1. Fast finger:
Prompt the child to “Read it with a fast finger.” Demonstrate this by having the students read it with their finger while you read it aloud quickly. Then ask the students, “How fast did your finger
move?”
2. Make your eyes do the work.
Get their finger out of the text. What originally helped their eye track the line will now
slow down their reading. It’s time to train their eyes to do the work alone. Say,
“I’m going to read this part to you. Use your eyes to follow the words I read and
then tell me how fast your eyes moved.” Read the passage and ask, “How fast
did your eyes move?”
3. Fluent Shared Reading: Use this one sparingly! Rarely! (It robs
independence). Do a shared reading of the text. While reading, provide a model
of good pace and phrasing.
4. Making words and lines to increase rate
Push words: move a masking card over words in a line of text from left to
right forcing the student’s eyes to stay ahead of the mask.
Push lines: move the masking card over a line of text, top to bottom,
forcing students to keep their eyes ahead of their voice. When the line
disappears, their eyes must be ahead of their voice.
Phrasing
Masking phrases
Use a single copy of the text placed so that every child can lean in and look
off the same page to read. Hold two small cards to mask 2-3 words
together and prompt the student to, “Read it all together.” Read it with
them to provide a correct model for the phrasing. Continue masking and
chorally reading. Then have the students read some phrases without
teacher support. Look for a shift in behavior. In later lessons, increase the
number of words between the masking cards until the students’ phrasing
becomes natural or 5-7 words per phrase.
1. Tape record a student individually reading the guided reading book and have
them rewind and read with it. Direct them to notice fluency. “How did it
sound? What can you change?” Have the student record their reading again
and listen to the change they made.
Expression
1. Clues from printing:
Bolded print, exclamation, and question marks: Point it
out in the text and explain what it means. Demonstrate how that expression
sounds. Do it with the students.
2. Neurological impress (This is a shared reading): The teacher and a student
sit together and read aloud. The teacher takes the lead by providing a model of
expressive reading while reading with the student.
Punctuation
1. Noticing punctuation: “There is punctuation in everything we read. Look
here, and here, and here. When we read we should look at the punctuation; we
don’t say anything, we just look. Read this with me. (Everyone reading from the
teacher’s copy). I’ll point at the punctuation, don’t say anything for the
punctuation, just look at it and then read on.” Read aloud with the students while
the teacher points at the punctuation. Next have the students do the pointing
and reading in their own copy and validate the pauses they make as they attend
to the punctuation.
2. Reading inside the quotation marks: “Quotation marks look like little lips.
They are used to show us what someone is saying. When we see the first
quotation marks, we know that the character is opening their lips to say
something. The second set of quotation marks show us that the person is closing
their lips. Let’s read what some of the quotes say. Here is one that is starting.
It will end here. Let’s read the part between the quotation marks.” Read together
then ask, “Who said this?” Locate more beginning and ending quotation marks and
read the quotes.
3. Character voices: Do the lesson prescribed above but locate who is saying
the quote. Then instruct the students to change their voice to sound like the
character.
4. Different ways to say “said”” Look for quotations and find how the
character said it; shouted, asked, told, begged, laughed… Make a list of different
ways to say ‘said’.
Prompt the child to “Read it with a fast finger.” Demonstrate this by having the students read it with their finger while you read it aloud quickly. Then ask the students, “How fast did your finger
move?”
2. Make your eyes do the work.
Get their finger out of the text. What originally helped their eye track the line will now
slow down their reading. It’s time to train their eyes to do the work alone. Say,
“I’m going to read this part to you. Use your eyes to follow the words I read and
then tell me how fast your eyes moved.” Read the passage and ask, “How fast
did your eyes move?”
3. Fluent Shared Reading: Use this one sparingly! Rarely! (It robs
independence). Do a shared reading of the text. While reading, provide a model
of good pace and phrasing.
4. Making words and lines to increase rate
Push words: move a masking card over words in a line of text from left to
right forcing the student’s eyes to stay ahead of the mask.
Push lines: move the masking card over a line of text, top to bottom,
forcing students to keep their eyes ahead of their voice. When the line
disappears, their eyes must be ahead of their voice.
Phrasing
Masking phrases
Use a single copy of the text placed so that every child can lean in and look
off the same page to read. Hold two small cards to mask 2-3 words
together and prompt the student to, “Read it all together.” Read it with
them to provide a correct model for the phrasing. Continue masking and
chorally reading. Then have the students read some phrases without
teacher support. Look for a shift in behavior. In later lessons, increase the
number of words between the masking cards until the students’ phrasing
becomes natural or 5-7 words per phrase.
1. Tape record a student individually reading the guided reading book and have
them rewind and read with it. Direct them to notice fluency. “How did it
sound? What can you change?” Have the student record their reading again
and listen to the change they made.
Expression
1. Clues from printing:
Bolded print, exclamation, and question marks: Point it
out in the text and explain what it means. Demonstrate how that expression
sounds. Do it with the students.
2. Neurological impress (This is a shared reading): The teacher and a student
sit together and read aloud. The teacher takes the lead by providing a model of
expressive reading while reading with the student.
Punctuation
1. Noticing punctuation: “There is punctuation in everything we read. Look
here, and here, and here. When we read we should look at the punctuation; we
don’t say anything, we just look. Read this with me. (Everyone reading from the
teacher’s copy). I’ll point at the punctuation, don’t say anything for the
punctuation, just look at it and then read on.” Read aloud with the students while
the teacher points at the punctuation. Next have the students do the pointing
and reading in their own copy and validate the pauses they make as they attend
to the punctuation.
2. Reading inside the quotation marks: “Quotation marks look like little lips.
They are used to show us what someone is saying. When we see the first
quotation marks, we know that the character is opening their lips to say
something. The second set of quotation marks show us that the person is closing
their lips. Let’s read what some of the quotes say. Here is one that is starting.
It will end here. Let’s read the part between the quotation marks.” Read together
then ask, “Who said this?” Locate more beginning and ending quotation marks and
read the quotes.
3. Character voices: Do the lesson prescribed above but locate who is saying
the quote. Then instruct the students to change their voice to sound like the
character.
4. Different ways to say “said”” Look for quotations and find how the
character said it; shouted, asked, told, begged, laughed… Make a list of different
ways to say ‘said’.
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