For 1st Grade - Melody STEM

Fluency

Passages

{Levels E-J}

for 1st Grade

Set #1

Created by: Aylin Claahsen

Teacher Notes:

There are so many aspects to teaching reading and fluency is just another part of helping readers grow. As student fluency increases,

so does their comprehension. When students are reading at just the right pace, they are able to pay attention to the text better. If

they are reading too slow and disjointed, it is hard for them to focus on the text. If they are reading too fast, they are rushing and it¡¯s

again hard to capture meaning from the text. Fluency is more than just speed- it focuses on accuracy, expression, smoothness and

pace. The purpose of this pack is to help students develop their fluent reading skills. The goal is not to be the fastest, but in general to

increase their score for each passage while reading smoothly, paying attention to meaning and pausing when they should. These should

also be a confidence booster for kids as they see improvement and feel capable as readers!

This pack is specifically made with 1st graders in mind. It aligns with F&P Levels E-J. The passages can also be used for advanced

kindergartners and struggling older students. The end of the year 1st grade fluency goal (according to AIMSweb) is 60ish words. These

passages, you will notice, are much longer. Students aren¡¯t expected to read the entire passage. The goal is that they improve during

each repeated reading of the passage. The passages will hopefully be interesting and readable for the ability level of the child. My little

readers have loved them and I hope yours do too! I am so happy with the fluency growth they have made throughout the year using

these passages!

Posters/Mini Posters (p. 6-7): This pack also includes a poster + mini posters for you to use to introduce/review fluency. I use this along

with me verbally showing 3 different version of how to read (slow, too fast, just right). We then discuss which way is better and what I

did right/wrong. I keep the mini version taped into each student¡¯s folder as a reminder for them too. Just print/copy these as needed!

I leave the fluency poster by our guided reading table to review with students before/after they read- the mini posters in their

folders can also be used for this.

Fluency Folder Tracking Sheet + Awards (p. 8-10): I also included two tracking sheets (p. 8/9) that I use to view overall how each student

is progressing with each passage. I like this because I can see how they did on each passage all in one place. You simply will make a copy

of either page for each student and keep it in your data binder (or wherever you like!). (One includes a comprehension check column

while the other does not. )The awards (p. 10) are just a nice little confidence booster for students. I recommend just sending these

home randomly throughout the year when students are showing improvement in their fluency! Refer to p. 11/12 for more specifics on

both of these!

Comprehension Questions (p. 14): Though the true purpose of these passages is fluency, I included a list of two comprehension

questions/passage that can be asked as a follow up to reading. These can be asked after any of the 3 readings, but, you may want to

wait until the last reading so that the reader will hopefully have read the most during that reading. (If you are doing a timed 1 minute

reading, please keep in mind that the reader may not know the answer to both questions from not reading far enough. Do not hold this

against them! ) These are simple questions that will provide you with insight to the reader's understanding of the text. Simply have

readers verbally respond to each question, or, if you want documentation of their responses, have them reply in a journal! All you need

to do is print this page for a reference to use with each child.

AC 2015

Teacher Notes:

Fluency Folders- Have students bring up their fluency folders when you are ready to assess them. Within the folder, they should have

copies of each passage. I put the Fluency Folder cover (p. 15) on the front of the folders. Then, I make a copy of the b&w passages

(2nd page of each passage) and put them in each student¡¯s folder at the beginning of the year. This is the version that you will mark up.

After the 3rd read, students will also be marking on this page to do the fluency check + fluency goal. I personally use 3 different

colors for each day to mark any errors. Example: Day 1- pencil, Day 2- blue pen, Day 3- green pen. Since not all students are reading at

the same level, you do not necessarily need to copy ALL passages for each student. Take a look at the level provided on p. 11 and decide

where you want your students each to begin.

*If you don¡¯t want to use a folder for each student, you can instead just staple the cover to the front of the passages for each

student. If you have parent helpers in your classroom, this is a great activity for them to do as well. The individual fluency folders are

a great resource where you have everything all in one spot so you can compare their growth over time easily. They are perfect to

show parents/use in RTI decision meetings, etc! {Please refer to p. 4-5 to see the teacher/student version in action and to see exactly

how to use it!}

**I recommend laminating the student versions of each passage (full page color version) and keeping them all in a binder. This is simply

the copy that will be placed in front of each student as they read to you. {Each student will use the same copy.} You¡¯ll be able to tell

where each student is because they¡¯ll have that info within their fluency folder!

Fluency Fun: 2 options

*This pack can be used in more than one way, please choose what works best for you & your readers!

Option 1: A timed, 1 minute reading- the student is reading the passage via the student version (full page with color) and you are writing

how many words they read on the teacher page which is b&w. This option is best for those that are struggling/average- otherwise

having them read the whole thing would take WAY too long! The goal for this option would be to improve # of words read each day!

Option 2. A timed reading by the student using a stopwatch (beginning at 0:00). If a student is already pretty fluent, you can have them

read the entire passage and try to beat their time with each repeated reading. The goal for this option would be to have a lower time

each day! (Going from 1 min for the 1st read, to 54 seconds for the 2nd read, to 51 seconds for the 3rd read).

*When students are reading, if they are majorly struggling on a word, I give them 3-5 seconds to figure it out. If they still don¡¯t get it,

then I tell them the word (mark it as an error) and get them to move on. I want the students to keep on moving and not lose their

confidence, so it is important to me to do this!

**You can also schedule this however it works best for you. You may want to see the same student 3 days in a row, every other day, or

from week to week, etc. This is totally based on what fits into your schedule and how many students you have in your class. You are

only seeing each child for a minute, but your goal should be to have a fluency score each month for each child. (Of course more often is

fine too!) :) I personally do this during guided reading groups- while students are rereading a text for the first few minutes, one

student has their fluency folder with them and they are reading me one of the passages. I just try to make sure to see the same

student for their three readings all in one week so the passage is still familiar to them and you can then see growth!

AC 2015

Individual Fluency folder

for each student

This pack in action!

Student copy

of the

passage

Teacher copy that I mark

up. Student then does the

fluency check + goal

after the 3rd reading. This

is within each student¡¯s

fluency folder.

I have my students sit

across from me at our

guided reading table. In

front of the student is

the student copy. I

have the teacher copy

in front of me, ready to

be marked up!

AC 2015

Setting it all up- teacher copy:

Total # of

words

per line

Fluency Fun:

You will fill this box

out during each

reading. I list the # of

words read

correctly (or time if

you are doing that

way), as well as the #

of errors.

Fluency Check:

Students will check

the boxes for

anything that is true

of their reading.

{They will most likely

only be choosing

one of the 1st 3

boxes.}

Fluency Goal:

Students will write

one goal based on

the things they did/

didn¡¯t check off. I

then always

discuss this and

their scores with

the students!

Students complete the Fluency Check and goal after the 3rd read. This is a great time to take an

extra minute to conference with your little readers. You can learn so much about them as a reader

in just a short time!

AC 2015

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