Even if students can decode words in their reading, that doesn’t mean they will comprehend what they read. If they read too slowly, then the text doesn’t make sense. If they don’t chunk words in phrases, breathing at punctuation marks, then the text doesn’t make sense. If they lack expression, then the text is flat and also doesn’t make sense. I’ve come to realize what fluency expert Tim Rasinski has said for years— Reading fluency is the secret ingredient to comprehension.

So how do you address reading fluency with students? First define the term fluency to your students. Model it done well — with expression and accurate phrasing and a speed that is fast enough to make sense but not so fast that the reader can’t comprehend. Then model fluency done poorly — without expression, hesitating and sounding out most words, frequently pausing after words, and breaking sentences into awkward phrases. You want them to hear the difference between strong and weak fluency first. Then build an oral fluency rubric so students can continually assess their growth.

Consider using concrete images to define the levels of the rubric. I like to think of weak fluency as reading like a robot. Strong fluency is like the smooth ride of a skateboarder. And fluency which includes smooth portions and choppy spots is like a robot on a skateboard.

Let these images represent your oral fluency rubric levels. Then, as you continue to target fluency over the next several weeks, slowly build a rubric that includes the defining criteria. Here is an example developed by first graders in Linda Schmidt’s class at Bright Elementary (Bright, IN).

Once your oral fluency rubric is created, have the students self assess their reading after all-class choral reading (or echo reading or partner reading or whatever read-aloud strategy you use). Maybe the first read-through the class determines they all read it like a level 1. You suggest they read it again and try to increase their fluency and up their score. After the second reading the class might excitedly determine they were much more 2-ish. Maybe with one final reading you can get as fluent as a smooth-wheeling skateboarder, a Level 3. It’s a great way for students to assess their own developing fluency and realize the “goal.”

This entry was posted on Monday, October 27th, 2008 at 9:55 am and is filed under Comprehension, Fluency, K to 2 Reading. You can follow any responses to this entry through the RSS 2.0 feed. You can skip to the end and leave a response. Pinging is currently not allowed.