Fluency Scaffolding and Rereading Grouping students in pair (or for extra support, teacher and individual student) one student reads a portion of text, taking turns repeating for practice. Provide students with guided reading questions, giving the students a purpose for reading (Ellery and Rosenboom). K – 12 / all content areas
Fluency Readers Theater Provide small groups of students with a selected script. Students practice reading these scripts as a group, focusing on expression and tone. Students will orally perform this, strengthening students’ skills in oral reading and prosody. As part of enrichment, have students create their own readers theater script (Retrieved from http://www.scholastic.com/teachers/article/5-surefire-strategies-developing-reading-fluency).…show more content… Students will first have to brainstorm, or in an ELL’s case be provided with notes, on how to read efficiently based on the required purpose, attitude, and emotion of the specific reading excerpt. As an extension, the students will practice reading those passages in various tones in order to understand how tone truly relates to the meaning of a reading passage (Ellery and Rosenboom). 6 – 12 / all content areas
Fluency Radio Reading Assign a reading passage to individual students or small groups. Students will practice oral reading skills, focusing on expression, tone, and prosody. Following the radio readings, students discuss and answer questions related to the meaning of the text to ensure comprehension (Ellery and Rosenboom). 3 – 12 / all content areas
Fluency Echo Reading This strategy allows the teacher to model effective reading skills for the students. The teacher reads a portion of the text loudly and slowly, stressing the components of reading that the teacher wants repeated. The student(s) repeat the reading except, mimicking what the teacher modeled. Be sure to include follow-up comprehension questions to ensure that the students have an understanding of what they’re reading (Retrieved from
