This document discusses fluency in language, reading, and writing for 2nd and 3rd grade students. It provides information on developing reading fluency through repeated oral reading and modeling. Assessments for measuring reading fluency include QRI, CBM, DIBELS. Interventions like repeated reading with error correction are recommended. The document also covers developing phonic spelling skills and assessing/supporting struggling writers with modeling of the writing process.

1. Fluency
2nd and 3rd Grade
Susie Hayes, Anthony Flemmons,
Catie Hanson

2. Language of Learning
Aware of audience and intent when speaking
Converses with a variety of audiences (teachers, peers)
Uses tone, gestures, pace, intonation to enhance meaning
Uses language to cooperate with peers
Uses vocabulary specific to the task
Retellings are logical, sequenced, on topic
Predicts and recalls

3. Reading Fluency
➔ Decoding and word recognition
automatic
➔ Reading Speed increases
(90-110 wpmc)
➔ Phrasing and expressiveness
improves
➔ Able to concentrate on the
message

4. Reading Fluency Instruction:
● Improves accuracy, fluency, and
comprehension.
● Repeated oral reading techniques are
found to be most effective.
● Oral reading with modeling and/or
corrective feedback are most effective.
● Sustained silent reading shows no proof
of improved reading.
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5. Assessments for Reading Fluency
● Qualitative Reading Inventory- 6th Edition (QRI-6)
● Curriculum Based-Measurements (WPMC)
○ AIMSweb
○ Fastprobes (Fastbridge Learning)
● Woodcock-Johnson IV Diagnostic Reading
● DIBELS: Dynamic Indicators of Basic Early Literacy
Skills

6. Interventions for Reading Fluency
Repeated Reading With Error Correction
Think Alouds (3rd-8th grade)
Paired Reading (4th-8th grade)
Word Attack (1st-3rd grade)
Decoding (1st-2nd grade)
Reading to learn (4th-8th grade)

7. Phonic Spelling
➔ Spelling by Pattern
➔ Stage one of spelling development
➔ Understands that the same sound can be made
by different letters
➔ Understands that different sounds can be
made by the same letter
➔ Understands open and closed syllables in
one-syllable words and when adding endings.
➔ Silent letters
➔ Understands some syntax endings
➔ R-controlled vowels in one syllable words
➔ R-influenced vowels

8. Interventions for Phonic Spelling
➔ Slash and Dash Method used for
students in Middle School and High
School
◆ Words that should be used for
the slash and dash method:
● Grade level Vocabulary
● Polysyllabic words
● High value words
● Descriptive words for
creative writing
assignments.

9. Basic Narrative Writing
● Uses basic sentence patterns
● Statements
● Questions
● Interrogatives
Joins sentences, often overusing “and”
Generally capitalizes beginning of
sentences
Inconsistent punctuation—periods,
questions marks, exclamations
Usually uses consistent tense and correct
subject-verb agreement
Titles work appropriately
Writes in first or third person
Begins to use narrative form (e.g., follows
Story Grammar Plot)
Includes many details, time sequence in
narratives
Proofreads for spelling and word choice

10. Writing Fluency Assessments
➔ Curriculum Based Writing Probes
◆ 1 Minute to think
◆ 3 Minutes to write
◆ Teacher is able to look at
specific areas the student is
struggling in writing
◆ After determining what area the
student struggles, teachers can
develop what type of
interventions should be used for
the student

11. Interventions for Struggling Writers
● Modeling should be used when teaching
struggling learners
● Teachers should focus on teaching the
writing process when teaching struggling
learners
○ Model the writing process by think
alouds and guided practice
○ Providing rubrics and visual
frameworks as organizers for
students.
The Writing Process
● Prewrite- Planning what to write
● Draft- Writing a first draft
● Revise- Changing things in writing to
make it better
● Edit- Checking the writing
● Publish- Writing the final draft