Metacognition in Literacy
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Fluency
What is Fluency?
Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When a student is fluent they are able to read effortlessly. They are able to decode words automatically and without hesitation. Fluent readers are able to do more then just decode words, since they are able to do it automatically they are more attuned to the meaning of the text, which is the reason why we read.
"Research over the past two decades has identified repeated reading as the key strategy for improving students' fluency skills (NICHD, 2000)"
Developing Fluency
Teaching fluency is all about repetition. Repeated reading will help the students to hear themselves and make improvements every time they read. Repeated reading has two essential elements: 1. Giving students the opportunity to read and then re-read the same text, and 2. having students practice their reading orally with an opportunity to receive corrections and guidance (if necessary). They will slowly make these corrections and improve their fluency. Strategies will vary depending on where the reader is. If they are just beginning they will follow a different course than a student who has already learned how to read and is making progress or if they were a struggling student.
Beginning Readers
Because accuracy is a fundamental component of fluency, teachers who work with beginning readers must focus significant amounts of instructional time on basic word recognition and word analysis skills (Pikulski and Chard, 2005). To do this effectively, teachers should provide instruction that systematically presents daily opportunities for students to learn to read words accurately (Snow, Burns, and Griffith, 1998)-the important first step in becoming a skillful, proficient, and motivated reader. Pushing students to "read faster" too soon could cause some students to begin guessing or otherwise undermine their focus on reading carefully.
Maintaining Fluency
Three techniques can be used very frequently with a variety of texts to help maintain and develop students' reading fluency: Choral reading, close reading, and partner reading. All of these procedures can be used with readers at any grade level, with small or large groups, and with fiction or content-heavy nonfiction materials.
For choral reading, the teacher and students read aloud together, following the teacher's pace-so students get the benefit of a model while they practice reading aloud. The teacher can stop at any time to ask questions, comment on the text, discuss a vocabulary term, or remind the class that she expects everyone to be reading. If choral reading is used with heterogeneously grouped students, it is possible that the lowest performing students may have difficulty keeping up with even a moderate pace. However, they can follow along, participating when they can, and still hear the text being read accurately and with good pacing and phrasing. Choral reading works best if the teacher directs all students-regardless of age or ability level-to use a marker or finger to follow along in the text as they read.
Cloze reading is similar to choral reading, except that the teacher does most of the oral reading while the students read along silently. Once or twice every few sentences, the teacher omits an important vocabulary or content word, not a simple sight word, and the students' job is to read it aloud as a class. Notice that with close reading, as opposed to choral reading, students spend less time practicing oral reading. Therefore, cloze reading is best thought of as an alternative to Round Robin Reading. Cloze reading allows teachers to cover text and keep students engaged while avoiding the pitfalls of subjecting the class to examples of poor reading and embarrassing struggling students. As with choral reading, it is likely that the lowest performing readers will be unable to keep up or to correctly read every omitted word, but they will not be singled out-and will be provided with examples of skillful reading.
Another method for improving fluency is to have students read aloud to a partner. This procedure works best when students are taught some techniques for giving feedback and managing their time, and when the partners have been selected by the teacher.
For choral reading, the teacher and students read aloud together, following the teacher's pace-so students get the benefit of a model while they practice reading aloud. The teacher can stop at any time to ask questions, comment on the text, discuss a vocabulary term, or remind the class that she expects everyone to be reading. If choral reading is used with heterogeneously grouped students, it is possible that the lowest performing students may have difficulty keeping up with even a moderate pace. However, they can follow along, participating when they can, and still hear the text being read accurately and with good pacing and phrasing. Choral reading works best if the teacher directs all students-regardless of age or ability level-to use a marker or finger to follow along in the text as they read.
Cloze reading is similar to choral reading, except that the teacher does most of the oral reading while the students read along silently. Once or twice every few sentences, the teacher omits an important vocabulary or content word, not a simple sight word, and the students' job is to read it aloud as a class. Notice that with close reading, as opposed to choral reading, students spend less time practicing oral reading. Therefore, cloze reading is best thought of as an alternative to Round Robin Reading. Cloze reading allows teachers to cover text and keep students engaged while avoiding the pitfalls of subjecting the class to examples of poor reading and embarrassing struggling students. As with choral reading, it is likely that the lowest performing readers will be unable to keep up or to correctly read every omitted word, but they will not be singled out-and will be provided with examples of skillful reading.
Another method for improving fluency is to have students read aloud to a partner. This procedure works best when students are taught some techniques for giving feedback and managing their time, and when the partners have been selected by the teacher.
Fluency Activites
Words Per Minute Partner Read
Increase a child's reading fluency at the word level while they take turns "reading" and being the "listener". Open the above template for complete directions and materials needed. This is a great activity for reading centers!
Fluency With Punctuation
Print and cut apart the strips to help children practice punctuation fluency by using letters of the alphabet.
Repeated Reading Homework Log
Use this parent friendly homework log to help your students practice reading fluency using the repeated reading method at home. Repeated Reading is one of our favorite reading fluency activities because it is so effective.
Prefixes and Suffixes
Help children understand and recognize common prefixes and suffixes by cutting out and laminating the above cards. Provide children with opportunities to locate these in words. Reading fluency activities that explicitly teach prefixes and suffixes are important for increasing reading fluency.
Buddy Reading
Using the same premise as mentioned on the Reading Fluency Page in "Repeated Readings", students can receive feedback and guidance reading appropriate text from their peers. One student plays the "reader" and the other is the "listener". The teacher sets a timer for a desired amount of time and after the first trial, the listener provides feedback to the reader. After the second and third trials, the listener is responsible for checking off the reading behaviors that the reader demonstrated. NOTE: This reading fluency activity must be explicitly modeled by the teacher before students can do this independently.
Reader's Theater
Reader’s Theater helps students become fluent readers! The repeated readings necessary to prepare for play, both silent and oral, help students gain confidence with the selected play text. Choral readings, rehearsals, and readings at home with family members all create great reading opportunities. (Carson-Dellosa’s “Act It Out with Reader’s Theater” Series are great because the speaking parts in each play can be acted with students at different reading levels).
Poetry Anthologies
When reading rhyming poetry, children may use the predictable patterns to help them get a sense of when it is appropriate to pause between phrases. Rhyming poetry appeals to children of all ages, and is therefore a good choice for developing reading fluency from kindergarten through fifth grade.
Read the Room
Students should be given opportunities to practice reading fluency with letters, words, and phrases that can be found in the classroom. (Not just the print found in books!) During reading centers, students are able to walk around independently to “read the room”. Pocket charts and hanging posters are located throughout and are kept at eye level. Empty laundry baskets are great places to keep rolled up poems and songs previously learned.
Lego Fluency Cards
Print, laminate and place these cards with the "Short Fluency Phrases" used above. Purchase one Lego set for each child that will be reading and have a stopwatch handy. The idea of this game is to to finish your Lego creation before anyone else does! ("Lego Bionicles" seem to work best and they only have 30-50 pieces. Check the Lego sets for the appropriate age of the children you are working with!)
How to Play:
Oh! No Game
On small cards, write some common decodable and non-decodable words depending upon the needs of your students. Place these in a container along with 10-15 cards that say, "Oh No!" Have students read each card as they pull them out. If they are read correctly, the student gets to keep them. When an "Oh No!" card is pulled out, the child must put all of their cards back in the container. The student with the most cards at the end of the game is the winner.
Increase a child's reading fluency at the word level while they take turns "reading" and being the "listener". Open the above template for complete directions and materials needed. This is a great activity for reading centers!
Fluency With Punctuation
Print and cut apart the strips to help children practice punctuation fluency by using letters of the alphabet.
Repeated Reading Homework Log
Use this parent friendly homework log to help your students practice reading fluency using the repeated reading method at home. Repeated Reading is one of our favorite reading fluency activities because it is so effective.
Prefixes and Suffixes
Help children understand and recognize common prefixes and suffixes by cutting out and laminating the above cards. Provide children with opportunities to locate these in words. Reading fluency activities that explicitly teach prefixes and suffixes are important for increasing reading fluency.
Buddy Reading
Using the same premise as mentioned on the Reading Fluency Page in "Repeated Readings", students can receive feedback and guidance reading appropriate text from their peers. One student plays the "reader" and the other is the "listener". The teacher sets a timer for a desired amount of time and after the first trial, the listener provides feedback to the reader. After the second and third trials, the listener is responsible for checking off the reading behaviors that the reader demonstrated. NOTE: This reading fluency activity must be explicitly modeled by the teacher before students can do this independently.
Reader's Theater
Reader’s Theater helps students become fluent readers! The repeated readings necessary to prepare for play, both silent and oral, help students gain confidence with the selected play text. Choral readings, rehearsals, and readings at home with family members all create great reading opportunities. (Carson-Dellosa’s “Act It Out with Reader’s Theater” Series are great because the speaking parts in each play can be acted with students at different reading levels).
Poetry Anthologies
When reading rhyming poetry, children may use the predictable patterns to help them get a sense of when it is appropriate to pause between phrases. Rhyming poetry appeals to children of all ages, and is therefore a good choice for developing reading fluency from kindergarten through fifth grade.
Read the Room
Students should be given opportunities to practice reading fluency with letters, words, and phrases that can be found in the classroom. (Not just the print found in books!) During reading centers, students are able to walk around independently to “read the room”. Pocket charts and hanging posters are located throughout and are kept at eye level. Empty laundry baskets are great places to keep rolled up poems and songs previously learned.
Lego Fluency Cards
Print, laminate and place these cards with the "Short Fluency Phrases" used above. Purchase one Lego set for each child that will be reading and have a stopwatch handy. The idea of this game is to to finish your Lego creation before anyone else does! ("Lego Bionicles" seem to work best and they only have 30-50 pieces. Check the Lego sets for the appropriate age of the children you are working with!)
How to Play:
- When a child reads a "Short Fluency Phrase" correctly (with good expression too!) they get to take one piece to make their creation. A child can also add 4 Legos if they pull out the, "Add 4 Legos to Your Creation" card or if they pull out the, "One Minute to Work" card.
- If someone pulls out the, "Take a Lego Away From a Partner" card, they must take a Lego away from their partner. If someone has taken your Lego from you, the only way to get it back to to pull out a "Add 4 Legos to Your Creation" card!
- This game might take a while if played until someone has finished their Lego creation. If you are working with a small group of children, a good idea would be to place finished Legos in a plastic bag until another day when the game can resume.
Oh! No Game
On small cards, write some common decodable and non-decodable words depending upon the needs of your students. Place these in a container along with 10-15 cards that say, "Oh No!" Have students read each card as they pull them out. If they are read correctly, the student gets to keep them. When an "Oh No!" card is pulled out, the child must put all of their cards back in the container. The student with the most cards at the end of the game is the winner.