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When I do read-alouds and such, I need to point out my fluency. I did this with my advanced group, but I think all of my students would learn from it.

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I need to make fluency practice fun. We use whisper phones, reading to stuffed animals, and flashlights in our class (flashlight Fridays) but this gave me more good ideas!

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Read at instructional level... this one hits home. I'm working in an ESL class right now with a kid whose reading level is below grade level. My mentor teacher suggested that this kid move down a grade level ESL group or intervention group in order to be exposed to more instructional level texts. But administration keeps telling us they needs to be exposed to as much grade level text as possible. But grade level = frustration level. So, anyways, at least Allington and friends agree with us. :-)

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3 parts - accuracy in word decoding, automatic processing, and prosodic reading

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Assessing accuracy - % of words students can decode

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Assessing automaticity - rate of correct words read in 60 seconds

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Assessing prosody - look at quality using a rubric

Look at expression, volume, phrasing, smoothness, and pace

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Teaching techniques - phonics, decoding, assisted reading, repeated reading

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Practice!!!!

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Give students coaching and feedback

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Fluency does NOT equal fast

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Important for students to understand the meaning of fluency

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Model and explain why you did what you did

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Assisted reading/guided practice is helpful

Pair, echo, choral reading

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Practice repeated reading

Use appropriate text so students can focus on fluency

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Make it fun - funny voices, flashlights, scale, sticky notes, whisper read to something

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Text complexity is not decreasing... is actually increasing or remaining the same

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Is oral reading an accurate measure???

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Oral reading accuracy is more important for younger kids than older students

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Teachers are better for intervention and small groups than paraprofessionals

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READ AT INSTRUCTIONAL LEVEL!!!

Not necessarily grade level!

Frustration level is a TON of work, students need LOTS of support.

Too easy isn't always helpful either!

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Influences on text difficulty - engagement (better behavior), vocab, self-regulating behaviors

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When working on fluency, think about the main 3 parts - accuracy in word decoding, automatic processing, and prosodic reading.

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All can be assessed individually and all can be taught!

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Use assisted reading, repeated reading, etc. for practice

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Make fluency fun! It can be boring and repetitive...

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Read at instructional level, not grade level!

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Think about oral reading accuracy, especially with my 1st grade kiddos and ELs.