Fluency for Diverse Learners:
Primary Elementary Students (grades K-2)
Activate prior knowledge
Record students reading
Use leveled texts
Repeated reading of texts
Allow students to listen to recordings of stories
Allow students to record themselves reading
Upper Elementary Students (grades 3-5)
Activate prior knowledge
Define vocabulary
Use leveled texts
Allow students to listen to their recording & assess themselves using a fluency rubric
Readers Theater
Read aloud to younger students
Activate prior knowledge
Record students reading
Use leveled texts
Repeated reading of texts
Allow students to listen to recordings of stories
Allow students to record themselves reading
Upper Elementary Students (grades 3-5)
Activate prior knowledge
Define vocabulary
Use leveled texts
Allow students to listen to their recording & assess themselves using a fluency rubric
Readers Theater
Read aloud to younger students
Students with Disabilities:
modify the setting adapt instructional content adjust delivery of instruction
consider abilities adapt material repeated readings
paired readings model fluent reading re-reading of texts
progress monitoring choral reading echo reading
consider abilities adapt material repeated readings
paired readings model fluent reading re-reading of texts
progress monitoring choral reading echo reading
ELL Students:
model fluent reading repeated reading choral/echo reading
partner reading re-reading of texts tape assisted readings
obtain word meaning read/speak with movie subtitles monitor progress
Readers Theater
Websites like Myon, The Story Place, Clifford Interactive Storybook and TumbleBooks Library provide books in English and Spanish for Spanish-speaking students to listen to fluent reading in their own language as well as in English. Morrow (2009), explains the importance of respecting the cultural heritage and value of students' native language in order to effectively meet their needs.
Computer websites such as TumbleBooks and Storyline Online aslo give ELL students opportunities to listen to fluent reading.
partner reading re-reading of texts tape assisted readings
obtain word meaning read/speak with movie subtitles monitor progress
Readers Theater
Websites like Myon, The Story Place, Clifford Interactive Storybook and TumbleBooks Library provide books in English and Spanish for Spanish-speaking students to listen to fluent reading in their own language as well as in English. Morrow (2009), explains the importance of respecting the cultural heritage and value of students' native language in order to effectively meet their needs.
Computer websites such as TumbleBooks and Storyline Online aslo give ELL students opportunities to listen to fluent reading.
Enrichment:
provide challenging texts raise fluency goals
pair students with struggling students to model fluent reading.
pair students with struggling students to model fluent reading.
Parental Involvement
One of the major differences between good and poor readers is the amount of time they spend reading.
Many studies have found a strong relationship between reading ability and how much a student reads (Snow, Burns, & Griffin, 1998). On the basis of this evidence, teachers have long been encouraged to promote reading in the classroom and at home.
Adults who live and interact regularly with children can profoundly influence the quality and quantity of their literacy experiences (Snow et al., 1998). Teachers awareness and recognition of parents’ interest in their children’s schooling, and the multiple literacy’s that characterize most home settings, are critical in the development of home-school partnerships to build on reciprocity of learning between parents, teachers and students (Barone & Morrow, 2003).
Parents can be involved in improving their own children’s fluency progress with support and encouragement by:
1. Reading aloud to your child daily to provide an example of how fluent reading sounds.
2. Have your child select a favorite book and read it aloud two or three times.
3. Re-reading easy books is a great way to build your child’s reading fluency.
4. Take turns reading the story together. A great book to use for this is, You Read to Me, I’ll Read to You: Very Short Stories to Read Together by Mary Ann Hoberman.
5. Have your child practice reading an easy book to share with a younger sibling or child.
6. Use books on tape, which can be checked out at the local library and have the child follow along in the print copy.
7. Parents can also work with their child’s teacher to get ideas of what ways fluency is promoted in class.
Parental support is needed to promote their child’s schooling and growth.
Many studies have found a strong relationship between reading ability and how much a student reads (Snow, Burns, & Griffin, 1998). On the basis of this evidence, teachers have long been encouraged to promote reading in the classroom and at home.
Adults who live and interact regularly with children can profoundly influence the quality and quantity of their literacy experiences (Snow et al., 1998). Teachers awareness and recognition of parents’ interest in their children’s schooling, and the multiple literacy’s that characterize most home settings, are critical in the development of home-school partnerships to build on reciprocity of learning between parents, teachers and students (Barone & Morrow, 2003).
Parents can be involved in improving their own children’s fluency progress with support and encouragement by:
1. Reading aloud to your child daily to provide an example of how fluent reading sounds.
2. Have your child select a favorite book and read it aloud two or three times.
3. Re-reading easy books is a great way to build your child’s reading fluency.
4. Take turns reading the story together. A great book to use for this is, You Read to Me, I’ll Read to You: Very Short Stories to Read Together by Mary Ann Hoberman.
5. Have your child practice reading an easy book to share with a younger sibling or child.
6. Use books on tape, which can be checked out at the local library and have the child follow along in the print copy.
7. Parents can also work with their child’s teacher to get ideas of what ways fluency is promoted in class.
Parental support is needed to promote their child’s schooling and growth.
The three important things to remember:
1). Model fluent reading
2). Use guided oral reading instruction
3). Give students ways to practice.
As a teacher you need to select the best methods of fluency instruction for your student’s and their classroom needs. To develop fluency, select appropriate texts, model fluent reading and provide opportunities to practice.
1). Model fluent reading
2). Use guided oral reading instruction
3). Give students ways to practice.
As a teacher you need to select the best methods of fluency instruction for your student’s and their classroom needs. To develop fluency, select appropriate texts, model fluent reading and provide opportunities to practice.