Reseached Practices To Build Fluent Readers

Posted by Kristy Beaudry McCain on Jan 13, 2015 8:51:34 AM

Explicit Teaching Of Fluency Strategies Develops Successful Readers

Child Reading

Fluency IS APE

Educators can use the acronym APE to describe fluency. Students find this easy to remember and a good reminder of what fluent readers do.

Fluent readers display:

Accuracy

Pacing

Expression

child reading 1

Accuracy

In relation to fluency, accuracy refers to reading printed words accurately.

Pacing

Fluent readers are cognizant of pacing or rate. The goal is to read at a rate in which we speak. On certain occasions, such as a timed fluency assessment, the child may increase their reading rate. When students learn to read, they may be slow readers, sometimes known as reading like a robot. Educators should teach students not to read like a robot. Fluent readers read like we speak.

Expression

Intonation or expression refers to reading eloquently. Again, students want to practice reading like we speak. Knowledge of punctuation helps them with this. A period ends a sentence that tells and should be read in a normal voice. An exclamation mark shows strong feelings and should be read with great emotion. When a sentence ends with a question mark, students slightly raise their voice at the end of the sentence.

 

freeclipart appleConnecting To The Common Core State Standards

The Common Core State Standards clearly outline what is expected of students at each grade level, for students in the United States. The Common Core State Standards can be found at www.corestandards.org/

The Common Core standards for grades K-2 are clearly outlined below.

Starting in kindergarten students are asked to meet the following standards.

ENGLISH LANGUAGE ARTS STANDARDS » READING: FOUNDATIONAL SKILLS » GRADE K

Phonics and Word Recognition:

CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-LITERACY.RF.K.3.B
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,does).
CCSS.ELA-LITERACY.RF.K.3.D
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency:

CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.

ENGLISH LANGUAGE ARTS STANDARDS » READING: FOUNDATIONAL SKILLS » GRADE 1

Phonics and Word Recognition:

CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-LITERACY.RF.1.3.D
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.

Fluency:

CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

English Language Arts Standards » Reading: Foundational Skills » Grade 2

Standards in this strand:

Phonics and Word Recognition:

CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.
CCSS.ELA-LITERACY.RF.2.3.C
Decode regularly spelled two-syllable words with long vowels.
CCSS.ELA-LITERACY.RF.2.3.D
Decode words with common prefixes and suffixes.
CCSS.ELA-LITERACY.RF.2.3.E
Identify words with inconsistent but common spelling-sound correspondences.
CCSS.ELA-LITERACY.RF.2.3.F
Recognize and read grade-appropriate irregularly spelled words.

Fluency:

CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.2.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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