Session 5

DIRECT FLUENCY INSTRUCTION FOR

DEVELOPING INDEPENDENT READERS

Online Training Session Guide

on Literacy Instruction

Prepared by:

MA. RITA TERESA V. RIÑOZA

School Principal IV
Objectives
At the end of the session, teachers should be able to:

1. Define fluency and its critical attributes;

2. Explain the importance of automaticity and fluency in the reading process;
3. Identify and demonstrate different fluency building strategies effective for
developing reading fluency;
4. Describe the elements that have been most effective for developing reading
fluency

Key Understandings
Fluency is the ability to read with speed, accuracy, and proper expression. It is
an important aspect of reading because it is one of the critical building blocks of
reading and that it is directly related to comprehension. Students who have
reading difficulties have significant problems in fluency and continue to be slow
readers in adolescence and adulthood (Shayuvitz, 1996). Moreover, slow word
reading, according to Perfetti, interferes with automaticity and thus impairs reading
comprehension.

In recent years, it is encouraging to note that researchers and practitioners have

begun to focus increased attention on fluency and its contribution to reading
success. Hence this module focuses on the broad definition of fluency, the
importance of fluency, and the factors that affect its development. It also provides
some effective fluency building activities as well as monitoring student’s progress.

Steps in Providing Fluency Instruction:

 Measure student’s fluency
 Set fluency goals for individual students
 Select appropriate text for fluency building instruction
 Model fluent reading
 Provide repeated reading opportunities with corrected feedback
 Monitor student’s progress

Direct fluency instruction involves modelling and practice with repeated reading
under time pressure. The teacher should use most of her allocated reading
instruction for direct teaching of reading skills and strategies. Direct instruction is
especially important for readers who are struggling.

Materials Time Allotment

 Lecture video 1 hour and 30 minutes / 90 minutes
 Laptop
 Internet connection
Alignment to the PPST
 Zoom

2
References

Module II: Teacher As Facilitator, National English Proficiency Program (NEPP)

file://F:/Fluency_slide%20reference.pdf

https://www.readandspell.com>fluency-strategies-for-struggling-readers

www.understood.org>instructional-strategies/7ways-to-improve-reading-fluency

9 Best Choral reading images/pinterest.ca

Procedure

Introduce the session by saying: “Good ______ everyone. I am __________ of

____________. Welcome to session 5. Our topic for this afternoon is on “Direct
Fluency Instruction for Developing Independent Readers”. This session focuses on
the broad definition of fluency, the importance of fluency, and the factors that affect
its development. It also provides some effective fluency building activities.
Our resource person for this session is Mrs. Ma. Rita Teresa V. Riñoza from SDO-
Dagupan City, Region I. Before we start, let us take note of the following session
objectives. (Present the abovementioned session objectives to the participants.)

This will be done using the Zoom breakout room in. To do this as a
host you can find the breakout icon below, click it and just follow the
instructions. After five minutes you have to go back to the plenary for the
reporting.

PRIMING ACTIVITTY: Anticipation Guide (5 mins)

Directions:
1. Divide the big group into 3 small groups.
2. Show the anticipation guide from the powerpoint presentation.
3. Each group should choose a Facilitator (to facilitate the discussion) a Recorder
(to record what transpires in the discussion) a Reporter (to report to the big group
the output.
4. In their breakout rooms, they have to discuss their responses to the statements
whether they “agree” or “disagree”.
5. The group should come up with a consensus.
6. The reporter will be given 2 mins. to report in the big group.

ANTICIPATION GUIDE:
1. Having good reading fluency helps a reader to have good comprehension.
2. Increased amount of decoding instruction would automatically lead to
improved fluency.
3. Skilled readers examine closely most of the words they encounter.
4. Fluency and automaticity are the same.

3
 5.Between repeated monitored oral reading and Independent silent reading, the
former improves reading fluency in the overall reading achievement.
6. Round robin reading during which students take turns reading a few sentence
or a paragraph is one of the least effective practice configurations for students
striving for reading fluency.

Note to the facilitator: Checking of answers will be done before the end of the
session as post-discussion assessment

Probable Answers:
1. Agree - Studies have shown that gains in fluency appear to lead
to improved comprehension. (NAEP)
2. Disagree - While automatic word recognition ensures fluent
readers and can accurately and effortlessly decode text, it does
not account for the ability to make oral reading sound like oral
language. It is implicit that fluency involve reading with expression
or prosody. Fluency is composed of three elements (accuracy,
rate, expression) Affluent reader does all three.
3. Disagree - Skilled readers instantly and accurately read on sight.
Thus they are able to focus their attention on understanding the
text.
4. Disagree - Automaticity refers only to accurate speedy word
recognition, not with expression therefore, automaticity is
necessary but not sufficient for fluency.(NIFL, 2001, p 24)
5. Agree - Research indicates that the best strategy for developing
reading fluency is monitored oral reading.
On silent reading – research has not yet confirmed whether silent
reading with minimal guidance or feedback improve reading
achievement and fluency.
6. Agree - Round robin in itself does not increase fluency. This
maybe because students only read small amount of texts and
they usually read this small portion only once.

Activity I : (10 mins)

This will be done using the Zoom breakout room in. To do this as a
host you can find the breakout icon below, click it and just follow the
instructions. After five minutes you have to go back to the plenary for the
reporting.

 Divide participants into 3 small groups

 Show the activity cards and give participants ten minutes to accomplish
the task.

4
 Fluency
Activity 1
_____________
_____________
Brainstorm what you know _____________
about oral reading fluency. _____________

GROUP I:
 Read and think about the questions.
 Describe what the concept is
 Make comparisons of what it is like and what it sounds like.
 Draw a picture to illustrate the concept.
 Show it to the whole group.

GROUP II:
 What does the word fluency remind you of?
 Connect the word with something similar that you have seen
and heard (e.g. song, poem, etc.)
 Share it to the whole group.

GROUP III:
 What comes to your mind when you see and hear the word
fluency?
 Describe it. Use simile and metaphor.
 Fill in the chart:
What I see What I hear
e.g. as quick as lightning e.g. chirping of the birds

ANALYSIS:
1. What did you learn from the activity?
2. What helped you understand the different concepts?
3. What commonalities do these show?

5
DEEPENING OF THE CONCEPT: (25 mins, video presentation)
This will be done using the Zoom Share Screen which is found at the bottom
of your screen, click the arrow up and choose share computer sound. Then click
share, you are now sharing the video.

Note: Just make sure that all your needed presentations and video are ready
and open for sharing.

Say: We will deepen our understanding on Direct Fluency Instruction thru this
video lecture/demo from Ma’am Teresa V. Riñoza. Before watching the video take
note on the focus questions and will try to answer them after watching the video.

Focus Questions:
1. What is fluency and its critical attributes?
2. What is the importance of automaticity and fluency in the reading process?
3. Why should teachers provide fluency instruction?
4. What are the steps in providing fluency instruction?
5. How to help students become fluent readers?

Viewing of the Video Presentation

Answer the Focus Questions

ACTIVITY 2: (15 mins)

 Divide participants into 3 small groups
 Show the materials
 Each group will have to brainstorm, plan and rehearse for 10 minutes.
 Group presentation

ANALYSIS:
1. How do you find the activity?
2. What helped you prepare for the presentation?
3. What activities did each group engage in?

DEEPENING OF THE CONCEPT: ( 20 mins, video presentation)

This will be done using the Zoom Share Screen which is found at the bottom
of your screen, click the arrow up and choose share computer sound. Then click
share, you are now sharing the video.

Note: Just make sure that all your needed presentations and video are ready
and open for sharing.

Say: We will deepen our understanding on Direct Fluency Instruction and

Interventiion thru this video lecture/demo from Ma’am Teresa V. Riñoza. Before
watching the video take note on the focus questions and will try to answer them
after watching the video.

6
Focus Questions:
1. What is direct fluency instruction?
2. How can fluency be taught explicitly?
3. Why is direct fluency instruction important?

Viewing of the Video Presentation

Answer the Focus Questions

APPLICATION: (10mins)
After knowing the strong connection of fluency to comprehension, what then
would teaching of fluency be like? Complete the statement.

Teaching fluency is like _____________________

Because __________________________________

Answer the Anticipation Guide

CLOSING: VIDEO PRESENTATION (5mins)