Fun Fluency Drills
Overview
The teacher supports students by modeling how the text is read and using echo reading as the students practice reading a familiar text with partners. The focus is on accuracy and prosody to build fluency.
Key Take-aways
- Practice supporting students with fluency in targeted small groups using decodable or controlled texts that include newly learned and familiar sound and letter patterns.
- Focus on decoding skills and accuracy to support fluency development.
Transcript
Dr. Ken Kunz: Watch as our students engage in the art of repeated readings and hone their fluency skills using controlled texts and decodable passages. Pairs of students partner read the delightful decodable text, Sam and Max: A Kind Day, perfectly aligned with our current thematic stories. It’s not just reading, it’s a journey of fluency exploration.
Teacher: I want you to read with excitement. Try to read this one.
Student(s): Her name is Kay.
Teacher: Yep. Bring your voice up. Right.
Student(s): Kay.
Teacher: Good. Is ready for a new class.
Student(s): She is feeling shy.
Teacher: How did you feel when you came into our new class?
Student(s): Shy.
Teacher: Shy. So when we read that, you could say she is feeling Shy.
Student(s): She is feeling shy.
Teacher: Very good.
Student(s): Sam and Max are best friends. They go to the same school. They like to play together.
Teacher: Ooh, I like that. Did you just bring your voice up?
Student(s): Yeah.
Teacher: That’s reading fluently. Very good.
Student(s): …are best friends
Teacher: They go to the same school.
Student(s): They go to the same school.
Teacher: They like to play together.
Student(s): They like to play together.
Teacher: See how your voice changes and how you’re trying to read it nice and smooth without chopping up the words. Okay. That’s how you read. Okay. You two try the next paragraph.
Student(s): They like… they go to the same school. They like to play Together.
Teacher: Excellent. So all you have to do now is practice changing your voice. So look, Sam and Max are best friends, so you can change your voice and make it go up and down, up and down. All right.
Teacher: One day, they see a new friend.
Student(s): One day, they see a new friend.
Teacher: Her name is Kay.
Student(s): Her name is Kay.
Teacher: Kay is in a new class.
Student(s): Kay is in a new class.
Teacher: She is feeling Shy.
Student(s): She is feeling Shy.
Teacher: So, when you see the word shy, maybe you want to read it like you’re shy.
Dr. Ken Kunz: In this video, you witnessed an opportunity for partner reading to build fluency. Students supported one another once provided with student-friendly explanations of what fluency is and what it’s not.
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