FLUENCY
Challenges / Possible SolutionsI don’t understand the need or purpose for three levels of fluency: Mastery, Accuracy, Rate/Prosody. / 1. Remember that Mastery determines who needs fluency instruction; Accuracy determines the instructional level for teaching alphabetics-in- context; Rate/Prosody determines the instructional level for teaching efficient speed, phrasing, and expression.
2. All proficient readers read words accurately, read at an appropriate rate or speed, and put words into meaningful chunks.
3. If necessary, you can address Accuracy, Rate, and Prosody at the same time with the same passage.
4. Lower levels (GLE 3-5) for Accuracy indicate a need for more teacher-directed fluency instruction such as echo reading: the teacher models sentence by sentence and the student repeats (or echoes); then the teacher models paragraph by paragraph and the student repeats.
How do I best instruct “chunking” of words into meaningful phrases? / 1. Introduce chunking with a research-based finding such as: “Effective readers chunk words into phrases in order to hang to meaning and understand text.”
2. Start by looking at phrasing according to punctuation marks such as periods and commas. Then, if the student has the grammar level, talk about different types of phrases.
3. Think about when you read and where you make a break; what words are clues?
4. Present a model of “bad chunking” and then contrast with “good chunking.” Discuss which is easier to listen to and understand.
5. Tape record a model of good chunking; contrast with recordings of students reading with poor chunking.
How do I manage mixed fluency levels with limited staff? / 1. Limit the number of fluency groups to two; you can have mixed levels as long as the range is not too wide (i.e. 4/5, 6/7, 5/6).
2. Enlist a volunteer tutor to work with one fluency group while you work with the other. Generally, volunteers really enjoy fluency instruction and practice!
3. Set up fluency stations with CD players or computers for students to listen to leveled readings and re-read for practice.
4. Alternate fluency groups. One day work with one group; the next day with the other, even if the groups meet only once a week.
How do I prepare for mixed fluency levels with limited time? / 1. Purchase multiple levels of Timed Readings or Six Way Paragraphs for a variety of passages, levels, and lengths.
2. Download and print a variety of free grade-level “adult-appropriate” passages from the Marshall ABE website at www.marshalladulteducation.org/reading_skills.htm
When I’m reading something to the students for marked phrase boundaries, I wonder if I’m reading it right. My phrases change when I read it a second time. / 1. Script the boundaries on your copy so you read it the same way each time.
2. Explain why you made changes. See if students notice your changes and if they can figure out why.
For ESL students, fluency sometimes seems to be more about pronunciation than fluency. / 1. If it’s appropriate for the student and the situation, work on pronunciation.
2. Remember that fluency is ultimately about improving comprehension. If the mispronunciation doesn’t impact meaning, don’t address it during fluency. There may be other places in instruction for pronunciation practice and error correction.
Students add, delete, or change words as they are reading to the detriment of comprehension. / 1. Make sure students understand that the author used the words for a reason and that it is important to use the written words to understand what you’re reading.
Students don’t follow even the simplest of phrase boundaries. / 1. Have students put their finger on the period or comma. Tell them to read to their finger, then stop and move their finger to the next period or comma.
Students are over-correcting each other during collaborative oral reading or jumping in with a word when another student is reading slowly. / 1. Set the ground rules for collaborative oral reading. Tell students only the teacher will correct or help. Explain that some corrections aren’t important some times. Explain how students read at different speeds and to let everyone read how they can.
What good novels are recommended for collaborative oral reading? / The Giver, by Lois Lowry, GE 6
The Tiger Rising, by Kate DiCamarillo, GE 5
The Breadwinner, by Deborah Ellis, GE 5.5
Lost and Found, by Anne Schraff, GE 5
Boy No More, by Henry Mazar, GE 5.5
Soldier’s Heart, by Gary Paulsen, GE 6
Hatchet, by Gary Paulsen, GE 6.5
Number the Stars, by Lois Lowry, 5
Sarny, by Gary Paulsen, GE 6
Amelia’s War, by Ann Rinaldi, GE 6
Developed by STAR 09/10 Participants and Trainers