Fluency that flies

Have your students been working hard on their reading skills all year? This week’s FREE tool is a table with fluency activities you can use to further student practice. Try activities like echo reading and choral reading to help students improve reading rate, accuracy, and expression as they repeat the cadence and expression modeled by their teachers and peers. The tool comes from What Really Works With Exceptional Learners,” a new publication available for pre-order now that cuts to the chase on what you need to know on a broad range of special education topics. CEC’s Tool of the Week is a free resource designed to support you in your special education practice. Subscribe and it’ll be automatically delivered to your inbox!  Get your Tool of the Week.   

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One comment

  1. I appreciate this list of activities that support the development of reading fluency in our exceptional students. I’d also like to share an activity I have used to increase my students’ reading fluency. iPad apps like SeeSaw record the student reading something fun such as Dr. Seuss books. I’ve used the following strategy with my struggling 4th grade readers:
    – I set up a “Recording Station” with my iPad and the SeeSaw app
    – I provided copies of various Dr. Suess books for the students to choose from.
    – I also provided a timer, so the students could monitor their reading time, usually 3-5 minutes of oral reading at a time.
    – The SeeSaw app is also a video recorder, so to minimize the distraction, I had the students set the iPad face down on the desk, virtually recording only the sound.
    -The student would, after completing his oral reading recording, save and replay the reading while listening to it through earphones, listening for how smooth and interesting the reading was, in effect self-analyzing the clarity of speech, the intonation of the rhyming words and rhythm while reading the Seuss books; basically asking themselves: Would I want to have this person read this story to me? Would I enjoy listening? (I had the students pretend they were reading the story to their younger brother/sister/cousin so they had a mental framework within which to work.)
    – After listening to the story, the student was encouraged to re-read the story again, listening again to the recording and self analyzing it. When they were pleased with the copy, we sat together and discussed what the student had worked on as he re-recorded the reading and what he took away from the practice.
    -I saw tremendous pride in their faces and reading attitudes as they progressed through their reading fluency, ultimately moving to stories and passages from their guided reading books.

    I hope this provides another method of improving fluency.