Early Literacy: Fluency

01Fluency is the ability to read a text quickly and understand it.

02It is the bridge between reading a word and comprehension.

03What fluency looks like Fluent readers can do the following.

04They can read with correct pauses and tone of voice or expression.

05They do not spend time figuring out each word.

06They make connections between the text and their own knowledge.

07They understand the larger meaning of the text.

08Fluency grows over time, and fluency develops from a lot of practice.

09To read fluently, readers must be able to divide the text into meaningful chunks.

10These chunks, or pieces, include phrases and clauses within a sentence.

11Fluency is not a reading stage of development in which students can read all words quickly and easily all the time.

12Fluency changes depending on the text.

13A student may be able to read a text they know fluently, but then read a new text very slowly.

14Teaching tips for fluency Read a text out loud, then read it again.

15Students need to read and then re-read texts out loud to teachers and classmates.

16Teachers should give feedback.

17Use activities that make students re-read texts.

18A good activity for increasing fluency is reader's theater.

19A description of this activity comes at the end of the article.

20Choose the right text.

21Read out loud.

22If a student has a low reading level, reading silently is not very effective.

23It is better to read out loud alone, with a partner, or with the whole class.

24Model fluent reading.

25Teachers should model fluent reading.

26Students re-read the text out loud.

27Keep read aloud activities interesting and active.

28Students should hear many different texts read fluently.

29Read the texts out loud with active expressions and body language.

30Read texts and not separate words.

31Reading word lists might improve vocabulary.

32However, it may not help students to learn to read fluently.

33Strategies for fluency Strategy Reader's Theater Reader's Theater is a fun activity to improve fluency.

34With Reader's Theater, students read from a script.

35They do not need to memorize.

36The best scripts for this strategy have lots of dialogue and characters.

37Choose a story that can be divided into parts.

38Give reading parts to each student.

39If you have more students than parts, you can have two or three groups act out the same story.

40Ask students to practice.

41First, they read their parts out loud.

42Then, the teacher helps them.

43Once the students have read the texts once or twice, they can design a set or costumes.

44Finally, they read their parts for an audience or their classmates.

45Why use Reader's Theater?

46It helps readers learn to read aloud fluently and with expression.

47You can use this strategy for many kinds of writing.

48You can read science, math, and life skills lessons as theater.

49It helps build reading competence.

50Reader's Theater can be fun for very shy students.

51Because they are playing a role, they may feel more confident to read out loud.

52It allows students to be creative.

53They can make props, costumes, and design a set.

54Students can play music.

55It also tests a student's listening skills.

56They must know when one actor finishes a line before saying theirs.

57Strategy Partner Reading With partner reading, students read out loud to each other.

58It helps students to work together and supports peer learning.

59Partner reading can be used with many kinds of writing.

60Pair students with the same reading ability.

61Or pair high-level readers with low-level readers.

62Tell students how they will use partner reading.

63For example, they can read out loud together.

64They can take turns reading parts.

65Or one person can read while the other person listens.

66Partners can ask each other about the text.

67For example, What was your part about?

68What was your favorite part?

69What words did you already know?

70Which part gave you trouble?

71Strategy Group Reading Reading together as a class gives less skilled readers the chance to practice and get help.

72It gives students a model for fluent reading.

73It helps to provide sight reading ability.

74Choose a text that works well for reading out loud as a group.

75Group reading should Have repeated grammar patterns and repeated words.

76Be not too long.

77Be at the reading level of most students.

78Give each student a copy of the text or write it on the board.

79Read the text out loud.

80Model fluent reading for the students.

81As you read, ask the students to follow along.

82Have all the students read the text out loud together.

83Assessment for Fluency It is important to assess often.

84This will guide your instruction.

85All assessments for fluency should be done one-on-one with each student.

86Choose a text that fits the level of your student.

87Have them read out loud.

88Record how long it takes them and how many mistakes they made.

89When it comes to assessing fluency, experts say look for the following.

90Does the student stress appropriate words?

91Does the student's voice rise and fall at the right times as they read?

92Does the student read punctuation correctly in the text?

93Does the student read with emotion, such as happiness?

94Does the student pause correctly where subjects and verbs end?

95At phrases and with other language chunks?

96Use the tips, strategies, and assessment methods that best serve your learners.

97Change them to fit your students and teaching situation.

98I'm Anna Mateo.

99And I'm Katie Weaver.

100I'm Katie Weaver.

101I'm Katie Weaver.

102I'm Katie Weaver.

103I'm Katie Weaver.

104I'm Katie Weaver.