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Repeated reading can significantly improve reading fluency and boost confidence in young readers. This powerful strategy involves having students read the same text multiple times, helping them pra…

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Fluency strategies I have used in my classroom include repeated readings, partner reading, echo reading, choral reading and Read, Model, Read Again (although I did not know this had a name until reading this chapter). After reading this chapter, I look forward to trying Partner Reading Paragraph Shrinking with my second graders. I only work with two of them and I see them separately so I will be the partner they are working with but I still think this will be a great strategy for them to work on improving both fluency and comprehension. I am also going to try the Timed Repeated Reading. I have seen variations of this strategy in the past and tried it out but have never been consistent with it. The way it was explained in this chapter is concise. The steps that have been outlined clearly in this chapter and the reading chart provided seems like it would be easy to use and easy for students to understand.

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I have used several of the named fluency strategies, including The Neurological Impress Method, scooped phrases, and practice timed repeated reading.

When I am explaining fluency, I help by using the understanding that fluency is how we sound when we read. What do we use to hear? Our ears! E (expression, A (accuracy), and R (rate). This helps to ensure that the instruction is focused on a specific skill to improve fluency.

I also have assessment rubrics for fluency (I'll link in the resources) that I use to pinpoint areas for skill instruction.

I'd like to support teachers to increase the structure of partner reading paragraph shrinking. I also really liked the Me We Reading strategy from Archer and will share that with the teachers I support with fluency work.

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Assess for specific areas of fluency to target with instruction. 

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Assess for specific areas of fluency to target with instruction. 

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I have kindergarten level students, so we practice letter sound association. We also practice reading the decorder multiple times focusing on decoding first and later comprehension and fluency. I would like to incorporate the read, model , read again method as I think the students could read more smoothly, accurately and with expression after hearing it modeled.

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As I was reading there are some strategies that I have already started using. This includes, the fluency with small groups. My Tier 2 group has begun reading decodable text that reiterates the letter sound connections we have learned. I have started using the Read, Model, Read again, with an extra does of reading with either a partner or staggered reading so I can hear carefully each student an the rate in which they are reading or decoding if this is where they are on their journey.

My higher level reading group will choral read, and partner read the text and complete a series of activities to show knowledge of the text.

However, I do like the posters that are a part of the text Setting Expectations, which I never considered to ensure students are following through and holding a level of accountability for all parties, including teacher. Also like to guidelines for partner reading, if, then scenarios. I believe these principles can help my higher level kids become accountable and clear with expectations.

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As a third grade teacher, fluency is something that we worked on with intentionality.  As one of the criteria for identifying students in our Title I program, we needed to have strategies that supported that type of learning.  I think repeated reading and partner reading are key components.   One thing we did was to have a weekly fluency poem for students.   Students were required to read it eight times throughout the week.  On Fridays, we would have a poetry “jam” where students met in small groups to “read” chorally.  They read it to classmates, parents, and even teachers on the playground throughout the week and were confident.  Poems were related to content area topics and also special occasions like holidays, Grandparent’s day, and Earth day.   We also added some brief questions for students that made it cross curricular.   Some examples included finding rhyming words; looking for nouns, verb, and adjectives, and inferring about the meaning of specific stanzas or figurative language.

Our school also had Read Naturally and Word Warm Ups (Rapid Reading Lists) to access for fluency practice.  These were self-guided and used in centers in my classroom.  I also used a strategy from Magic Rimes called smile phrases which is similar to Kemeny’s scoop phrases.   This resource was helpful for my third graders were were beginning to read affixes too!    Reader’s Theaters were also something that was built into our curriculum.   Students loved them and I liked that the topics were related to content areas like science, math, and social studies.

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I really liked how Kemeny broke down the components of fluency-accuracy, rate, and prosody. Those pieces really do matter when it comes to comprehension, and honestly, fluency is such a huge factor that often gets overlooked. Her explanation of the subskills that fall under fluency made a lot of sense, especially when she connected them to meaningful practice. I also appreciated the strategies she shared for repeated readings. My students get bored fast if they're reading the same text day after day, so having different things to focus on each time keeps them more engaged. That's what makes the practice meaningful instead of just monotonous. She also touched on partner reading expectations. My groups are already small-usually three or four students, sometimes just one-but I still think that idea applies. I love the Anita Archer quote: "If you expect it, pre-correct it." that whole idea of heading off behavior or confusion before it starts is such a simple, effective management move. As for my own practice in intervention k-5, I use timed repeated readings, but only on Fridays when I'm doing progress monitoring. I also do read model & read, scooping phrases, show real pictures about what they are reading. After reading this chapter, I will start weaving more timed repeated reading into the week intentionally, not just saving it for data days.

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Aside from my job as a reading specialist, I also tutor students. My tutoring team is three other teachers and we alternate between math and reading. For reading, we have utilized the reading for performing. I used the students' reading levels to group them into readers theatre groups. The students not only repeatedly read for practice, but they had so much fun doing it!

For my intervention program, one of the levels uses an oral reading fluency procedure in every unit. Three students are chosen to read aloud for one minute each. The other students are marking errors in their book. Student graph and track their progress each week. The ultimate goal for the program is for students to be reading at 98% accuracy for better. For the lower level programs, students are asked to read phrases and sentences that practice the skill that was learned that week. I often use a random name wheel to decide who is going to read the next sentence. It keeps students from the issues discussed in the round robyn reading and the students love to see who the wheel will land on next.

One idea I would like to incorporate is the read, model, read again. This gives students the opportunity to try on their own, have a model to correct any errors and practice again. I also really like the idea of giving students the option of reading alone or with their partner when partner reading (me or we). Students love having choices! I would like to use the repeated timed readings with my tutoring students. They often struggle with prosody and stamina.

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I have used repeated, echo, paired, choral, modeling and round robin reading. I also like to use reader's theater and poems with my groups. I like the idea of scooping the phrases on paper and then having them read it to see how it flows. I also liked the timed reading, because they always get better, but my school frowns on anything timed - they say it causes anxiety, which might in some students. Our school does not do much with fluency, only phonics. Being MTSS, I find these students really struggle with fluency, so that is my primary focus when I pull them out in a small group.

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The fluency strategies I rely on most are repeated reading and partner reading with decodable texts or short read-aloud skits. In recent years, I’ve noticed more students struggling with accurate phrasing—reading through punctuation or inserting pauses that disrupt meaning. Explicitly teaching phrasing, modeling micropauses at commas and periods, and using a “sing-song” demonstration to show what fluent reading should not sound like have been especially effective. I often restate a student’s mis-read sentence to highlight how shifting punctuation changes meaning, then model the mental image their phrasing created and contrast it with fluent prosody. With repeated practice, modeling, and targeted coaching—paired with lots of specific praise—students begin to internalize accurate, expressive reading.

Like Lindsay, I find that much of this work happens in small groups and 1:1. I’m also looking forward to coaching one of my associates on repeated reading and phrasing feedback. I use choral reading so students don’t feel singled out, but I’ve identified several who will benefit from more intensive support. Having an associate will allow us to provide additional repeated and echo reading practice, especially as we move into vowel teams and r-controlled syllables. The partner reading guidelines on pages 120–121 will be helpful for teaching cueing strategies rather than giving students the word. I also appreciate the repeated reading procedures on pages 125–126; they are clear, accessible, and easy for both associates and students to follow. While students last year enjoyed tracking their own data during timed partner reading, the profiles of this year’s group suggest that an adult partner will provide more emotional support and set them up for success.

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At the beginning of this book study, I was looking for something to get started with my students right away. I noticed the chapter on fluency and read it first, implementing some of the strategies on that day. I started spending the first 15 minutes of class, twice a week on fluency practice for the whole class. This consisted of my selecting a text from EPIC Books. I chose non-fiction texts that fit with other things we were learning about in class or that were just fun topics that I thought my students would find interesting. I would have the students silently read a page in their heads and then had volunteers tell me how they “scooped” the phrases (p.124). I would scoop according to the students suggestions on the board and then had that student read out loud their version. I let multiple students do a particular page. Some were students, those who lacked fluency skills and appropriate phrasing had difficulty with this. Respectfully, their peers would disagree and make other suggestions. When those students tried again in the future, they made more appropriate phase selections and sounded better when reading aloud. I would also practice the Read, Model, Read strategy using the same style of projecting books.

I also tried using the partner reading in other parts of our day, primarily Science and Social Studies. I paired the students together and gave them texts to read and summarize. Moving forward, I plan on reassessing my students individually to restructure their pairings, but overall found this to be incredibly effective and helpful for my students with lower phonics and reading skills. Additionally, we aim for one Readers’ Theater performance every month to make fluency practice even more meaningful by having an audience. We have invited other classes to watch our performances and students thrive in the repetitive practice of reading.

I do a similar timed progress monitoring with goal setting in math and that found interesting when done in the reading realm. I would be interested in trying this with a few of my students who I know get lost when reading and struggling with reading for meaning/understanding. I think this could be a two-fold approach to helping them build confidence in reading and applying meaning while also practicing fluency.

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The fluency strategies that I have used in my classroom include repeated readings, partner reading, echo reading and choral reading. My students have fluency folders, which include word reading fluency with heart words from our Literacy program, fluency phrases from the Florida Center from Reading Research and passages at their level as well as decodable passages. They keep track and record how many words or phrases they read in a minute. They also have partner poems that practice as well. We practice repeated oral reading throughout the week with these passages as well. I look forward to trying the "Me We Reading" but giving them a specific time frame to read for. I also would like to try the Partner Reading Paragraph Shrinking activity.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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In my classroom, we have fluency strips. It is a bundle of sentences that target specific phonics patterns (cvc, bonus letters, suffix endings, glued sounds, etc.). Students are encourage to read the sentence three times. We discuss the first read is to focus on decoding, the second read focuses on reading fluently with scooping phrases. The last read is to understand the sentence. This has helped increase some fluency for my students.

In small group instruction, students whisper read a page. This allows me to provide direct instruction for temporary irregular words. I rotate around the table listening to students. Then, we choral read the same page together. Similar to the Neurological Impress Method, I read slightly louder and faster than students. Since implementing this strategy my students have already shown an increase in cwpm.

In the past, I had students chart their fluency but recording accuracy data, fluency data and comprehension data was overwhelming, so I focused on IEP goal related tracking. After reading, we reflect on three questions:

1. Did I read the words correctly?

2. Did I read with a smooth voice or a bumpy voice?

3. Did I read with expression?

With that being said, I want to increase opportunities to increase fluency practice. I love the idea of increasing moments of partner reading. I want to work with my co-teachers to set up a system that would benefit all learners. I want to try reading paragraph shrinking.