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On the Road to Reading with the

Common Core State StandardsFluency

Phonics

Fluency

Comprehension

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Common Core State Standards for Fluency3rd and 4th Grades

• Move to reading aloud with sufficient accuracy and fluency to support comprehension.– Read on-level text with purpose and understanding.– Read on-level prose and poetry orally with accuracy, appropriate rate, and

expression on successive readings.– Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

• Continue reading with sufficient accuracy and fluency to support comprehension.– Read on-level text with purpose and understanding.– Read on-level prose and poetry orally with accuracy, appropriate rate, and

expression on successive readings.– Use context to confirm or self-correct word recognition and understanding,

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Fluency’s Four Corners

Accuracy Prosody

What’s happening in your school?

Rate Comprehension

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Fluency

According to A Dictionary of Reading and Related Terms, fluency is . . .

“the ability to read smoothly, easily and readily with freedom from word

recognition problems.”

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Fluent Readers

A fluent reader can:

• read at a rapid rate

• automatically recognize words

• phrase correctly

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Automaticity

Automaticity refers to the ability to recognize many words as whole

units quickly and accurately.

It is knowing how to do something so well you don’t have to think

about it.

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Three Signs of Automaticity

A child is reading fluently if he can:

• read with expression

• read aloud and then retell the story or content of the selection

• comprehend equally well a similar passage read if listened to

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High Frequency Words

• There are approximately 600,000+ words in the English language.

• 13 words account for over 25% of the words in print

• 100 words account for approximately 50% of the words in print

• 250 words make up 70-75% of all the words children use in writing

• Of those 250 words, about 20% are function words such as a, the, and and

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Can HFWs be taught?

• Research shows that readers store “irregular” words in the lexical memory in the same way they store so-called “regular” words. (Gough and Walsh, 1991)

• Children do not learn “irregular” words as easily or quickly as “regular” ones.

• Therefore, children need to be taught “irregular,” high-frequency words with explicit instruction.

Standard RF.3.3d

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“Irregular” Word Teaching Sequence

• Teacher Demonstration

• Your Turn to Try

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Measuring Oral Reading Rate

One minute, “cold read” 100 word passage

Errors =Mispronunciations (bell for ball)

Substitutions (dog for cat)

Omissions

3 second rule

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Scoring the Oral Reading Rate

To calculate a student’s oral reading rate, do the following:

Correct # of words read

divided by

Total # of words read

equals

Accuracy Rate

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Determining Reading Levels

96% - 100% Independent Level

90% - 95% Instructional Level

- 89% Frustration Level

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Fluency Rubrics

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Fluency Strategies and Activities

Lessons for Prosody

• Connected Text

• Guess My Emotion

• Choral Reading Using Poetry and Prose

• Reader’s Theatre

Lessons for Rate

• Repeated Readings

• Phrased Reading

• Reader’s Theatre

Lessons for Accuracy

• Read Speed

• Give Me Five

• Quick Sort

• Reader’s TheatreStandard RF.3,4,5.4b

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Dr. Richard Allington once wrote . . .

“Fluency . . . the neglected goal of reading instruction.”