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Fluency Practice

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It has been shown that there is a direct correlation between good fluency and silent reading comprehension. Here are some ways to incorporate fluency practice into your classroom
Fluency is a big push in my room...
Posted by:Kat's Mom #142158

I did my master's thesis on the importance of fluency, and it really changed the way I approach teaching reading in the classroom. After the different fluency-building activities I have added, I see a difference in my students' overall reading performance in all areas.

One thing I do is book buddies with a first grade classroom. I used to teach 1st, so I kept all my tradebooks from then. My kids choose a book to practice for the week (some weeks I choose the books, according to their levels, especially at the beginning of the year). My students practice reading them to each other, and I even send them home in manila envelopes to practice w/ family members. I include a rubric w/ the book that the parent has to fill out and conference w/ their child about. Then, we read our books on Fridays to the book buddies. Reading...

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Posted by:Ann #84746

I just started a fluency program that is working great! Each week 1/2 of the class are readers and the other half are listeners. I choose books that are 1 level below their instructional reading level.
Day 1 - They use a "phone" (pvc pipe phone) to read the book aloud to themselves. Usually this is during our SSR time.
Day 2 -- They read their book out loud to a listener. (again during SSR time)
Day 3 -- They read out loud to a different listener
Day 4 -- They read out loud to an assistant or me.
Day 5 -- They read out loud to an adult. I recruited our principal, assistant principal, literacy coordinator and speech teacher. They each listen to 3 children and write a couple of notes for me about their fluency.

They read the same book all week. They are always asking me to read...

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Posted by:Rebecca #84530

Poetry- My students keep a poetry spiral(notebook). I give them a copy of a poem each Monday. I display it in a pocket chart too. We use this all week (they illustrate it, color code it [by rhyming patterns, repetition, etc.] ). We choral read it, echo read it, have one half of the room read part, then the other half, alternate lines, etc. We read it a lot all week and they have to have a certain amount of signatures on the back by Friday showing that they have read it that many times outside of class. By Friday, they have to read it to me. Then the poem (strips from the pocket chart) goes into the Poetry Center.

We also read the poems from the weeks before. Sometimes they choose, sometimes I choose. Sometimes we go back and read them all together, in our small groups,...

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weave it into everyday instruction
Posted by:teachfla #142114

I make fluency part of everyday instruction. We read a Morning Message as a class every day where I focus on rhythm and how we change voice patterns for different punctuation. We listen to our reading story on tape once a week, and I require my kids to follow along using their index finger. I think they notice more that way. When we read in their science or scoial studies books, we read chorally. If students don't read with the same cadence, we read it again. I require them to read all instructions for worksheets out loud together, too. If I read them anything, my rule is "I'll read to you. If you don't follow along (meaning with a finger) then you'll read to me." We recently sat down as a team to go over Dibels results and my kids had really high scores compared to the other classes. I...

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Posted by:bonnie #66253

Some things you might want to try are:
1. Readers Theater... students have parts to read not act or memorize. They do however usually practice their parts so often they do know them. They practice their parts dozens of times (in class and at home), this practice helps them to read fluently. This does transfer to other reading. They need multiple (like 8) exposures to increase the fluency.

2. choral reading

3. poetry... I give a poem every few days and introduce it and we read it. I read it model it discuss it etc.. then they echo then they read. Then we read a few oldies but goodies afterwards plus every chance we have a few minutes to spare we get out the poetry folders. Kids need lots of exposures to same material to be fluent at it and this way provides it without saying reread it...

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one tool ---- whisper phones
Posted by:hescollin #142159

Whisper Phones. They are cheap and simple to make. Take two pieces of curved plastic PC pipe and a short straight piece. Put them together to look like a telephone receiver. Student whisper reads in one end and can hear themselves with the end at their ear.

We learned this at a readers workshop a couple years ago.

We have 25 minutes of silent reading each day. Some students read with an adult, some read with a buddy (they can sit on the floor on pillows), some read to themselves (they can use whisper phones).

We use a pocket chart and change the arrangement each day.

Read from a chapter book daily to the class. We all read aloud fifteen minutes each day. Charlottes Web, Triumpet of the Swan, Charlies Chocolate Factory, The Ugly Ducklin, Stellalula, and...

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Posted by:Farrah #66195

I teach Reading Recovery and work one on one with the lowest students in my school for 30 minutes everyday. I have been through extensive training and learned researched-based approached ways to teach those 'hardest to teach.' I cannot tell you how to teach fluency, but I have used this technique successfully when teaching phrasing (which relates to fluency).
Using a familiar text, such as a trade book or your reading book, write one sentence on an sentence strip. Make sure you put a lot of space between your words. Then you model how you want the child to sound when he reads.
For example, if the text is ' "I can jump," said the grasshopper.' Write that on a sentence strip and cut the strip between the words 'jump' and 'said.' Then model the phrasing like you would read it:
"I can jump" Read phrased (smooth and...

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Posted by:Mrs. T #63410

We don't grade our students in fluency but do use a rubric to let the students know what the expectations are. First of all... checking fluency shouldn't be on a first read of text. Kids should get to practiced and show you their best effort. Our rubric evaluates 4 aspects of fluency and each has an icon to help the kids remember:
I read quickly (cheetah)
I read smoothly (swan)
I remembered most of the words (elephant)
I read with expression (monkey)

I am thinking of adding an icon for "I read the punctuation" because we have been working on this a lot... I am not sure of an icon yet!

The kids practice with partners and use the rubric to evaluate each other. You could modify it for your class, model your expectations and add point values if you must assign a grade.

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Posted by:LindaR #62609

I taught 6th graders last year who were VERY low in their reading skills. Fluency is very important for comprehension, so you are wise to look for strategies.

I did a simple activity which seemed to get the kids excited, as well as GREATLY raise their fluency scores. I first tested them individually and let them see what they could do in 1 min. from a District assessment (a story summary from Houghton Mifflin). We had an established fluency range for each grade.

Then, whenever we started a new story in class (almost weekly), I would pass out the story summary sheet for each student, read it aloud as they followed. After that, I read it again for one minute for them to follow. I sometimes would miss a word, so they could know how to underline it (or strike through with their pencil)....

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Posted by:imalith #130597

Fluency practice is the repeated reading of a passage. Students should not try to "race", but read the passage with prosody. Since I have sixth graders, I start fluency practice after Christmas for students that need it. I do not have students practice fluency passages if they are fluent. These students may work on Reader's Theater passages to improve their vocal expression.

I test the students fluency at the beginning of each quarter. To do this, I use three standard grade level passages. The student reads for one minute. I write down the number of words minus the errors. I start in December, so I compare results from the beginning of the first quarter. I find the correct fluency level for the student.

To practice fluency, students read the passage several times a day. They need to read precisely and correctly....

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You Read to Me, I'll Read to You
Posted by:1956BD #142113

This series by Mary Ann Hoberman is excellent. They're four books in the series and students really seem to enjoy them. One is stories. One is scary tales. (Great to use around Halloween) One is fairy tales and the fourth is Mother Goose tales. There are fifteen poems or so in each book. Each poem is written for two voices. The stanzas are color coded for easy recognition of your part.

I have students pair up to read them together. I usually put a slower reader with a faster reader. The slower reader tries very hard to keep the pace that the better reader sets. I have them practice together for two to four days for 15 to 20 minutes of our reading class time. I walk around and listen. I also make suggestions for improvements. These usually have more to do with tone and intonation than pronunciation....

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Building Fluency
Posted by:MW #67317

My school is a "Reading First" school also. I found myself brainstorming ideas to increase fluency and how to use it in centers. This is what I come up with...I have the students re-read a small book for the week and use several activities to keep their attention. I use buddy reading, use a puppet to read (the student speaks as the puppet reads), we too make scripts or I use chart paper to group create scripts, we make a book of the story and too take it on the road to read (and or perform puppet shows) to other classrooms. The idea I've just put into action is using my camcorder to record a student reading a story (well practiced)to a group of students. We all love to be movie stars! Each of the families sent in the video tape and the student will share with...

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Perfect Answer your looking for...
Posted by:read2me #142157

My 1st graders read their fluency folders every morning. I introduce 7 phrases or short sentences each week, starting at the 1st week of school.
I write them on sentence strips, on Friday I move them over to the Fluency corner. This is great for extra practice. They read, sort and write them.
Then a list of phrases are added to their folders. The students reread their fluency phrases from week to week. Every week 7 more are added. Some phrases or sentenes are dulicated, but they become very fluent with them. There is a long list, I do 7 a week . I just finished them last week. So our folders are complete.;)
I also put an ABC chart in, so that, they will become fluent at the begining of the year. Now I just put a list of Blends with pictures for them to read, fast...

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Fluency practice
Posted by:CC #67233

When I explain fluency to my student I say When good readers read they sound like they are talking. Then I give 2 examples to illustrate my point. First I read a short passage without fluency. I read slowly word for word in monotone. I make it very obvious. Then I read it again at a good pace and with expression. I ask if they heard a difference and which way sounds more interesting. Then I choose a short passage for them to read. Make sure it is something they can read easily. The best passages are ones with a lot of punctuation. I explain how the punctuation helps you t read with fluency. Periods tell you to stop, commas take a short rest, quotations tell you to alter your voice, and so on. Then we practice. I read a sentece with fluency and they repeat. Then I call...

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