B. Utilize fluency strategies

1. repeated oral reading
2. practice reading (various genre and lengths)
3. anticipate meaning
4. re-read (same text)

Minibeasts and Reading Strategies
Students will use context clues, sentence structure, and phonetic cues to identify words.

History Comes Alive: Using Social Studies to Improve Fluency and Comprehension
Researching history to create a script for a play integrates social studies and literacy in an authentic and meaningful way. In this lesson, which is also appropriate for the second grade, students learn about Benjamin Franklin’s life and his inventions. Students then use this information to follow the steps of the writing process and create a script. The script is used to develop fluency through Readers Theater practice, before students audition for their favorite parts. Once parts are assigned, students practice their lines, create props, design costumes, and generate sound effects. Finally, students perform their play before an audience.

Writing a Movie: Summarizing and Rereading a Film Script
Writing a Movie develops skills in viewing, descriptive writing, and fluency. Students view a videotape or DVD of a film segment (5 to 10 minutes) that has a great deal of action and little or no dialogue. Suggested films include the first 10 minutes of Indiana Jones and the Last Crusade, E.T.: The Extra-Terrestrial, and The Lion King. After viewing the segment, students write a descriptive summary of the scene. Students then have an opportunity to improve their reading fluency as they reread their script expressively. As a final project, students give a performance in which they read their written summary while showing the film in the background.
 

Developing Reading Fluency:  Direct and indirect approaches to developing reading fluency are reviewed.

Before and After Reading Activities for Guided Reading: This offers ideas for before and after reading activities.

Reading Instructional Philosophy and Teaching Strategies: This site has ideas for activities before and after reading.

Help Reluctant Silent Readers Read to Learn: This site offers strategies to help reluctant readers silently read for meaning.

Teaching Students to Self-Evaluate:  Here a printable checklist for self-evaluation during reading.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Read one's own writing and possibly some simple, brief narrative texts and begin to produce phonemes appropriately; D: Read simple narrative and expository texts with some elements of appropriate voice and expression; E: Read narrative and expository text with appropriate timing, voice, and expression.
E/B: Recognize and produce English phonemes students already know and morphemes in simple phrases and possibly sentences; D: Recognize and produce frequently heard synonyms and homographs; E: Understand most frequently heard synonyms, antonyms, and homographs.
D: Identify similes and metaphors in simple literature; E: Explain use of figurative language (i.e. similes, metaphors).
E: Understand roots and affixes to derive meaning from literature.
 

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