Module 7

TEACHING OF READING

FLUENC
Y
Prepared by: Lanlie I. Abad BEED 3A
 FLUENCY
This is the ability to read a text
accurately, smoothly, quickly, and
with expression.
 FLUENCY
Fluency also requires comprehension.

To be termed "fluent reader" with a particular text,

an individual must be able to read effortlessly, use
expression, and read and recognize words quickly.

A fluent reader has a good knowledge of

vocabulary and good word identification skills.
 The following activities can
improve fluency:

a. ) Reading with a model reader

b. ) Choral reading
c. ) Tape-assisted reading
d. ) Readers' theater
e. ) Partner reading
READING WITH A
MODEL READER
The model reader can be a teacher, another
adult, or an older student.
Example:
 CHORAL READING
In choral or unison reading, students read along as a group
with the teacher (or another fluent reader). Students follow
along as teacher reads from a book. For choral reading,
choose a book that is not too long and that can be read
independently by most students.
Example:
 TAPE-ASSISTED
READING
In tape-assisted reading, students read along in their books as they
hear a fluent reader read the book on an audiotape. For tape-assisted
reading, you need a book at a student's independent reading level
and a tape recording of the book read by a fluent reader at about 80-
120 words per minute. The tape should not have sound effects or
music.
 READERS' THEATER
This is rehearsing and performing before an audience of a dialogue-
rich script derived from a book. In readers' theater, students rehearse
and perform a play for peers or others. They read from scripts that
have been derived from books that are rich in dialogue. The critical
aspect of the exercise is that students read the text repeatedly until
they can recite it fluently and with prosody.
 Theaters' Reading "Katy Grows Up"

Readers: Narrator 1, Narrator 2, Katy, Frog, Snake, Spider, Bird, Butterfly

E Narrator 1: A small caterpillar named Katy lived in a tree. She crawled on the branches and
munched on the leaves.
X Narrator 2: She wondered what she would be when she grew up.
Narrator 1: One fine day, she met a frog.
Katy: When I grow up, what will I do? Will I hop like a frog? Will I be just like you?
A Frog: Oh no! You will not be a frog like me. I have very long legs that help me hop high off the
ground.
M Katy: When I do grow up, can we play?
Frog: Of course we can!
P Narrator 2: Katy walked on and met a snake.
Katy: When I grow up, what will I do? Will I slide like a snake? Will I be just like you?
L Snake: Oh no! You will not be a snake like me. I move my body from side to side as I slide over
the ground.
E Katy: When I do grow up, can we play?
Snake: Of course we can!
Narrator 1: Katy walked on and met a spider.
 PARTNER READING

In partner reading, paired students take turns reading aloud to each

other. For partner reading, more fluent readers can be paired with
less fluent readers.
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Thank you for listening!