I punctuation mark CUES

Tier 1 Literacy Strategies
• I do it phase:
– Teacher reads aloud to punctuation mark.
– Teacher CUES all students to read the same part, echoing the teachers pace
– Continue process until the end of the passage.
• WE do it phase:
– Teacher AND students read aloud the SAME paragraph TOGETHER.
• YOU do it phase:
– Students read the paragraph again silently.
• Teacher selects a text
• Students read paragraph 1 silently (1-2 min.) or can be read chorally (see above)
• Teacher asks for “Fist to 5” to check for level of understanding (0= no idea; 5 = got it!). Students can also
write a number (in pencil) next to the paragraph, or they can write on notebook paper, graphic organizer,
post it note, etc.
• Students write a 1 sentence summary (1 minute)
• Teacher walks around formatively assessing sentences.
• Students partner with person beside them and share sentence.
• Repeat for each paragraph.
 Think- Process for one minute
 Ink- Write for one minute (summary, big idea, etc)
 Link- Discuss with partner
are an instructional practice for monitoring students'
fluency development. Repeated readings, under timed conditions, of familiar instructional level text can
increase students' reading speed which can improve comprehension.
is a research-based fluency strategy used with readers who lack fluency. In
this strategy, students read aloud to each other. When using partners, more fluent readers can be paired
with less fluent readers, or students who read at the same level can be paired to reread a story they have
already read. Paired reading can be used with any book, taking turns reading by sentence, paragraph,
page or chapter.
is a strategy for developing reading fluency. It involves children in oral
reading through reading parts in scripts. In using this strategy, students do not need to memorize their
part; they need only to reread it several times, thus developing their fluency skills. The best Reader's
Theater scripts include lots of dialogue.