Fluency Do Passages

Meliorate reading speed and accuracy with repeated readings of Fluency Practise Passages. Students orally read passages designed for one-minute readings several times with appropriate expression and smoothness to increase reading charge per unit, resulting in improved focus on comprehension. View our Fluency Standards Table for additional information about recommended reading rates.

  • More About Fluency Practice Passages

Why Use Fluency Practice Passages

Fluency is a key foundational skill that helps students read complex text with greater understanding. When students read with accuracy and expression at an appropriate reading rate, their fluency supports their comprehension. Repeated reading practice with brusque passages improves word recognition and automaticity.

How to Employ Fluency Practice Passages

Passages are provided from Levels F to Z and are original fiction or nonfiction text that tin be used for one-on-one reading, independent timed reading, or partner timed reading.

  • I-on-1: Read the Fluency Assessment Passage to the pupil so she or he can hear fluent reading. Have the student read the passage. If the student gets stuck on a word, read the word and accept her or him repeat it.
  • Independent Timed Reading: Take a pupil commencement a stopwatch as she or he begins a passage, and end it at the terminate of the passage. The student can tape the words per minute and reading fourth dimension on a chart or graph.
  • Paired Readings: Ane partner times the other partner reading a passage. At the cease of one minute, the partner with the timer says, "End" and circles the terminal word read. This partner and then marks the number of words read on the table at the bottom of the page. After several readings the partners then switch roles.

Timed Reading Procedures

You lot will demand:

  • Two copies of the cess passage—i for the student and one for the instructor
  • Stopwatch or clock
  • Pencil
  • Clipboard (and so students will not come across what yous are writing)

Administer a one-minute reading, starting the stopwatch when the pupil begins the first discussion of the passage (the student will not read titles). Tell the educatee that if she or he has trouble (struggling for more than 3 to 5 seconds), yous will say the word so she or he tin can keep reading. After one minute, say "Stop," stop the stopwatch, and circle the last word read.

During the reading, resist the urge to correct mistakes. Mistakes and cocky-correction will be deemed for in the score. If the student has farthermost difficulty, stop the test. Reassure the student that she or he will redo the assessment after further reading practice. You should select a lower level passage for the side by side cess.

Follow along on your re-create give-and-take by word with your pencil. Make a slash ( / ) through any words the educatee misses or cannot read without help. Mark a dash higher up words skipped. Errors include:

  • Skipped words
  • Mispronounced words
  • Word substitutions, including incorrect forms of the word
  • Words in the wrong guild; both or all words are counted every bit incorrect
  • Struggling that lasts for 3 to 5 seconds, or more than

The following are not considered misses:

  • Added words
  • Varying pronunciation due to accent, dialect, or spoken language impediment
  • Repetitions in which the wording is correct
  • Cocky-correcting a mistake; the word is scored as correct.

Timed Reading Scoring

  1. Write the student's goal rate in the box provided.
  2. Count the full words the student reads in 1 minute using the words-per-line totals listed in the margin. This is the pupil'due south words-per-minute (WPM) rate. Write this in the chart at the bottom, forth with the appointment of the reading.
  3. Count the number of errors (slashes). Record the number in the "Errors" line for the read.
  4. Subtract the number of errors from the total number of words read to find the words right per infinitesimal (WCPM).
  5. Carve up the words correct per infinitesimal (WCPM) by the words per minute (WPM) and multiply this result by 100. This is the student's Accuracy/Reading Rate percent.
  6. Record this number in the box.

After about four to six readings, students should achieve the target words right-per-minute (WCPM) standard for their grade level with an Accuracy/Reading Rate of 90 to 95 pct.

Example:

Words Per Minute (WPM): 60
Errors: half-dozen		 Words Correct Per Minute (WCPM):
60 – 6 = 54		 Accuracy/Reading Rate percentage:
54/60 = 0.9
0.ix x 100 = 90%

Showing 169 of 169 Passages

169

  • F
Level F

Day at the Embankment, A

Practise Passage, Lexile 220L

Good Things to Do

Practice Passage, Lexile 200L

I Motility

Practice Passage, Lexile 260L

Mother'southward Day

Practice Passage, Lexile 270L

Sam's Diary

Practice Passage, Lexile 360L

Squares

Practice Passage, Lexile 160L

Tree Houses

Practice Passage, Lexile 160L

What Day Is It?

Practice Passage, Lexile 260L

  • One thousand
Level 1000

Ants

Exercise Passage, Lexile 310L

Can You lot Run into?

Practice Passage, Lexile 370L

Eggs

Exercise Passage, Lexile 240L

I Went for a Walk

Practice Passage, Lexile 230L

Pink Lady, The

Practise Passage, Lexile 210L

Snakes

Practise Passage, Lexile 280L

Spider and Fly

Practice Passage, Lexile 270L

Starfish

Practice Passage, Lexile 230L

  • H
Level H

How We Gloat

Do Passage, Lexile 340L

Making Limestone

Practice Passage, Lexile 280L

May'southward Grunter

Exercise Passage, Lexile 240L

Nature's Toothbrush

Practice Passage, Lexile 280L

Bounding main, The

Practice Passage, Lexile 290L

Some Animals

Practice Passage, Lexile 260L

Exam Questions

Practice Passage, Lexile 430L

Tiny

Do Passage, Lexile 270L

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