Rebekah E. Piper
Laurie A. Sharp, Ed.D.
Roberta D. Raymond, Ed.D.
Mary Jo Fresch
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texts that help compensate for a reader’s limited background knowledge while concurrently expanding his level of background knowledge?
Since fluid reading relies on accuracy, the proposed plan begins here. To establish and ensure successful word recognition, passages are presented in a two-version format. The first secures the specific vocabulary to be addressed. In this initial phase, technical words are highlighted and, as need be, taught in isolation (explicit phonetic instruction).
Next, the teacher must offer non-fiction texts supporting the cycle of automatic word recognition, improved fluency, developed background knowledge and enhanced reading comprehension. To achieve this, the materials need to increase sequentially in depth of content (schema) and word level (recognition and meaning).
1) Choose a non-fiction topic (Main Idea) and supporting details (Scope and Sequence). Match the topic to student interests whenever possible.
2) Use a science textbook passage one year above current reading level.
3) Working backwards, continually simplify that content to reach a reading level one year below student ability. Begin instruction here.
4) Provide each paragraph in a two version format (see sample below):
a. For version one, color-code a few words and practice them in isolation as explicit decoding tasks. Using standard fluency activities, chorally read the passage stressing sentence flow, tone, phrasing. Continue until the student can independently read the passage with ease.
b. Next, present the same paragraph without color-coding (Version Two). Practice varied repeated reading tasks (teacher led choral reading, shared student reading, etc.). Student performance should be fluid.
c. Continuing this process, introduce the next color-coded passage. Again, confirm/instruct word accuracy. Use repeated reading /fluency tasks (choral reading, partner reading) until student independence is attained. Then, as before, present the matching non-color-code passage (version two). At this point, independent oral reading should be fluid.
d. Finally, combine each of the version two (non-color-coded) passages. Practice the longer text as group fluency tasks and independently. The student should demonstrate fluid oral skills, enhanced word recognition and, most importantly, an expanded fund of background knowledge.
Examples of Non Fiction Reading Passages for Fluid Reading
The following is a series of nonfiction passages developed according to the procedure outlined above. The texts lend themselves well for repeated reading activities. The goal is to simultaneously build fluency (word recognition, tone, phrasing) and background knowledge, and given an expanding fund of knowledge, to positively impact comprehension.
There are many kinds of plants. The first plants were small. They did not have flowers. Over time, the number of plants grew. Today, there are many different kinds of plants. Most of them have flowers but some of them do not. They are nonflowering plants.
There are many kinds of plants. The first plants were small. They did not have flowers. Over time, the number of plants grew. Today, there are many different kinds of plants. Most of them have flowers but some of them do not. They are nonflowering plants.
There are many kinds of plants. The first plants were small and did not have flowers. Over time, the number of plants grew. Today, there are about 400,000 kinds of plants. They might be simple ferns or huge redwood trees. There are scientists who study plants. They find new ones all the time. They divide plants into two main groups: flowering and nonflowering. Flowering plants make up about 90% of all plants.
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