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Educators Fluency Workshop
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Fluency
Helping students achieve not only accuracy, but also
comprehension
Reading Fluency at all tiers
*Accuracy *Automaticity (Rate) *Prosody *Comprehension
Universal Instruction In order to improve student outcomes- increased
reading accuracy (fluency), teachers need to systematically work with students on this skill.
All students will be screened with AIMS Web, CBM
•Then, proficient students will continue to be instructed at grade level on word decoding, word meaning, and speaking. •These students will continue to be progressed monitored to ensure success.
Fluency Oriented Reading Instruction (FORI) Primary Grade Uses core reading program
selections Students read a selected text
orally and repeatedly over the course of a week
1st day- teacher reads a selected text aloud, students follow along
Over next days- students orally read the selected text several times using echo-, choral-, and partner read, also practice at-home
Final day- extension activities Research Studies have shown an
increase of 2 years on an informal reading inventory
More information on FORI
Echo Reading with class
Peer Evaluation form
Oral Recitation Lesson (ORL)
Direct Instruction› Read story aloud › Construct a story
map› Select portion of
story for part 2› Mini-lesson on
expressive reading-model reading
› Student practice a part for performance
Indirect instruction › Daily 10 minutes› Student choose a
story (or portion)› Students practice
their story › Check in to see if
students have mastery
Fluency Development Lesson (FDL)
Poems work great! Read the text aloud several
times/different voices Discuss meaning of the text Read the text with the class several
times Pair up students and have them take
turns reading the text to each other (3x each), with the listener offering support
Tier 2Small Group Instruction
Phrased Text Lesson (PTL) Small groups Each lesson is over two consecutive days, 10-15
minutes each day Day 1› Give students copy of phrased-cued text› Discuss importance of reading in phrases› Explain phrase markings / slight pause //longer pause› Read text with students 2-3 times in choral fashion,
emphasizing good phrasing› Students practice with partner (2-3 times each)› Students perform orally for the groupDay 2Repeat procedure from Day 1, but with unmarked text.
Phrased Text Example
Neurological Impress Method (NIM)
Select an instructional-level text Sit next to the student so that you can speak into the
student's ear. Move your finger under each word as you read it. The
student rests his or her finger on top of yours. As you read the text aloud together, set the pace by
reading slightly faster than the student. Model fluency and expression, chunking words in meaningful phrases and pausing for punctuation.
Gradually release the "lead" to the student as the he or she becomes more comfortable with the text.
10 minutes per day, four days a week
NIM Example
RAVE-O Retrieval, Automaticity, Vocabulary Elaboration, Orthography
Small group intervention 3 goals, develop fluency, develop sub-
lexical/lexical decoding strategies, building success and confidence
30 minutes of phonological training and 30 minutes of RAVE-O
Learn core words around a rime, segment and compose words
Play games with words to build automaticity
Retrospective Miscue Analysis (RMA)
Using Smart Recorder to improve Reading Fluency
Students integrate recordings of their reading into their fluency practice
Make recordings of themselves, listening to those recordings and then reflecting on them
Gives both the student and teacher evidence of the three critical factors of fluent reading: speed, accuracy, and expression.
Teachers can also give feedback on their progress
Classroom Fluency Chart
Student Name
FallAccuracy
WinterAccuracy
SpringAccuracy
FallRate
WinterRate
Spring Rate
Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992
Fluency Grade Levels
Grade Words Correct Per Minute (Spring)
1 30-602 70-1003 80-1104 100-1405 110-150
Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm.