If you can, try to do it by things you can verify like the color of their shirt vs. so if/when you quick-check them, you can tell exactly what happened.ģ) Have students read the passage at their own pace (no timer!) and highlight the words with the word family the passage is focusing on as they read. I recommend always having the same symbol for the first time, second time, third time, etc. They could also just put a 1 and circle it signifying it's the first time they read it. For example, a little heart, a star, ], ), *, whatever right after the last word they read. When their timer has run out, have them put some type of symbol to show that is where they stopped. In fact, you might not be able to either so I suggest buying all blue 1 minute timers and all green 2 minute timers (or whatever colors) so you quickly know which is which. They look exactly the same so they won't be able to know the difference. It's also a great way to differentiate! If you want to use the same passage for all of your kids, give your low kids the 2 minute timer and your high kids a 1 minute timer. You don't want to give them a 1 minute timer and have them only get through the first line. I love that they are 2 minutes because, well, it's double the reading practice of a minute timer AND it allows those that really struggle the opportunity to read a lot farther. I grabbed these awesome TWO MINUTE timers for only $1 each at The Dollar Tree in a few different colors. Count the number of errors.This passage is from my Kindergarten Reading Fluency and Comprehension Passages but you could do this with any reading comprehension passage!Ģ) Give students a timer and have them cold read the passage.

After timer sounds, count number of words read.

Allows you to add or remove time from the clock. Also functions as a standard countdown timer. Fully customisable for both the number and length of each segment. (If student reaches the last word in the passage, s/he starts at beginning and continues reading). The Fluency Timer was specifically designed for faciltating Paul Nation's 4/3/2 fluency activity where speakers repeat their ideas under progressively shorter time constraints. Batteries included. They feature color-coded buttons and a safety lanyard. The purpose of this task is for students to build fluency in counting. A Great Tool For Timed Assessments And Time ManagementThese colorful timers count up, count down, and beep when time is up. (Mark text in increments of 10 or 20 to reduce time spent counting.) The teacher will give students a timer, and the students will race against the. A passage of 200 words is counted out in an instructional level text that the student has already read once, recently.Repeated Readings: The student reads the same text 4 times (on 2 different days).After several practice reads, the student reads the story without the tape to another person (teacher, parent, and so on). The student then practices reading the story with the tape. Taped Readings: A teacher/tutor records a story that is slightly above the student's instructional level.The focus is on improving phrasing and speed with text that can be read with very few errors. Easy Reading: The student reads text at his/her independent level.

These methods are most appropriate for students reading at the 1.2 level and above (Morris, 1999). There are three well-known methods for helping students improve their reading fluency. With instruction, time and practice, fluency gradually improves. Beginning readers operate, by definition, primarily at the 'disfluent' end of the continuum.

Research has shown that there is a close relationship between fluency and comprehension (National Reading Panel Report, 2000).įluency develops along a continuum. Fluency is the ability to read text with satisfactory accuracy, speed, and expression, (attention to punctuation and intonation).

Fluency timer