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Fluency is accurate and quick reading of text where the reader organizes words and read with proper expression. It is important because it builds a bridge between word recognition and comprehension.
strategy 1:
This strategy "Fluent Phrasing" would help if your learner showed a need for reading with expression in phrases. The objective of this activity is the students will read with proper phrasing, intonation, and expression in phrases.
Materials
Sentence sailboats
Activity
Students read words that progressively result in sentences.
1. Place sentence sailboats face down in a stack.
2. The student selects the top card and reads line by line until completing the entire sentence.
3. Reread the sentence on the last line of the sailboat together.
4. Reverse roles and continue until all the sentences have been read.
strategy 2:
This strategy "Phrase Speed Practice" would help if your learner showed a need for reading with better fluency and not in 2-3 word phrases. The objective of this activity is the student will gain speed and accuracy in reading phrases.
Materials
Phrase practice sheets
"Make two copies of each sheet and laminate. Note: These phrases were developed using high frequency and other grade level words. Some phrases repeat and some have repeating words."
Phrases correct per minute record
Timer (e.g., digital)
Vis-à-Vis® markers
Activity
Students quickly read phrases in a timed activity.
(If you're doing this activity at home, substitute "student two" with "parent.")
1. Place the phrase practice sheets and timer at the center. Provide each student with a phrases
correct per minute record.
2. Taking turns, students select a practice sheet and practice reading the phrases to each other.
3. Student one sets the timer for one minute and tells student two to “begin.”
4. Student two reads across the page while student one follows on her copy and uses a Vis-à-Vis®
marker to mark any words in the phrases that are read incorrectly. If all the phrases on the sheet
are read, go back to the top and continue.
5. Continue until the timer goes off. Student one marks the last word read. Student two counts
the number of total phrases read correctly. (To count the phrase as correct, all the words in the
phrase must be read correctly.)
6. Student two records number of phrases read correctly on her phrases correct per minute record.
7. Repeat the activity at least two more times attempting to increase speed and accuracy.
8. Reverse roles.
strategy 3:
This strategy "Word Part Race" would help if your learner showed a need for working on using word parts to decode unknown multisyllabic words. The objective of this activity is the students will gain speed and accuracy in reading word parts.
Materials
Word part car slides
"These consist of the 37 most common rimes and common prefixes and suffixes. Copy on card stock and laminate. Cut on dotted lines to thread strips."
Word part strips
"Cut and laminate. Thread the strips in the word part car slides so that word parts show."
Timer (e.g., digital)
Activity
Students quickly read word parts by using a race car slide.
(If you're doing this activity at home, substitute "student two" with "parent.")
1. Place the word part car slides threaded with strips and the timer at the center.
2. Taking turns, student one sets the timer for one minute and tells student two to “begin.”
3. Student two moves the strip through the slide as he reads each word part. Chooses additional slides with strips and continues reading until the timer goes off.
4. Reverse roles and continue activity attempting to read all slides within one minute.
strategy 4:
This strategy "Ignoring Punctuation" would help if your learner showed a need for omitting punctuation because he/she tend to read fast. The objective of this activity is the students will pay more attention to punctuation in order to read the text more fluently with appropriate phrasing and expression.
Materials
Punctuation chart
whiteboard
marker
Activity
Students pay more attention to punctuation.
Explain one mark, provide a written example, model by reading the example aloud, and then have the students echo your reading.
Provide another example and have the student read it appropriately. “Provide guidance as needed.”
Use a similar procedure for the other marks of punctuation in subsequent lessons.
Invite students to point out punctuation marks in their reading and explain how the mark can influence how the sentence is read.
Refer to the punctuation chart you created with students as needed.
Resource:
Improving Reading textbook (pages. 250-251)
strategy 5:
This strategy "Fast Phrases" would help if your learner showed a need for reading with greater phrasing and rate. The objective of this activity is the student will gain speed and accuracy in reading phrases.
Materials
YES and NO header cards
Phrase cards
"Copy on card stock, laminate, and cut."
Phrases correct per minute record
Timer (e.g., digital)
Pencils
Activity
Students read phrases in a timed activity.
(If you're doing this activity at home, substitute "student two" with "parent," or "sibling.")
1. Place the set of phrase cards face down in a stack and timer at the center. Provide each student with a phrases correct per minute record.
2. Working in pairs, student one sets the timer for one minute and turns the phrase cards over one at a time while student two reads the phrases as quickly as possible.
3. If all the words in the phrase are read correctly, the student places the card in a pile on the “YES” card. If one or more words in the phrase are read incorrectly, places it in a pile on the “NO” card.
4. Continue activity until the timer rings. Count the phrase cards in the “YES” pile and record the number on the phrases correct per minute record. Read phrases in the “NO” pile together.
5. Repeat the activity at least two more times attempting to increase speed and accuracy.
6. Reverse roles.
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