Standard 2: Reading and Writing Foundations Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text

Fluency:  Students will read grade-level text smoothly and accurately, with appropriate expression. 

2.2.F.2 ​Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Student Actions

Teacher Actions

• Students orally read grade-level text accurately.

• Students orally read grade-level text at a natural, smooth rate.

• Students orally read with expression that demonstrates an understanding of the text. 

• Teachers model reading aloud using a smooth rand and appropriate expression that includes reading text in meaningful chunks and phrasing. 

• Teachers choose a text that is not too difficult for the student when practicing fluency. Students have difficulty building fluency using a text if they are spending time decoding words.

• Teachers listen to students read the text and provide feedback on errors.

• Teachers provide frequent opportunities for repeated readings with familiar text independently, with a partner, with the whole class, or with the teachers.  This practice could be in centers, small groups, whole groups, or independent reading time.

• Teachers monitor reading and provide opportunities for students to receive feedback on the student's ability to orally read grade-level text with appropriate accuracy and expression. 

Recommendations

Key Terms & Related Objectives

When students read with a choppy, word-by-word rate, teachers can…

• have students begin by practicing repeated reading of words and move to short phrases, sentences, and then paragraphs. 

• model reading a text with appropriate rates and then have students read the same text on their own a minimum of 4 times and ideally more for students who are struggling. Provide feedback and guidance as needed on errors. 

• provide time for repeated reading with guidance. 

• have students practice reading text along with either another person or audio version that is reading fluently. 

• utilize choral reading by having students read along (either alone or with a group) with a text as you read. Patterned and predictable texts are useful for this skill. Reread several times over a period of time. 

• have the students’ partners read using the following procedure. Model this procedure before using it with students. 

• Pair a slightly stronger reader with another student.

• Assign the role of “Reader” and “Coach”. The first Reader should be the stronger reader. 

• Have the Reader select a text and have students sit side by side and hold the text together. 

• The Reader reads an agreed-upon section of the text. The coach listens and prompts with “Check the word” or a similar prompt.

• Have the Reader retell the text.

• Have students trade roles and reread.

• At the end of the text have students summarize. 

When students read without expression, teachers can…

• model and clearly explain how your voice may change as you read based on characters, punctuation, or mood in text.

• facilitate readers’ theater by having students rehearse and perform a play for peers or others. Readers’ theater has rich dialogue between characters that helps support expression.

• have students sing songs or recite poems with expression. 

• Automaticity: reading without conscious effort or attention to decoding.

• Fluency: the ability to read grade-level text accurately with prosody (expression) and automaticity.

• Rate: the speed at which a person reads.

• 2.2.PWS.1: Decode words through phonics and word analysis. 

• 2.8.R: Independent reading