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\n\"Word-Form\n\n
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\nWord-Form Recognition Accuracy\n

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\nWhat word is it? Build fluency with sight words using this sounding out strategy which enforces silent reading techniques. There are more than enough words included here on index card templates, but you can use this idea with any set...\n
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Printables
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\n\"Martin\n\n
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\nMartin Luther King, Jr.'s Dream - Mini Book\n

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\n\nFor Teachers\n\nK - 3rd\n\nStandards\n
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\nCelebrate the birthday of civil rights leader Martin Luther King, Jr. by sharing his dream of equality for all with young readers. This printable book includes simple sentences and one- and two-syllable words that make it a perfect...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Ancient Art of Shadow Puppet Plays\n

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\n\nFor Teachers\n\n3rd\n
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\nShadow puppetry has an ancient past, it is also a great way to build oral expression and reading fluency. Young thespians research folk tales, compare and contrast reality and fantasy, then create and perform a shadow puppet play based...\n
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\n\"Expression\n\n
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\nExpression Direction: Growing Independence and Fluency\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nLooking to move children away from monotone reading? That's what they will practice here. In a guided learning lesson plan, the class reviews punctuation marks and practices what type of intonation should accompany each. They...\n
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\n\"Book\n\n
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\nBook Talk Fun!: Growing Independence and Fluency\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nMaster reading fluently and with emotion and expression! Young learners read and reread the book Tiki Tiki Tembo by Arlene Mosel to practice this strategy. The remark on the end punctuation to help them decide how to read the...\n
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\n\"Fluency:\n\n
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\nCurated OER\n
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\nFluency: Read Irregularly Spelled Words\n

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\n\nFor Teachers\n\n3rd\n
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\nThird grade can be so much fun. Learners asses themselves as they read a variety of irregularly spelled words. They put the words they read correctly in the Yes pile and words they read incorrectly in the No pile. This lesson comes...\n
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\n\"Fluency\n\n
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\nFluency is the Key!\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nA field trip to the library begins this instructional activity where children select their own books to practice fluent silent reading. They then practice their writing by creating a new ending to the story they chose before receiving a...\n
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Lesson Plan
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\n\"Letter\n\n
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\nCurated OER\n
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\nLetter Sound Fluency\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents practice letter sounds. In this phonemic awareness lesson, students practice saying each letter sound by playing a game. Students use index cards that have letters printed on them and say the letter sound. Students go as fast as...\n
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\n\"Climb\n\n
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\nClimb for Fluency\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders are introduced to the concept of fluency and are shown how a fluency chart is used. They listen to two sentences; one read with the fluency and the other with disfluent reading. They work in pairs to time each other while...\n
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Worksheet
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\n\"Assessment\n\n
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\nCurated OER\n
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\nAssessment for Conversation: Comprehension, Grammar and Fluency\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn this assessment for conversation activity, students are asked oral conversational questions by an instructor and assessed for comprehension, grammar and fluency.\n
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\n\"Up,\n\n
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\nCurated OER\n
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\nUp, Up, and Away With Fluency\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudent improve their reading fluency through the use of various strategies. After reviewing decoding and rereading strategies, students to complete a timed assessment of their words read per minute and record their progress after each...\n
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\n\"Zooming\n\n
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\nCurated OER\n
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\nZooming into Fluency\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nLearners read and reread decodable words in connected text. In this language arts lesson, students focus on improving their fluency to help them gain more meaning from the text. The story focused on is Arthur's Loose Tooth.  \n
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\n\"Up,\n\n
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\nCurated OER\n
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\nUp, Up and Away With Fluency\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nYoung scholars practice their reading fluency through the use of various strategies. After reviewing decoding and rereading, students complete an initial read of a novel text. Working with a partner, they complete a timed assessment of...\n
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\n\"Fantastic\n\n
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\nFantastic Fluency!\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nYoung scholars participate in repeated readings of an assigned passage to increase their reading fluency. They are assisted in their reading by seeing the words and hearing them read while working with a partner. After practicing, they...\n
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\n\"Running\n\n
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\nCurated OER\n
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\nRunning Towards Fluency\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nPupils practice rereading selected passages to improve their reading fluency. Working in pairs, students read and reread decodable, leveled passages. They are timed during each reading and graph and compare their results.\n
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\n\"Finish\n\n
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\nCurated OER\n
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\nFinish Line Fluency\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents practice repeated readings to improve their fluency. They read sentences to practice fluency and expression. They work in pairs using racetrack and racecar graphics to motivate their fluency improvement. They time one...\n
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\n\"Language\n\n
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\nCurated OER\n
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\nLanguage Arts: Fluency and Comprehension\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents increase fluency through repeated reading exercises. In groups, they practice reading sentences prior to reading the book, \"Jane and Bob.\" Individually, students read parts to the teacher who notes expression, smoothness, and...\n
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\n\"Get\n\n
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\nCurated OER\n
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\nGet on the Fluency Boat\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents increase their reading fluency through the use of various strategies. After reviewing chunking, decoding, and rereading, students complete an initial read of a novel text. Working with a partner, they read complete a timed...\n
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\n\"Did\n\n
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\nDid You Hear That? Sounded Like Fluency!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents work to improve their reading fluency. With a partner, they read sentence strips and reread them to make the sentence more fluent and meaningful. Then, with a partner, they read and reread stories together and track their...\n
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\n\"Role\n\n
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\nRole Playing for Fluency\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nLearners explore the benefits of rereading a story to increase their oral reading speed, fluency, and comprehension. They work with a partner reading the story \"What Will the Seal Eat?\" They time and encourage each other in each...\n
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\n\"Fast?\n\n
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\nFast? Fluency!\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents attempt to increase their reading fluency through multiple reads of selected text. After reading, they complete a one-minute fluency drill with the instructor. Students complete questions on what they read with the instructor...\n
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\n\""Beeing"\n\n
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\n\"Beeing\" Expressive: Growing Independence and Fluency\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nPupils practice independence and fluency in reading. They read and reread Honeybees until they become fluent. Students focus on expression while reading. Pupils read with expression while working on fluency. They read with a partner.\n
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\n\"Growing\n\n
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\nGrowing Independence and Fluency\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents continue to practice their reading in order to gain fluency and independence in their reading. With a partner, they practice reading a book three times noting how many words they can read each time. To end the lesson, they...\n
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\n\"Score\n\n
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\nScore With Fluency\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents increase their reading fluency through the use of various strategies. After a brief discussion of fluency and rereading, students complete an initial read of a novel text. Working with a partner, they read complete a timed...\n
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