Showera's List: CAFE - Fluency Videos

In this video, Gail and Joan are meeting with Rachel, a fourth grade teacher. Rachel has just finished her assessments and is concerned about a few students who read accurately, but haven't mastered fluency yet. After sharing that they have been trying the strategy of read and reread with a partner, Rachel decides it may be time to layer on another strategy to help these readers begin to read smoothly and expressively.

"Here is the passage. When I say go, read it as fast as you can." When we began teaching, this is what our idea of fluency was. It was all about speed, even though as early as 1908, Huey reported that fluency was reading aloud with accuracy, appropriate speed, expression, and comprehension. Now we understand and endeavor to impart to our students the true meaning of fluency.

In this video, Christie introduces the fluency strategy Adjust Reading Rate to a small group of 4th graders. She emphasizes the importance of the strategy in helping to boost comprehension as well as fluency. Christie does a great job of teaching this strategy simply, yet explicitly, providing meaningful instruction for her students and for those of us watching her as well.

Regardless of the grade we teach, we always have students who need to work on fluency. This lesson is simple and effective when done whole group, small group, and even during a one on one conference.

Kelly accepts feedback from her first graders as she models reading fluency and the importance of adjusting rate while rereading. These students understand that fluency isn't about reading fast, but about making our reading smooth and expressive, so it sounds like a real conversation

In this video, Kelly reviews Chloe's reading goal of fluency and the strategy back up and reread.

Watch what happens to Chloe's pace when Kelly asks her to go back and reread to make the reading smooth. After that little reminder, Chloe moves from robot reading to the fluent pace of a proficient reader.

Kelly sends Chloe off to practice the strategy of rereading to make it smooth. She will continue to confer with Chloe on fluency, utilizing back up and reread as a goal and strategy until she sees Chloe using this strategy at least 4-5 times without teacher prompting. At that time she may add a new strategy,gradually phasing out back up and reread from her conference focus.

Take note of the length of this conference. Kelly is very aware of brain research and keeps her conference targeted, providing specific, focused instruction that is perfectly suited for what Chloe needs at the moment.