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Fluency Frenzy


The best reading programs address all five of the domains shown on the graphic below.  Below each pillar are the grade levels that have associated TEKS. Notice that fluency instruction begins in First Grade and continues through Eighth Grade.

 
  



Fluency refers to much more than quick reading.  Rate is only one part of the fluency puzzle; please do not overemphasize speed without addressing the other domains of fluency, as outlined by Fountas and Pinnell:
  • pausing - pausing at appropriate points
  • phrasing - breaking the text up into meaningful chunks
  • intonation/rhythm - voice goes up and down at appropriate times
  • stress - some words are said slightly louder for emphasis
  • rate - reading at an appropriate pace, which varies as needed; not too fast and not too slow
  • integration - using the other 7 dimensions together 
 



I do not advocate measuring reading rate before level J in guided reading.  Please use the fluency rubric in the Fountas & Pinnell Benchmark Assessment system instead, and continue to use it through fifth grade. 



BOOK BAGS: The single most impactful strategy for increasing fluency is the rereading of many interesting, easy, familiar texts.  The easiest way to do this is by creating a book bag.  After students are finished with a book in Guided Reading, they put it into their book bag.  They are able to reread these books during Read to Self and Read to Someone.  

SHARED READING: Another way to incorporate repeated reading is through Shared Reading in primary grades.  You probably already use a weekly poem that has your Word Study skill in it and you probably already reread the poem several times during the week.  Help the students explore the domains of fluency during those sessions and have them put the poems into a journal that they can reread anytime.  

READER’S THEATER: Most students absolutely LOVE Reader’s Theater, which is a wonderfully clever way to sneak in fluency practice.  This is when groups of students practice scripts and perform them with very little to no props.  You’ll want to go through the process in a whole group situation the first time, then scripts can be placed in the Read to Someone station or a special Reader’s Theater station.  Here are some links to help you get started!
http://www.scholastic.com/librarians/programs/whatisrt.htm
http://www.thebestclass.org/rtscripts.html
http://www.aaronshep.com/rt/RTE.html

MODELING & EXPLICIT INSTRUCTION: During read alouds, model how you use the domains of fluency to make yourself sound like you are talking instead of sounding like a robot.  Model how you pause for certain punctuation marks. Show how meaning changes when you stress different words in the sentence.  I.e., MY mom is going to the store versus My mom is going to THE store. Lastly, be sure to prompt students to use intonation when reading, especially dialogue.
 

For the vast majority of students embedded modeling, practice, and prompting for fluency is enough.  The only time a student needs intervention in fluency is when the slow, choppy, monotone reading impedes comprehension.  However, before you determine that fluency is the issue, be sure that the texts the students are encountering are at their instructional or independent accuracy level.  

Fluency is a fun and rewarding aspect of reading to teach!  Have fun with it, but be sure it doesn't overshadow the other pillars of reading - especially comprehension.  




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