actions, voice, fluency, wiggles, support, goal
Learn how to help your students build and use repeated reading fluency strategies and skills with these top tips.
With readers who are struggling with hesitations and pausing need some guidance with building reading fluency, try out these 5 tips!
actions, voice, fluency, wiggles, support, goal
While teaching students to read in my grade one classroom as well as during my reading recovery sessions, I found that for some students, reading fluency is not something that happened easily. My reading recovery trainer REALLY drilled that "la fluidité en lecture" has to happen EARLY, before students develop bad habits. Students have to be TAUGHT to read with fluency. It does not happen automatically. You have to take every opportunity to teach fluency in reading! Here are some suggestions: 1. During shared reading, try not to point to words with your finger. You do not want students to do it once they have "le mot à mot" so you should not do it yourself. 2. During shared reading, once in awhile read "comme un robot" without fluency. Students will quickly tell you that this is NOT the way to read! 3. As soon as students are ready, insist that they remove the finger from the book. "Tu es si bon que tu n'as plus besoin de mettre ton doigt sous les mots maintenant! Regarde-moi. Je lis sans mettre mon doigt. Je "touche" les mots avec mes yeux mais pas avec mon doigt. Ceci t'aide à lire plus vite et à mieux comprendre ce que tu lis! Ceci te permet de lire les groupes de mots ensemble et de lire comme tu parles. 4. Demonstrate by reading one page of the little book and then ask the student to read the next page "C'est ton tour maintenant. Lis les mots ensemble. Lis comme Madame." 5. You can also demonstrate by grouping words on a page as you read. For example, if the sentence is "Je joue avec mon petit chien brun.", I would say "Je vais lire des petits groupes de mots et tu vas m'aider." "Je joue"...Maintenant lis les mots ensemble comme moi (Je joue). Ensuite, je lis "petit chien" (L'élève répète les mots ensemble "petit chien") Ensuite j'ajoute un mot et je lis "mon petit chien" (L'élève répète...). Finalement je dis "Maintenant, nous allons lire les groupes de mots ensemble "Je joue avec...mon petit chien." We want the student to realize that certain words are grouped together when reading. Reading fluency certainly goes hand in hand with reading comprehension. By practicing this often and by congratulating success, this will become more and more automatic! In order to give the opportunity to practice grouping words together when reading, I created the following resource. It made an ENORMOUS difference with my students. It is all ready to print and use in a variety of ways. Click HERE to view one of 6 documents. Each resource contains 30 sets of 4 sentences with many sight words. A word or two is added to each sentence, forcing the student to read the "group of words", therefore encouraging fluency in reading. Here is an example: These can be used as is on a card with 4 sentences or cut up and stapled. Each set of sentences can be attached with a ring and placed in a literacy center. My students and parents LOVED the interactive notebook idea, which I simply put in their morning message duo-tang regularly. Here is an example: Check out the BUNDLE containing 6 resources by clicking HERE Give it a try with this FREEBIE
Fluency is reading with accuracy while paying attention to pace, phrasing, expression and punctuation. It's an important literacy skill that develops with practice. One of the most successful and effective methods of becoming a fluent reader is repeated reading. Repeating reading is a research-based practice that focuses on repetition to improve reading fluency. The idea is that students read a passage or short text multiple times so that they can become more automatic with their decoding. According to research, repeated reading can lead to improvements in reading speed and accuracy. The goal is to shift their focus from decoding to
As a teacher, my ultimate goal for students is to enjoy reading and feel confident picking out books to read in their free time. There are many elements to
Fluency grids are a quick, easy to use tool to build students' fluency with specific phonics skills. They are easy to use and implement!
If you have audio recordings of books and a way to record children's voices, this document will be a wonderful tool for your classroom. Keep your students on task while you focus on a small group, etc. ...
Fluency is reading with accuracy while paying attention to pace, phrasing, expression and punctuation. It's an important literacy skill that develops with practice. One of the most successful and effective methods of becoming a fluent reader is repeated reading. Repeating reading is a research-based practice that focuses on repetition to improve reading fluency. The idea is that students read a passage or short text multiple times so that they can become more automatic with their decoding. According to research, repeated reading can lead to improvements in reading speed and accuracy. The goal is to shift their focus from decoding to
actions, voice, fluency, wiggles, support, goal
Here are some tips and strategies on how to teach reading fluency in your homeschool or in your classroom literacy centers.
We know fluency is important. We know fluent reading is the bridge to comprehension. But.... what can we do to help disfluent readers? To best help a disfluent reader, we must first determine what stage the student is at. This will help us find the best strategy for the reader. Is the student a beginning reader (kindergarten or first grade)? Is the reader one who is making adequate progress? Or, is the reader one who is struggling? Lets look at a beginning reader first. A beginning reader is someone in kindergarten and first grade who is attaching letters to their sounds and blending them into simple words. To improve reading fluency for these students a teacher should: Spend a significant amount of time on accurate text reading Implement a systematic daily practice for learning to read words accurately Model fluent reading. Give students lots of opportunity to read and re-read decodable text Encourage students to read "like they are talking." Now, lets look at a reader who is on-level or making adequate progress. These are students in grades two or higher who are average and making adequate gains. How do we keep the momentum going? How do we maintain their progress? To do this a teacher should use: Choral reading Echo Reading Cloze reading Partner reading Readers' theater Poetry readings Finally, lets look at struggling readers. Disfluent readers need a mixture of what beginning readers and on level students need. The best way for disfluent readers to become more fluent is by reading! These students need: Focus on ACCURATE text reading. Use decodable text Repeated readings Systemic daily practice of reading words accurately Modeled fluent reading Encourage students to read like they are talking LOTS of opportunities to read text (at their level) using choral, cloze, echo and partner reading. If you would like to know how to define fluency and why being a fluent reader important, check out the first post in the series by clicking here. There are a ton of great articles written by reading gurus on the topic of fluency. Check them out by clicking below. Everything You Wanted to Know about Repeated Reading by Timothy Shanahan via Reading Rockets Using Poetry to Teach Reading via Reading Rockets Developing Fluent Readers by Jan Hasbrouck via Reading Rockets I hope you will join us next time to discover ways you can fit daily fluency practice into your schedule!
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
Teaching student to be fluent readers can be tough. Here are 5 fluency activities to engage your students in fluency practices in fun ways!
We know fluency is important. We know fluent reading is the bridge to comprehension. But.... what can we do to help disfluent readers? To best help a disfluent reader, we must first determine what stage the student is at. This will help us find the best strategy for the reader. Is the student a beginning reader (kindergarten or first grade)? Is the reader one who is making adequate progress? Or, is the reader one who is struggling? Lets look at a beginning reader first. A beginning reader is someone in kindergarten and first grade who is attaching letters to their sounds and blending them into simple words. To improve reading fluency for these students a teacher should: Spend a significant amount of time on accurate text reading Implement a systematic daily practice for learning to read words accurately Model fluent reading. Give students lots of opportunity to read and re-read decodable text Encourage students to read "like they are talking." Now, lets look at a reader who is on-level or making adequate progress. These are students in grades two or higher who are average and making adequate gains. How do we keep the momentum going? How do we maintain their progress? To do this a teacher should use: Choral reading Echo Reading Cloze reading Partner reading Readers' theater Poetry readings Finally, lets look at struggling readers. Disfluent readers need a mixture of what beginning readers and on level students need. The best way for disfluent readers to become more fluent is by reading! These students need: Focus on ACCURATE text reading. Use decodable text Repeated readings Systemic daily practice of reading words accurately Modeled fluent reading Encourage students to read like they are talking LOTS of opportunities to read text (at their level) using choral, cloze, echo and partner reading. If you would like to know how to define fluency and why being a fluent reader important, check out the first post in the series by clicking here. There are a ton of great articles written by reading gurus on the topic of fluency. Check them out by clicking below. Everything You Wanted to Know about Repeated Reading by Timothy Shanahan via Reading Rockets Using Poetry to Teach Reading via Reading Rockets Developing Fluent Readers by Jan Hasbrouck via Reading Rockets I hope you will join us next time to discover ways you can fit daily fluency practice into your schedule!
While teaching students to read in my grade one classroom as well as during my reading recovery sessions, I found that for some students, reading fluency is not something that happened easily. My reading recovery trainer REALLY drilled that "la fluidité en lecture" has to happen EARLY, before students develop bad habits. Students have to be TAUGHT to read with fluency. It does not happen automatically. You have to take every opportunity to teach fluency in reading! Here are some suggestions: 1. During shared reading, try not to point to words with your finger. You do not want students to do it once they have "le mot à mot" so you should not do it yourself. 2. During shared reading, once in awhile read "comme un robot" without fluency. Students will quickly tell you that this is NOT the way to read! 3. As soon as students are ready, insist that they remove the finger from the book. "Tu es si bon que tu n'as plus besoin de mettre ton doigt sous les mots maintenant! Regarde-moi. Je lis sans mettre mon doigt. Je "touche" les mots avec mes yeux mais pas avec mon doigt. Ceci t'aide à lire plus vite et à mieux comprendre ce que tu lis! Ceci te permet de lire les groupes de mots ensemble et de lire comme tu parles. 4. Demonstrate by reading one page of the little book and then ask the student to read the next page "C'est ton tour maintenant. Lis les mots ensemble. Lis comme Madame." 5. You can also demonstrate by grouping words on a page as you read. For example, if the sentence is "Je joue avec mon petit chien brun.", I would say "Je vais lire des petits groupes de mots et tu vas m'aider." "Je joue"...Maintenant lis les mots ensemble comme moi (Je joue). Ensuite, je lis "petit chien" (L'élève répète les mots ensemble "petit chien") Ensuite j'ajoute un mot et je lis "mon petit chien" (L'élève répète...). Finalement je dis "Maintenant, nous allons lire les groupes de mots ensemble "Je joue avec...mon petit chien." We want the student to realize that certain words are grouped together when reading. Reading fluency certainly goes hand in hand with reading comprehension. By practicing this often and by congratulating success, this will become more and more automatic! In order to give the opportunity to practice grouping words together when reading, I created the following resource. It made an ENORMOUS difference with my students. It is all ready to print and use in a variety of ways. Click HERE to view one of 6 documents. Each resource contains 30 sets of 4 sentences with many sight words. A word or two is added to each sentence, forcing the student to read the "group of words", therefore encouraging fluency in reading. Here is an example: These can be used as is on a card with 4 sentences or cut up and stapled. Each set of sentences can be attached with a ring and placed in a literacy center. My students and parents LOVED the interactive notebook idea, which I simply put in their morning message duo-tang regularly. Here is an example: Check out the BUNDLE containing 6 resources by clicking HERE Give it a try with this FREEBIE
This set of 30 phonics blending lines gives students the option to roll a dice to determine the line they will read. This will keep students engaged for repeated readings that will further support their phonics knowledge and build reading fluency. These blending lines follow a first grade phonics scope and sequence that includes skills such as: cvc words, digraphs, consonant blends, VCe words, vowel teams, open and closed syllables, two-syllable words, inflectional endings, r-controlled vowels, etc. It specifically follows the scope and sequence of the Really Great Reading Blast Program. These blending lines can be used as a game for extra phonics and fluency support in small groups, whole group instruction, intervention settings, etc. These could also be used for students independently during centers, for home practice, buddy work, etc. They can be utilized in many ways to keep learning fun and engaging all year long!
This is the second set of fluency poems for two and three voices. My students love reading poetry chorally, and I know yours will too. This set includes a book of poetry with 6 original poems, written by me. There's a mini book for students to write their own poetry. I've included 8 super fun, monster headbands for your students to color and wear when performing the poems Please preview before downloading! BUY ON TPT
How. Do. We. Get. Students. To. Stop. Reading. Word. By. Word? For a few of my students, fluency is an obstacle that we are trying to battle. I think it's more of a full fledged war at this point! I used to think that as long as my students could read and comprehend what they read, then the rate, in which they read, didn't matter. It might have been hard to listen to, but not extremely important. Needless to say, that thinking didn't last long. Fluency is extremely important. Fluency becomes even more important the older students get. If a student reads slowly, this can result in a ripple effect. If it takes them too long to read a text in class, this in turn can cause them to fall behind. Then grades, self-esteem, and the desire to learn begins to plummet. So, how does one tackle fluency? Listed below are five ways for students to practice along links to reading passages, poetry, and readers' theater scripts that you can print off for practice. Fluency Development Lesson Predictable poems that have between 100 and 200 words work best. The teacher begins by reading the text aloud several times while students follow along. Next, chorally read the text with students a few times. Pair students and have them take turns reading the text to each other. Have them do this three consecutive times. After both students have practiced together, have them perform the text in front of the class. The following day, have students read the text from the day before chorally and individually. Helpful Links Teaching Resources Classroom Jr Poetry4 Kids Phrased Text Lesson Using a short passage, divide the passage into phrases. Before modeling, remind the students of the importance of reading in phrases. Read the text aloud to students several times modeling reading in phrases. Read the text chorally with the students two or three times. Have the students read the text two or three times with partners. Students perform the text for the class. Helpful Links K12Reader ReadWorks Readers’ Theater Read the script to students, modeling the fluent reading of the script. Assign students a particular part. Chorally read the script as a class or in small groups. For two or three days, have students practice their parts on their own and in groups. Have students perform the script for their own class or another class. Helpful Links Dr.Young’s Reading Room Aaron Shepard Teaching Heart Repeated Reading Students are given a passage on or near their instructional level with 50-500 words. Students practice the passage on a daily basis until they are able to reach the number of words correct per minute. This should be a predesignated goal. Once students have reached that goal, they are given another passage to practice. Repeated Reading of High Frequency Words and Phrases Using the Fry or Dolch word list, create phrases using the high frequency words. Students can read them individually, with partners, or whole groups. Helpful Links K12Reader Charting student fluency is a great motivator. Check out Charting Student Fluency to see how I use this in my classroom. What's your favorite fluency activity? We'd love to hear it!
DIGRAPH Decodable Sentence Pyramids for Reading Fluency: Do your students need practice building reading fluency with digraphs? These digraph sentence pyramids are a great way to build fluency through repeated reading of words. The student starts with the first word, then works their way through each line of the pyramid as a new word is added. The student continues to read each subsequent line until the entire sentence is read. Directions: Print colored or black and white versions of cards. Cut each page in 1/2 to create 2 cards per page. Laminate if desired. The 39 decodable digraph cards are perfect for an independent or small group activity. Your students will have fun reading and decoding as they practice reading words with digraphs! You might also like some of my other sentence pyramids: CVC Sentence Pyramids BLENDS Sentence Pyramids FF, LL, SS, ZZ (Floss Rule) Sentence Pyramids MAGIC E (CVCe) Sentence Pyramids R-CONTROLLED VOWELS Sentence Pyramids -NG & -NK ENDINGS Sentence Pyramids AI & AY (Long A Vowel Teams) Sentence Pyramids EA & EE (Long E Vowel Teams) Sentence Pyramids IE, Y & IGH (Long I Vowel Teams) Sentence Pyramids OA & OW (Long O Vowel Teams) Sentence Pyramids EW, UE, UI (Long U Vowel Teams) Sentence Pyramids OU & OW (Diphthongs) Sentence Pyramids OO (Long & Short oo) Sentence Pyramids -S and -ES (Suffix) Sentence Pyramids Y as a VOWEL (Long I and Long E) Sentence Pyramids OI and OY (Diphthongs) Sentence Pyramids ILD, OLD, IND, OLT, OST Sentence Pyramids -ING and -ED (Suffix) Sentence Pyramids CONSONANT -LE Sentence Pyramids COMPOUND WORDS Sentence Pyramids ***Check back or follow my store for updates on more sentence pyramids coming soon!
This intriguing play based on the story by Guy de Maupassant will expand students��� literary knowledge while encouraging the repeated reading they need to build fluency and comprehension skills.
Nothing builds fluency like repeated readings - but who likes to sound like a broken record? This fluency activity lets students sound like something else for a change - a robot, an opera singer...maybe a confused cowboy - and it's anything but boring!
After teaching phonics, how do we get our kids to become fluent readers? In this post, I share 3 different tips for bridging the gap between phonics and fluency. We talk about phonics blending lines, repeated readings, and assisted reading practices. Just head on over to read more!
Reading with fluency is one of the hardest reading strategies to teach, but with these 11 interventions for reading fluency, you can give your struggling...
Decoding drills for building fluency helps students apply phonics skills when reading. Perfect warm ups and a great tracking tool, too.
This is a digital download. No physical product will be shipped to you. Are you looking for a way to help teach sight words and fluency to your kindergarten and first grade students? This file includes one sight words story and 3 activities. The story uses words from the Dolch Pre-Primer, Primer, and Grade 1 lists with simple, decodable words and a picture to help with reading. Repeated reading of the story helps to build fluency and confidence in young readers. The activities included are engaging and fun for children to work on after the words and story have been introduced and read. The BINGO game is the perfect end to your small group lesson with the story. Black and white copies are included to send home for children to practice at home. This resource covers the following standards: CCSS RF.K.3,3c, RF.1.3,3g; TEKS LA.K.2.B.ii,B.iv, LA.1.2.B.i,B.vi; VASOL R.K.3.d,5.d, R.1.3.c,5.h ✨This Resource Includes✨ one story in color and black & white a list of sight words in color and black & white 6 BINGO boards in color calling cards 2 pages of sight words coloring one word find in color and black & white Have an idea you’d like me to customize for you? Send me an email or message through Etsy and I will get back to you with ideas! TeachKto2 [!at] comcast.net ~Kim
This is a reading fluency recording sheet that allows you to record the words correct per minute (wcpm) on 4 repeated readings. Research shows that repeated readings do improve reading fluency. Watch how your students' fluency rate improves with each reading. ...
Fluency practice is embedded in the Common Core. Repeated reading is a research based strategy to improve fluency, but the passages in the AIMSweb and Dibels programs are long, boring and not related to the curriculum. Student avoid practice because the stories are not engaging. This package contains information for the teacher on how to start a repeated reading program, a parent introductory letter, teacher and student data charts and ten practice passages that relate to the curriculum and are interesting for the students. The passages also review content area vocabulary as well as test taking terms. Topics include the water cycle, hurricanes, magnets, types of clouds, leap year, blizards, the venus fly trap, the Battle of Fallen Timbers (NW Territory) and baseball bats for the start of baseball season. Download the Preview File for a complete overview and one fluency sample. 3rd and 5th grade levels are also available. This product has been updated and expanded as a Google Slide presentation to meet the needs of your in-person or virtual students. Look for it in my store. **Please note: This was created as a Word document. If you download it and convert it to a Google Doc, you may have to adjust the margins before printing. Check out the other free and inexpensive items in my TPT store. My goal is to provide materials for intervention and differentiation at a very affordable price.
These decodable readers are designed to align with a structured literacy approach and will be perfect for dyslexic students who need that extra review.
Build sight word recognition and overall fluency using repeated readings of these phrases! Students take a breath, read one column of phrases without stopping, and reread the column until they read each phrase fluently. As soon as they read a column fluently, they move on to the next column. The phrases in this product are from Dr. Edward Fry’s Instant Word List and represent the words students will encounter most frequently in their reading. Included in this product: Breath boxes for all 6 sets of Fry phrases. Student data tracking sheets for all 6 sets of Fry phrases. Perfect for small group practice, partner reading, or keep a copy in each student’s book bin or baggie for them to use independently. You could also create a booklet of breath boxes! Don't forget to come back and leave feedback to help you gain TpT credits! You can gain TpT credits by leaving feedback on any purchases you've made. You can use your credits on future purchases from any seller on TpT! If you want to keep up to date with my sales, new resources, freebies and so much more, click the green star next to my store name!
This is a digital download. No physical product will be shipped to you. Are you looking for a way to help teach sight words and fluency to your kindergarten and first grade students? This file includes one sight words story and 3 activities. The story uses words from the Dolch Pre-Primer and Primer lists with simple, decodable words and a picture to help with reading. Repeated reading of the story helps to build fluency and confidence in young readers. The activities included are engaging and fun for children to work on after the words and story have been introduced and read. The BINGO game is the perfect end to your small group lesson with the story. Black and white copies are included to send home for children to practice at home. This resource covers the following standards: CCSS RF.K.3,3c, RF.1.3,3g; TEKS LA.K.2.B.ii,B.iv, LA.1.2.B.i,B.vi; VASOL R.K.3.d,5.d, R.1.3.c,5.h ✨This Resource Includes✨ one story in color and black & white a list of sight words in color and black & white 6 BINGO boards in color calling cards 2 pages of sight words coloring one word find in color and black & white Have an idea you’d like me to customize for you? Send me an email and I will get back to you with ideas! TeachKto2 [!at] comcast.net ~Kim
CVC Decodable Sentence Pyramids for Reading Fluency: CVC decodable sentence pyramids will help students build reading fluency through repeated reading of words. The student starts with the first word, then works their way through each line of the pyramid as a new word is added. Students continue reading each subsequent line until the entire sentence is read. Directions: Print colored or black and white versions of cards. Cut each page in 1/2 to create 2 cards per page. Laminate if desired. The 35 decodable CVC cards are perfect for an independent or small group activity. Your students will have fun reading and decoding as they practice CVC words! You might also like some of my other sentence pyramids: DIGRAPHS Sentence Pyramids BLENDS Sentence Pyramids FF, LL, SS, ZZ (Floss Rule) Sentence Pyramids MAGIC E (CVCe) Sentence Pyramids R-CONTROLLED VOWELS Sentence Pyramids -NG & -NK ENDINGS Sentence Pyramids AI & AY (Long A Vowel Teams) Sentence Pyramids EA & EE (Long E Vowel Teams) Sentence Pyramids IE, Y & IGH (Long I Vowel Teams) Sentence Pyramids OA & OW (Long O Vowel Teams) Sentence Pyramids EW, UE, UI (Long U Vowel Teams) Sentence Pyramids OU & OW (Diphthongs) Sentence Pyramids OO (Long & Short oo) Sentence Pyramids -S and -ES (Suffix) Sentence Pyramids Y as a VOWEL (Long I and Long E) Sentence Pyramids OI and OY (Diphthongs) Sentence Pyramids ILD, OLD, IND, OLT, OST Sentence Pyramids -ING and -ED (Suffix) Sentence Pyramids CONSONANT -LE Sentence Pyramids COMPOUND WORDS Sentence Pyramids ***Check back or follow my store for updates on more sentence pyramids coming soon!
Repeated reading is a research-based instructional strategy with the goal of increasing decoding automaticity skills. The goal of repeated reading is not for students to become “fast readers”. Rather, we want students to read the words accurately, with intonation, and at a rate that is comparable to the speed of oral language. This resource was created to provide a rereading routine for students who would benefit from increasing accurate and automatic fluency skills. It is designed to be led by older students or volunteers, who assist younger students in the rereading routine. While it can be implemented as often as desired, we used this rereading routine three times a week for 6 weeks. Each student who participated in the fluency friends rereading routine was paired with a fifth-grade student who volunteered the first 10 minutes of their recess time. The older students used the assembled toolkits to walk their readers through the day’s rereading routine by following the instructions on the card. Each toolkit contained all of the materials needed for the lessons. This resource is designed to be used with passages or texts that you, the teacher, supply each week, based on the student’s decoding skills and needs. Please note, that no texts or passages are included with this resource. It can be used in conjunction with whatever word recognition curriculum, program, or texts you use. Please download and read the free PREVIEW FILE for this product to learn more about how and if Fluency Friends can work for you and your classroom. What does the rereading routine look like? (We chose the routine to take place every Monday, Wednesday, and Friday. You can edit and choose the days of the week that work best for your classroom.) Monday: Modeling Day. Volunteers led the student through a series of modeling exercises. They first read the passage to the student, modeling fluent reading. Next, they did a choral reading with the student. Last, they scooped the sentences in the passage for the student, and practiced fluent phrasing with the student. If time allowed, the student reread the passage an additional time. Wednesday: Fluency Fun Day. During Day 2, peers and students used novelty reading tools to reread the passage in engaging ways! Flashlights, microphones, mini cards, and reading pointer wands are used throughout the lesson. This rereading day is designed to be motivating and encourage as much rereading practice of the week’s passage as possible. The card for Day 2 acts as a "choice menu" to practice rereading the passage or text several times. Friday: The final day of each week is called “Beat Your Time Day”. A highlighter or pencil, and a sand timer is used on day 3. The student reads the passage. At the end of one minute, the peer leader draws a line after the last word read. The routine above is repeated, and the student tries to read farther than he or she did the first time. If time allows, the reader tries to read even more than his or her second reading. When can this routine take place? Fluency Friends is a perfect routine to fit into a center time, intervention block, before school, during a designated "no new teaching time", or during small group time. It's also a great way for parents to help their children with rereading practice at home! What grade(s) is this resource designed for? You can use this resource and rereading routine for ANY student who is reading connected text! Kindergarteners who are reading short decodable passages, first and second grade students, and upper elementary students who could benefit from increased rereading practice will love this routine! If you have additional questions, please feel free to email me at [email protected], or leave a Q&A on the resource page. Thank you so much for learning more about Fluency Friends! -Christina DeCarbo Miss DeCarbo, Inc. Copyright 2023 All Rights Reserved.
These repeating, predictable, simple sentences are designed with a focus on high-frequency words and targeted phonics concepts. These sentences provide a scaffolded approach that supports students. This resource includes 236 sentences in 2 different formats, spanning all Skills Block Cycles 2-25. Why use predictable sentences in a Science of Reading Classroom? High-Frequency Word Practice: By embedding high-frequency words within repetitive sentence structures, students reinforce sight word recognition and increase fluency. Fluency Development: Through repeated exposure to predictable sentences, students develop fluency and automaticity in reading. Efficient Decoding: The predictable nature of these sentences enables students to focus their cognitive effort on decoding new skill words, promoting efficient word recognition strategies aligned with the Science of Reading principles. Transferable Skills: As students internalize phonics patterns and decoding strategies within the context of predictable sentences, they build a strong foundation for transferring these skills to more complex texts. What's Included? Writing Practice Sheets: Writing sheets offer the option to integrate handwriting practice alongside reading instruction, promoting language development and reinforcing literacy skills. Student-Friendly "I Can" Cards: Visual "I Can" cards provide students with clear, step-by-step directions, empowering them to engage independently with the predictable sentences and supporting classroom management and student autonomy. 2 versions - use alone or mix and match: Sentence Strips and Word Cards: With included sentence strips and word cards, teachers can facilitate hands-on, interactive learning experiences, allowing students to construct sentences—a multisensory approach proven to enhance learning and retention. Cycle HFW's are used when appropriate, with some high frequency words used more frequently (is, the, she, he, etc). *~* Love these, but don't teach using EL Education? No problem! Check out the scope and sequence to make it easy to align to your own curriculum! *~* Cycle and Skill 2. t, a, p, n, c, h, s, m, r, v, g, th 3. i, ch, k, y, sh, z, d, l, f 4. qu, short u 5. o, b, j, w, x and -ng endings 6. e 7. “Y” as long i (includes suffix -ing) 8. wh & ck 9. -ll, -ss, -ff, -zz (includes suffix ed) 10. beginning blends bl, cl, fl, gl, pl, sl, sp, spl (also includes r blends not explicitly taught) 11. ou as /ow/, Ending blends (-lt, -ft, -nd, -nk, -ng, -nt ) 12. Two-syllable w/ closed syllables 13. Two-syllable with middle double consonants & compound words 14. Open syllables 15. CVCe (long a) 16. CVCe (long o & i) 17. CVCe (long u & e) 18. CVCe (two-syllable & w/ suffixes -s, -ing & -ed) 19. R-controlled ar/or 20. R-controlled er/ir/ur 21. Vowel teams: oa, ea, ai 22. ay & ow 23. ee, oo & y (as long e) 24. ie & igh 25. Two-syllable words with long vowels Review Be sure to FOLLOW ME on TPT to be notified of new products, sales, and flash sales and freebies!
Teaching student to be fluent readers can be tough. Here are 5 fluency activities to engage your students in fluency practices in fun ways!
