Repeated Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher/Student
· Student/Student
· Parent/Student
· Student alone / If charting one minute reading:
· Count number of correct words in a one minute “cold” read (1st reading of a short passage).
· Have student chart their own cold read WRC (words read correctly).
· Student listens to a model of the same passage.
· Student practices the passage once more.
· Count the number of correct words in a one minute “hot” read (last reading of the passage).
· Have student chart their own hot read WRC (words read correctly).
Tool / Strategies / Grouping / Directions
Teachers Assisted Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher/Student
· Parent/Student / · One reader and the teacher sit side by side.
· The teacher reads over the passage at a reasonable pace.
The reader follows the text carefully.
· The reader starts reading alone, but at any pause or stumble, the teacher quickly supplies the word or phrase, and the teacher repeats it and moves on.
Tool / Strategies / Grouping / Directions
Echo Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher led Small group
· Parent/Student
· Teacher/Student / · Teacher reads a sentence or passage
· Students read sentence or passage along with the teacher
· Students read sentence or passage along with the teacher as the teacher fades (whispers).
· Students read passage without the teacher
Tool / Strategies / Grouping / Directions
Chunking / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher led small group
· Teacher/Student
· Parent/Student
· Stong Student/ Weaker Student / · Teacher reads the passage
· Teacher reads the first chunk (phrase or sentence)
· one student at a time reads the first chunk (phrase or sentence)
· Repeat until all chunks have been practices by each student
· Students read the passage without on their own
Tool / Strategies / Grouping / Directions
Neurological Impress / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher/ Student / · Sit slightly behind the student holding the book in front of the child so that you speak toward his dominant ear.
· Read together as in "one voice" with the teacher moving along the line of print.
· The passage should be read slightly beyond the student's normal rate so attention is paid to whole words and sentences.
Tool / Strategies / Grouping / Directions
Text designed for multiple readers:
1. Poems for 2 voices
2. Readers Theater
3. Teacher made scripts for 2 readers
4. Dialogue or monologue, Oratory / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Students working together / · The teacher models fluency by reading the scripts or the story, on which the script is based, aloud.
· The teacher offers a brief mini-lesson that presents explicit explanation of some aspect of fluency.
· The teacher and students discuss the scripts.
· Students read all parts independently.
· Students practice reading their parts.
· Repertory groups “perform” reading before an audience.
Tool / Strategies / Grouping / Directions
Paired Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Student/Student
· Teacher/Student
· Parent/Student / · Pair students (strongest of the top performing students with strongest of the bottom performing students, weakest of the top performing students with weakest of the bottom performing students, etc…)
· Stronger student reads short passage (weakest students IRL).
· Weaker student reads same passage.
· Stronger student reads 2nd passage.
· Weaker student reads same passage
Tool / Strategies / Grouping / Directions
Jelly Bean Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher/Student
· Parent/Student / • In a small group you read a passage or story aloud.
• Each child is given a small portion of jelly beans. (For example if a child is typically making 4-6 miscues per book, they get 4-6 jelly beans.)
• As the children read aloud, they need to use all of their strategies. If at some point they need to ask for help or misread a word, they "spend" a jelly bean.
Tool / Strategies / Grouping / Directions
Choral Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher led small groups / · Teacher reads
· Students read together
Tool / Strategies / Grouping / Directions
Technology Assisted readings / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Student alone
· Paired Students / · Student listens to recordings
· Student reads along with recording
· Students read alone.
Tool / Strategies / Grouping / Directions
Circle 7 / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / • Students reading to other student or adults / • Choose a short passage.
• At the end of the passage, draw 7 circles.
• Model reading the passage.
• The students are to read the passage to 7 (you choose the number of readings), different people.
• As students complete their readings, the person to whom the passage was read, will initial inside one of the circles.
Tool / Strategies / Grouping / Directions
Hot and Cold Reads / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Teacher, parent or peer with a student / · Student reads for 1 minute, teacher counts the words read correctly
· Teacher reads to model fluent reading
· Student reads again
· Student reads the 3rd time, for 1 minute and the teacher counts the words read correctly
· Chart the first timed and last timed read WRC scores
Tool / Strategies / Grouping / Directions
Radio Reading / Focuses on….
n Prosody
n Accuracy
n Rate/Automaticity
Provides….
n Fluent Model
n Provide Support
n Practice or Repeated
Reading
n Phrasing / · Small group / · Students will be divided into small groups of no more than 4.
· Students will be given news related material at their instructional or independent reading level.
· Students will practice their material at least 3 times while the receiving corrective feedback from the other students.
· Students may rehearse their part at home.
· Students are given a microphone and may be placed behind a partition to give their broadcast.
Tool / Strategies / Grouping / Directions
Fluency Norms
Grade / Fall
(WCPM / Winter
(WCPM) / Spring
(WCPM)
1st / 10-30 / 30-60
2nd / 30-60 / 50-80 / 70-110
3rd / 50-90 / 70-100 / 80-110
4th / 70-110 / 80-120 / 100-140
5th / 80-120 / 100-140 / 110-150
6th / 100-140 / 110-150 / 120-160
7th / 110-150 / 120-160 / 130-170
8th / 120-160 / 130-170 / 140-180
Hints
- Leveled text fluency work is to be done at a students Independent or Instructional Reading Level.
· Independent Reading Level-level at which student reads with at least 95% accuracy.
· Instructional Reading Level-level at which student reads with 90-95% accuracy.
- Work in short passages (approximately 1 minute passages.)
- Model appropriate prosody and phrasing.
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