Module 4: Provide Purposeful Fluency-building Practices
This module assumes you know and can do the following: (click to open drop-down)
Identify students with fluency needs using a screener.
Click here to receive additional resources related to this module to put in your educator toolbox.
Competency
Continually assess student progress aginst clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve mastery of a concept or skill.
Learning Outcomes
I can provide purposeful fluency-building activities to help students read with increased ease.
What I will DO in this module
Establish a purpose for implementing a repeated reading routine
Implement reading routines to build prosody
Provide opportunities to read a wide range of texts
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
LAUNCH
REFLECT
What are the fluency needs of your students?
Do your students have:
word reading needs?
pace and expression needs?
answering questions or reflecting on needs?
DO
Sort your students into groups based on their needs.
ANALYZE
What are the strengths of your students when it comes to reading fluency?
What identified needs are you noticing?
LEARN
LEARN ABOUT
Read How to carry out the recommendation 2 section:
Provide a purpose for each repeated reading (pages12-15)
DO
If your purpose is around identifying word reading to read with accuracy: Engage with Choosing Words to Teach
Apply multisyllabic routines from module 3 to support the word reading needs of students.
DO
If your purpose is around pace and expression:
Read a passage aloud or share an audio recording of the passage before having students read the passage.
Follow example 2.3 on page 15
DO
If your purpose is around answering questions and/or reflecting on learning:
Select a before, during, or after reading strategy to support students rereading a selected text from AdLit.org.
LEARN ABOUT
Read How to carry out the recommendation 2 section:
2. Focus some instructional time on reading with prosody (pages 15-16)
DO
Dramatize the importance of prosody by reading a short paragraph aloud twice.
Step 1: Read quickly without expression and without stopping at punctuation.
Step 2: Read at a conversational pace with prosody.
Step 3: Discuss which was easier to understand
DO
Incorporate the activities listed on page 16 into your repeated readings.
Echo reading
Choral reading
Mark sentences and phrases with slashes
Audio recordings to compare recent and previous readings
LEARN ABOUT
Read How to carry out the recommendation 2 section:
3. Regularly provide opportunities for students to read a wide range of texts. (pages 16-17)
THINK ABOUT
How might you implement a PALS routine in your classroom to support repeated reading of multiple texts?
REFLECT
SHARE
With a colleague, share how you’ve implemented word reading routines in your classroom.
What worked?
What needs to be adjusted?
REFLECT
How might you monitor the repeated reading needs of your students?
How will you know student fluency is improving?
MODULE RESOURCES
CELEBRATION OF LEARNING
As appropriate, opportunities to crowdsource knowledge or design ideas within or across districts.
How would tier 2 words be a great focus for math? Or, how would rereading a difficult paragraph in science support fluency?
Reach out to a different content area teacher about a strategy or repeated reading technique that stands out to you.
CHECKPOINT
Use the Checkpoint to help you check your thinking and doing with the learning targets in this module, determine whether you are ready to move on to the next module, and select “must do” or “may do” content of this module that is needed for additional clarification and/or practice.
Still struggling with how to provide repeated reading practice? Check out the following routines:
Varied Practice Reading module from Iowa Reading Research Center
Using Text Structures to Understand and Summarize module from Iowa Reading Research Center
