FLUENCY INTERVENTIONS
LEARNING TARGETS
I can identify at least two strategies I already use
or will use in the future to increase students
fluency.
 I know the different resources available in my
building that specifically work on fluency.
 I have a plan for how I will intervene with my
students on improving their fluency.

Vocabulary
Makiing Meaning
Strategies
ELI Strategies and
Reading Street
ELI Strategies
Reading Street Vocab Book
Fluency
Making Meaning strategies
ELI Strategies and
Reading Street
Skill Builders
Phonics
6 minute solution
ELI Strategies and
Reading Street
Phonics for Reading
Syllaboards
Phonemic
Awareness
SIPPS
Road to the Code
Templates
ELI Strategies
SIPPS Beginning
Phonemic Awareness in
young Children
Road to the Code
Template
Reading Intervention Materials Training Matrix
All Staff:
Diagnosing and identifying Reading Problems
Using the Diagnostic Tool/I've Dibeled Now What?
Comprehension
FLUENCY: WHAT IT IS AND WHY
IT IS IMPORTANT
FLUENT READERS




Read words accurately
Recognize words AUTOMATICALLY, giving
attention to comprehension
Group words together quickly, not concentrating
on decoding
Read aloud effortlessly, with expression, prosody
AUTOMATICITY
 Is
quick, accurate recognition of
letters and words
 Frees cognitive resources to process
meaning
 Is achieved through corrected
practice
WORKING MEMORY AND AUTOMATICITY
Colorado Reading First
WHY IS READING FLUENCY IMPORTANT?
“Fluency provides a bridge between
word recognition and
comprehension.”
-National Institute for Literacy (NIFL) 2001, p.22
9 STEPS TO BUILDING FLUENCY
PIKULSKI & CHARD, 2005
1.Develop phonemic awareness, letter knowledge
& phonics foundations
2.Increase vocabulary and oral language skills
3.Effectively teach high frequency words
4.Teach common word parts and spelling patterns
5.Teach/practice decoding skills (including multisyllabic)
6.Provide students time in appropriate text to
build fluent reading skills
7.Use guided oral repeated reading strategies
8.Support and encourage wide reading
9.Implement screening and progress monitoring
assessments
RESEARCH BASED
INSTRUCTIONAL STRATEGIES
STRATEGIES TO INCORPORATE TO
ENHANCE FLUENCY
 Echo
Reading
Practice reading previously read text with accuracy,
fluency, and expression
 Teacher reads text first, students read same text
aloud

STRATEGIES TO INCORPORATE TO
ENHANCE FLUENCY

Cloze Reading
Teacher reads the selection, teacher pauses on
meaningful words, students read word chorally
 Can modify with boys read, girls read, table groups,
etc.

STRATEGIES TO INCORPORATE TO
ENHANCE FLUENCY

Phrasing fluency practice
Cluster reading into appropriate phrases, rather
than reading word-by-word.
 Appropriate phrasing helps the reader to understand
the passage

PARTNER READING

Intentional pairing of students to practice
reading
Examples: low student with medium student,
medium with high, lowest readers in triads
 Procedures for partner reading

explicit, modeled and practiced (including: seating
arrangement; length of reading (sentences, paragraphs,
pages, etc)
 correction procedure (ex: “Stop Check”, “The word is ____”,
“Can you figure out that word?”)

REPEATED READINGS

Reading the same text numerous times with the
goal being increased rate each time
Whisper read
 Hot and cold timings
 Graph and rubric


Whole group chorally or partners
STRATEGIES TO INCORPORATE TO
ENHANCE FLUENCY






Readers Theater
This approach provides a realistic opportunity for students
to read orally and practice their use of information,
inflection and fluency. It is helpful not only for fluency but
also for comprehension because the students must decide
how to convey their interpretation of the text – through
their oral reading/performance == to an audience.
Suggested Procedure:
Students select texts/tasks, or they are assigned parts/roles
for a “performance.”
Students practice reading the text and/or completing the
task, getting help from others before the performance with
unfamiliar words, phrasing, intonation, and expression.
Students read their scripts/texts or perform their tasks
orally for an audience.
ONE ON ONE FLUENCY PRACTICE
1. Identify DIBELS ORF goal on graph
2. Preview Passage
Student reads, you correct errors, help blend, etc.
3. Show student where the “goal word” is in the passage ie.
the 110th word for a 3rd grader
4. Time Student for 1 minute
5. After Timing
Point out errors
Graph results
6. Next day
If met goal, go on to next passage
If did NOT meet goal, read passage again (continue this
each day until goal is reached)
IMPORTANT INSTRUCTIONAL PRACTICES
 Drop
and listen
 Immediate error correction
ROUND ROBIN IS DEAD!!!
WHY ISN’T ROUND ROBIN READING EFFECTIVE
TO USE TO DEVELOP FLUENT READERS?

Round Robin Reading…
Provides limited engagement
 Gives an inaccurate view of reading
 Promotes faulty reading habits
 Invites inattention and disruption
 Gets in the way of effective strategies
 Consumes valuable classroom time that could be
spent in more meaningful ways
 Causes anxiety and embarrassment
 Hampers listening comprehension

SKILL BUILDERS
SIX MINUTE SOLUTION
SKILL BUILDERS
Sight words
 Phrases
 Sentences
 Paragraphs


Fiction text
6 MINUTE SOLUTION
Primary
 Intermediate
 Words
 Phrases
 Sentences


Non-Fictional text
FRESH READS
Fresh Reads are available as blackline master
and online.
 Fresh reads connect vocabulary and theme to the
basal story for the week.

NEXT STEPS: FLUENCY AND
COMPREHENSION
FLUENCY

COMPREHENSION
Fluency Folder



Retelling with pictures
Summary paragraph frame (6 Minute Solutions)
IVF summary
FLUENCY IN THE 90 MINUTES
Day 1
Day 2
Day 3
Day 4
10 min
ENTRY
TASK:
10 min
10 min
10 min
Partner read or
whisper read
previous Leveled
Reader
ENTRY
TASK:
10 min
Partner read or
whisper read
previous Leveled
Reader
ENTRY
TASK:
Partner read or
whisper read
previous Leveled
Reader
Partner read or
whisper read
previous Leveled
Reader
Partner read or
whisper read
previous Leveled
Reader
10 min
10 min
10 min
20 min
1 minute “cold”
timing
Choral read
(Fresh Read
passage)
3 – 1 minute
timings
(Fresh Read
passage)
1 minute “hot”
timing
(Fresh Read
passage)
3 – 1 minute
timings
(RN or 6 min.
passage)
IVF summary
FLUENCY:
FLUENCY:
FLUENCY:
ENTRY
TASK:
Day 5
FLUENCY:
ENTRY
TASK:
20 min
FLUENCY:
3 – 1 minute
timings
(RN or 6 min.
passage)
IVF summary
NEXT STEPS

Make Your Plan

Identify how you will incorporate fluency practice
INTO the 90 minute block.
What materials will you use?
 When will you incorporate fluency?
 What strategy(ies) will you use?
 How will you know if the practice is making a difference?

AND/OR

Identify how you will incorporate fluency practice
OUTSIDE the 90 minute block.
What materials will you use?
 When will you incorporate fluency?
 What strategy(ies) will you use?
 How will you know if the practice is making a difference?
