Fluency Routines

Fluency Routines Cloze Reading

Use when reading the initial part  Choral Reading of a chapter or when you need to read something quickly.  Cloze Reading 1. I’m going to read the selection  Echo Reading aloud and pause when I want you to read a word aloud  I-We-You together. (Read aloud the text and pause on “meaningful words” such as vocabulary and  Modeling Expression words in bold so the students can recite the word aloud  Partner Reading together.) Earth is the third…. (planet)  Augmented Silent Reading from the sun.

 Comprehension-Focused Error Correction Procedure Fluency 1. Listen. The word is planet. 2. Say it with me. planet 3. Your turn. planet 4. Now let’s start back at the beginning of the sentence. Choral Reading Echo Reading

You may wish to have students Use to build fluency and pre-read the material silently expression. before choral reading. 1. I’m going to read a sentence 1. (Read the selection aloud with (word or phrase) aloud and I’d students.) like you to read it after me. Try to read it exactly as I do. 2. Keep your voice with mine as we read this selection aloud The kite flew up into the tree together. Get ready. (Begin and crashed! reading at a moderate rate)

Earth is the third…. (planet) (The kite flew up into the tree from the sun. and crashed!)

Error Correction Procedure Error Correction Procedure

3. Listen. The word is planet. 5. Listen. The word is planet. 4. Say it with me. planet 6. Say it with me. planet 5. Your turn. planet 7. Your turn. planet 6. Now let’s start back at the 8. Now let’s start back at the beginning of the sentence. beginning of the sentence. I-We-You Repeated Reading Modeling Expression

The instructional routine should be used across the students’ day in the 1. I’m going to read a portion of form of passages, poetry, and content the selection aloud. Listen to are reading. For example, to close the fluency gap faster and more efficiently how I read it. (Read the than isolated, mass practice. portion of text with expression.) The I-We-You reading of just one paragraph in each content area daily is “Jack Small wasn’t small at all. very powerful. At the age of thirteen, he was 1. I’m going to read a paragraph of this already six feet tall and still selection aloud. Please follow along growing!” with your finger as I read. (Read the paragraph aloud at a moderate rate.) 2. Did you hear how my voice got louder and more 2. Now read the same paragraph aloud excited? That’s because the with me. (Reread the paragraph author put in this aloud at a moderate rate with the students reading aloud with you.) exclamation mark (point to the exclamation mark) to 3. Now whisper read the same show how to say the words. paragraph to yourself as I walk around and listen. (The students whisper read the paragraph to themselves while you assist any students have difficulty.)

Earth is the third…. (planet) from the sun.

Error Correction Procedure

4. Listen. The word is planet. 5. Say it with me. planet 6. Your turn. planet 7. Now let’s start back at the beginning of the sentence. Partner Reading Augmented Silent Reading

Pairs of students whisper read to each other in turn. 1. (Pose a pre-reading question.) Narrative Text: Alternate by 2. Please read ______sentence, page, or time (5min) silently to yourself. If you finish early, please reread the pages. Informational Text: Alternate by If I tap on your shoulder as paragraph you’re reading, please whisper read to me as I listen. The listener corrects the reader’s errors. 3. (Pose a post-reading question). Ask - Can you figure out this word? Tell – This word is ____. What word? Reread the sentence. Error Correction Procedure

9. Listen. The word is planet. Alternatives to Support Lowest Readers 10. Say it with me. planet  Place lowest readers in triads 11.  The better reader reads the material Your turn. planet first. Then the partner rereads the 12. Now let’s start back at the SAME material. beginning of the sentence.  Students read the material together.  Before reading, students can say ME (I will read), or WE (Please read with me).

Comprehension Focused Fluency Use this instructional routine to target both fluency and comprehension.

First Read

• What is the title/heading? What do you think the passage will be about? • Scan the passage and underline two words that look challenging to read or understand. (give students time to do this) • Now, whisper read the passage aloud independently. (give students time to do this) • Who or what was talked about the most in the passage?” (give students time to record answer.) Second Read

• Now I am going to read aloud as you read along in a whisper voice. Listen carefully as I read the words you underlined. Match your voice to mine. (Read the passage aloud at a rate slightly above the students’ typical rate. Pay particular attention to reading with good phrasing and expression) • What are some important details about _____? (Have students record responses.) • (Pose some literal questions about the selection.) Third Read

• We are going to read the passage aloud again. We should be able to read it a little quicker and learn something new. (Read the passage together one more time at a rate slightly quicker than the last read.) • (Pose some inference questions)