
Echo Reading:
Involves modeling fluent reading for students and then
encouraging them to reread the same text with support as needed. The student
immediately echoes or imitates the performance of a more skilled reader.
• Select fairly easy reading material.
• Read a phrase or sentence aloud. Call attention to any textual signals
that help you determine the rate and expression you used.
• Reread the phrase or sentence and have student(s) echo the same text
immediately after you finish.
• If students echo effectively, continue modeling the next phrase or
sentence. Then have the students again echo your reading.
• If students do not echo your reading effectively on the first try, model
the phrase or sentence again and have students echo your reading again.
• As students become proficient with easy materials, gradually move into
more difficult text.
Choral Reading: Reading done by a group or unison.
• Select a text.
• Provide copies of the text to each student or display it in a manner so
that all can see.
• Read the text aloud to students, modeling fluent reading. Tell students
why you chose to read it as you did.
• After modeling, invite students to follow along and read with you
Practice reading together chorally several times. Vary the experience as
you see fit.
4 Corners Reading:
• Students select a text or passage they would like to share.• Have them practice reading the text independently. This may take place over the course of a few days.
• At the designated time, divide the class into four groups, one group for
every corner of the classroom.
• Each student brings their chosen text to the group.
• Students take turns reading their text or passage to the group.
Radio Reading:
Students read fluently for the purpose of performing and
sharing a selected portion of text with others. It provides an opportunity for
students to use their experience with audio-only technology to model fluent reading
and communicate a message to their peers.
• Select material that is at the student’s instructional level.
• Explain the procedure to the students. Emphasize that it is the reader’s
responsibility to communicate a message. Assign segments to text to
students to prepare for the next day.
• Provide opportunities for students to practice their segments.
• In addition to practicing the selection, invite each student to prepare a
question or two about the material that can be asked of the listeners
following the reading.
• On the day of the Radio Reading, review with the students the following
procedures:
o Read your selection aloud with meaning and expression.
o If you have trouble with a word:
Correct it and go on.
Ask, “What is that word?”
o After reading:
Ask the questions you have prepared for your selection.
Ask someone to tell you what your selection was mainly about.
Reread portions of text to clarify and correct confusions.
• At the conclusion of the experience, each student then poses his or her
questions to the group or you may lead a brief discussion about the entire
text. It may also be appropriate to reflect on the elements of effective
read-alouds and how the group did in modeling them.
Easy Reading: is just that----EASY!
Timed Reading:
Allows students to practice and record their progress.
Provides a visual documentation of their fluency growth and improvement.
• Provide a chart for students to record their wpm.
• Time the reading of a selected text and record the wpm on the chart.
• Encourage the students to practice the passage multiple times over the
next day or two.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• Time the reading of the selected text and record the wpm on the chart
next to the first reading.
• This process can be repeated a few times per selection. When the goal
is achieved, select a new piece of text for practice.
Reading Wave:
This is a fun one! And results in a pretty silly reading.
• Ask each student to select one sentence from the text they are reading.
• Have them practice reading that sentence until it is fluent.
• On the signal, each student will stand in turn, read their sentence and
sit down.
• The result should be “wave-like” and the final reading is much like a “mad
lib”.
Reading Train:
Another fun one!
• Have each student select a short passage from the text they are
reading.
• Have everyone stand in a circle and count off by 2s.
• Ask the 1s to turn left, while the 2s turn right. They should be facing a
partner.
• The 1s read their passage, then the 2s read their passage.
• Have everyone turn around so they are facing a new partner.
• Take turns again reading the chosen passage.
Super Speed X3:
This makes for great independent practice.
• Students will read their selected text for one minute.
• At the end of that minute, they will place a small sticky note where they
stopped.
• Ask them to go back to the beginning of the text and read again for one
minute. Then move the sticky note to where they stopped.
• Repeat the process a third time.
• Help them to celebrate the progress they made in just three short
minutes.
Shadow Reading:
The purpose of this procedure is to provide an explicit model of prosody. In this procedure, the teacher and student are reading the text simultaneously. The teacher is the stronger voice so the child is better able to mimic the fluent reader.
Oral Recitation of Lesson:
A structured process that involves both direct
and indirect instruction using narrative text. The lesson includes the modeling of
effective oral reading and both guided and independent practice.
• Read a story aloud to students.
• Following the reading, elicit the major story elements. Individually or as a
group, complete a story map graphic organizer.
• Using the story map as a guide, help students write a summary of the
story.
• Following the completion of the story map and summary, read aloud a
selected portion of the story, perhaps one that was particularly exciting,
meaningful, or eventful.
• After reading the segment of the text aloud, have students read it
chorally with you until they appear to be reading with a good rate,
accuracy, and expression.
• Next, put students into pairs and have them read the story segment to
each other. Ask them to read the passage just as you have practiced it
together.
• When students have completed partner reading, read aloud another
portion of the text and follow it with choral reading and partner reading,
until several segments of the text have been modeled and practiced.
• On another day, ask students to select one of the modeled and practiced
passages and read it aloud to a peer group. Following each reading, ask
listeners to make one or two positive comments about each reader’s
performance.
• On successive days (2-4), ask students to read aloud in a soft voice to
themselves for about 10 minutes, using the same passages previously
practiced. Move around the class or group and listen to students as
they read, providing feedback as appropriate.
Teacher Directed/Silent Readings:
SSR encourages students to practice
reading self-selected materials. The purpose is to provide an opportunity for
students to develop fluency, expand their vocabulary and comprehension abilities,
develop broader knowledge of written language, and provide powerful source for
world knowledge.
• Proved an opportunity for students to locate the materials and have
them read for the SSR period.
• Designate a specific time during the day when all students will
participate in SSR. Some teachers chose to do this during reading
workshop.
• Review the procedures and guidelines so students understand the
expectations during this time.
• Start with a short period of time and expand the time, as students are
ready. When students ask if they can continue reading after the time is
up, consider that a signal to increase SSR time.
• Provide materials for students who can’t find something to read or who
run short of materials before the time is up.
• Be a model of good reading. Share with the students what you are
reading so they will grow to understand that adults choose to read for
pleasure, too.
• Following the SSR time, compliment students on their behavior and
consideration of others. Invite students to comment on their reading.
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