![]() If one student is volatile or touchy, put them with a classmate who has a calm, steady personality. Consider sociability and distractibility as well. Pair the students: Match students who read at about the same level. You’ll need two copies of each passage for each pair: one for the student reading and one for the listener/scorer. Often, reading passages of this type are available in the support materials to the grade-level reading program at your school. Locate and print out reading passages: Find passages that are somewhere between the student’s instructional and frustrational reading level. (You can find fluency trackers in a number of places, such as these free ones, or you can create your own using graph paper.) Steps to Fluency Tracker PracticeĬreate a tracker folder for each student: Use a letter-size manila folder, and staple in a data tracker for fluency scores. ![]() Repeated reading gives them the practice and reinforcement they need to build their literacy skills, the pairing creates a positive social element, and the fluency trackers simultaneously help them to self-direct, see their progress, and stay on track while working in pairs, when socializing is tempting. That combination has always served me well, but once I added in a third component-paired reading-I noticed that not only did the atmosphere in the classroom get a boost, but engagement improved and students got their work done more readily. When integrating repeated reading with fluency trackers, I often use a one-page passage: Students read the passage three times, graphing each attempt (first, second, and third) with a different-colored crayon. Reading a passage multiple times (repeated reading) scaffolds the student’s ability both to decode and to remember familiar words and syllable patterns, building their fluency and comprehension and fluency trackers give students agency and motivate them while giving me a quick read on their progress. Mark the score for the student's best timing in theįor students to track their own progress.In my teaching practice, I’ve long relied on two strategies to support my students’ literacy growth: repeated reading and fluency trackers (grids on which students record their fluency scores over time).Often, students need several timings to meet the target. ![]() Subtract the errors and skips from the total number read.Find the total number of sounds or words that the student read during the timing, including errors and skips, at the end of each row in the sheet.When one minute is over, say, "Please stop.".If the student reaches the end of the sheet before the time is up, they can restart at the beginning of the same sheet or go on to a different sheet of the same type until time runs out.If the student has trouble with a sound or word, tell them to skip it, and count this as an error. Every time the student makes an error or skips, tally it on a paper.Say, "Please begin," and start the timer.Put the sheet in front of the student and ensure that they know where to begin by placing their index finger on the first sound or word.Tell the student the target for the timing, which is in the upper right-hand corner of each sheet (for example, 40 words in one minute). ![]()
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