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Shared Fluency Resources
Shared Fluency Resources
The fluency workshop is an instructional routine that requires pre-teaching and practice. It uses the well-studied repeated reading intervention to improve students' reading fluency, which is a key predictor of overall comprehension. The fluency workshop is most effective for classes where there are a significant number of students who scored in the Strategic or "Approaching" (yellow) range on the Core Reading Maze comprehension screener. It can also be very effective for students in the red Intensive range. Students below the Intensive range (dark red) are often not suitable candidates for the fluency workshop using connected text, but can participate by working in a small group with materials at their level (e.g. letter recognition, word parts, sight words, etc.). This intervention is most effective when done 2-3x/week (3-4x/8-day cycle) for a fixed amount of time (e.g. 8-12 weeks). It can also be supercharged with vocabulary and morphology lessons and comprehension strategy instruction (recommended).
Getting Started
Getting Started
2. Reading Fluency Tracking Pages.pdfWords Correct Per Minute Tracking Graphs
Words Correct Per Minute Tracking Graphs
3. Creating Texts for the Fluency Workshop.webmHow to Use AI & Google Docs to Create a Running Word Count
How to Use AI & Google Docs to Create a Running Word Count
ProjectRead AI for Creating Levelled Fluency Texts
ProjectRead AI for Creating Levelled Fluency Texts
Levelled Fluency Passages
Created by Ashley and an AVRCE teacher team, these texts are ready to use. Most are already levelled at 2-3 different Lexile levels for use in your classroom. The Shared Middle Level Fluency folder (also available on the Google Classroom) is regularly updated with new texts.
Assessing Students During the Fluency Workshop
During the fluency workshop, students are conducting simple Oral Reading Fluency (ORF) assessments on themselves. Partner A reads for one minute while Partner B tracks. When the teacher says, "Stop!" they discuss any errors and Partner A graphs their total Words Correct Per Minute (WCPM) score on a bar graph (see above for ready-to-use fluency charts). They then switch. This repeats three times. At the end, students each have a record of three readings on their bar graphs.
Teachers can use this information as one measure of a student's reading progress. In the samples below, the teacher is using students' graphs over time to determine whether or not they are meeting their benchmark WCPM goals for this point in the year, and whether or not the level of text is appropriate for the student.
Student A
Student A
In this example, the teacher has listened to Student A read 162 WCPM, which is well beyond the expectations for a student in mid-year Grade 6. The student has also demonstrated steady growth in their last few readings. Therefore, the teacher will increase the level of complexity of the next text.
Student B
Student B
In this example, Student B was not meeting their Grade 6 reading benchmarks and is reading at a lower level. In the top left corner, you can see that this student's graph only measures up to 125 WCPM. However, the student has consistently read more than 125 WCPM and the teacher listened to the student read 137 WCPM during a check-in. Therefore, she will increase the level of complexity of the next text and move the student to the next graph!
*NEW* Reading Assessment Rubric
*NEW* Reading Assessment Rubric
This tool can be used to assess student reading when conducting an Oral Reading Fluency (ORF) assessment. It measures a student's ability to read accurately (decoding words correctly), their automaticity (grade level WCPM - fluency/rate), their comprehension (providing you ask them questions about what they have read), and their expression (back of rubric). This can be used during a one-on-one ORF assessment between teacher and student, or can be used to guide your interpretation of a student's reading graph during your fluency workshops.
Determining Appropriate Levels When Selecting Texts
Lexile Levels
Lexile Levels
Lexile levels are one measure of readability that can be used to determine an appropriate level of text. The CORE Reading Maze is an easy, quick predictor of which Lexile level is most appropriate for your readers. For example, a student scoring Intensive (red) in the Maze will start somewhere in the Below Basic Lexile range for their grade level. A student approaching or scoring in the yellow Strategic range on the Maze will likely start somewhere in the Basic range for their grade level. A student scoring in the green meeting or Benchmark range on the Maze will likely read somewhere in the Proficient Lexile range for their grade level. Finally, a student who has exceeded their grade level benchmark on the Maze will likely read in the Proficient Lexile range for their grade level. These levels should be monitored closely during the workshop to ensure they are appropriate for your students. AI platforms recognize Lexile levels and can be used to quickly generate or level a text for students.
Fluency Workshop in Action
IMG_2010.MOVGrade 7 Timed Partner Reading: Full Class/Small Group
Grade 7 Timed Partner Reading: Full Class/Small Group
Suzanne Handley & Courtney MacIntosh, BRCS
In this scenario, Courtney (LST) is running the full class workshop while Suzanne (classroom teacher) practices fluency with sight word recognition with a small group at the back.
IMG_9505.MOVGrade 7 Timed Partner Reading: Full Class
Grade 7 Timed Partner Reading: Full Class
Mark MacFadyen, MRHS
A good model of how a one-minute reading will look followed by discussion between students.
Small Group Reading Fluency
Tim Danttouze, MRHS
In some cases, only a small number of students in the class would benefit from fluency practice. Repeated reading is a highly-effective small group lesson to conduct while the rest of your students are engaged in silent reading or a writing task. Students alternate back and forth with their one minute of reading, followed by immediate teacher feedback after they read. This strategy can also be used to boost students who are still receiving fluency practice in the full-class setting, as well, because of the added benefit of teacher feedback.
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