Fluency
Materials:
Fluency worksheets associated with a particular lesson. Example
Plastic sheet to protect worksheet (optional)
Dry marker pen (optional)
Note: Each of the words and/or sounds was introduced in the current lesson or in a previous lesson.
Purpose:
The purpose of this activity is to build up the student's ability to read connected text as a smooth and fluent skill. The ultimate goal is to have the student read the materials with less than three, and more hopefully, less than one second per word.
Methods:
Use the materials to determine how the student can apply the skills learned in the sight word and phonic exercises to connected text.
Have the student read each sentence or related sentences on their own.
Observe or mark words that the student struggles with. Each word, sight or phonics, should be read within three seconds at this time.
Use the words or skills noted as difficult to focus on in the next daily sight or phonics exercise session.
Use the materials to build up fluency in reading connected text by reading the text repeatedly.
Method #1: Simultaneous reading
In this method, the coach and the student read the materials at the same time.
The coach uses the index finger (or marker) to track across the words while reading out loud. The student tries to say the words out loud at the same time as the coach.
Repeat the sentence several times.
After reading each sentence separately, go to Method #3.
The process is self correcting. Do not stop and focus or correct a misspoken word.
This technique is also called the Neurological Impress Method. For more information, go to Your Research and copy/paste the phrase in the search box.
This technique is also known as choral reading in a large group situation.Method #2: I Read/You Read
In this method, the coach will read the sentence out loud.
The student will then read the sentence out loud.
In both readings, the coach will use the index finger to track across the words.
Repeat each sentence until the student does not hesitate. If the student pauses more than 3 seconds, say the word.
After reading each sentence separately, go to Method #1.
Note the words or patterns of words that the student is pausing on to focus on in the next daily sight or phonics exercise session. For example, is the student pausing on the same sight word, words with long "i" sound, words with the same beginning or ending consonant, etc....
Method #3: Reading connected sentences
After reading each sentence at a fluent level, read the connected sentences using either or both methods above.
Based on the amount of time devoted to each coaching session, Method #3 may be used after several days using Methods #1 or #2.