READING FLUENCY
Reading Rockets defines reading fluency as "the ability to read a text accurately, quickly, and with expression." Teachers might not consider it an important part of the language arts curriculum, at least from what I have witnessed, but it is a significant sub-set of the five blocks of reading. The other four include phonemic awareness, phonics, vocabulary development, and comprehension.
While reading fluency is traditionally seen in the primary level (KG to Grade 3) classroom, it is also useful in the junior grades (Grades 4 to 6). Reader's theatre, for example, is one strategy that works well across the grades and that students continue to enjoy. The table below is useful when thinking about how to teach reading fluency across the years. For KG and Grade 1 classroom, I will be adding a phonics section in the future to go over instruction around letters and letter sounds.
While reading fluency is traditionally seen in the primary level (KG to Grade 3) classroom, it is also useful in the junior grades (Grades 4 to 6). Reader's theatre, for example, is one strategy that works well across the grades and that students continue to enjoy. The table below is useful when thinking about how to teach reading fluency across the years. For KG and Grade 1 classroom, I will be adding a phonics section in the future to go over instruction around letters and letter sounds.
KG- Grade 1 |
Grades 2-3 |
Grades 4-6 |
Going Beyond |
Cunningham Decodable Texts Heggerty Jolly Phonics Letter Sounds Sight Words Word Families |
Fry's List Repeated Readings Reader's Theatre Running Records Sigh Words Spelling Word Families |
Partner Reading Reader's Theatre Spelling |
Reader's Theatre Spelling |
DECODABLE TEXTS
Decodable texts are based on the Orton-Gillingham phonics instruction (Reading A-Z) that aims to support struggling readers. Most of the focus when using decodable texts is to decode (most obviously) the text based on the phonics instruction. Therefore, decodable texts are really necessary when students are just learning letter sounds and CVC words. As such, the focus on reading comprehension is not necessarily a key factor. This is because most decodable texts do not directly help in building those reading comprehension skills. While reading comprehension can be added as a part of the decodable text, the underlying objective is to get students to decode words in the text, using various fluency strategies (e.g. segmenting/blending).
Some researchers claim that decodable texts do not work (Pressley & Allington, 2015), noting that there are few differences in students who learn with and those that learn without decodable texts. They also noted no difference between using decodable texts rather than predictable texts. Hiebert & Sailors (2009) define predictable texts as a way "to support beginners' reading success through pictures and linguistic patterning, such as rhyme and repetition" (p. 28). However, Pressley & Allington (2015) mention that Adams (2009) supports the use of decodable texts in the kindergarten years, but not later on. Furthermore, decodable texts should be introduced with variety, using "high-frequency words that are likely already known in the spoken form by the young readers, while other words that may be unfamiliar" (Pressley & Allington, 2015, p. 180). At the same time, Foorman, Fletcher, & Francis (1997) argue that "there is a period during the beginning reading instruction when all children benefit from practicing letter-sound connections in decodable text" (p. 16). While the research on decodable texts depends on the scholar, I agree with the sentiment that decodable texts are useful at the beginning of a student's development of letters and words.
Some researchers claim that decodable texts do not work (Pressley & Allington, 2015), noting that there are few differences in students who learn with and those that learn without decodable texts. They also noted no difference between using decodable texts rather than predictable texts. Hiebert & Sailors (2009) define predictable texts as a way "to support beginners' reading success through pictures and linguistic patterning, such as rhyme and repetition" (p. 28). However, Pressley & Allington (2015) mention that Adams (2009) supports the use of decodable texts in the kindergarten years, but not later on. Furthermore, decodable texts should be introduced with variety, using "high-frequency words that are likely already known in the spoken form by the young readers, while other words that may be unfamiliar" (Pressley & Allington, 2015, p. 180). At the same time, Foorman, Fletcher, & Francis (1997) argue that "there is a period during the beginning reading instruction when all children benefit from practicing letter-sound connections in decodable text" (p. 16). While the research on decodable texts depends on the scholar, I agree with the sentiment that decodable texts are useful at the beginning of a student's development of letters and words.
Reading A-Z has one of the best collections of RAZ texts (the above image is an example of one of its cover pages) with the caveat that a paid subscription is required to access the resources. Though the value of the one year subscription is worth it, but there are a lot of free resources for those of us on a tight budget. Hubbard's Cupboard, for example, offers free CVC printable texts and word family printable texts, which I have used before.
Other resources include the following:
When using decodable texts, incorporating reading fluency strategies is really helpful. Traditionally, these include chunky monkey, eagle eye, flippy fish, helpful kangaroo, lips the fish, stretchy snake, skippy frog, and tryin' lion.
Other resources include the following:
- Auburn University: There are a few decodable texts available here that are made by other teachers. These are also useful to practice common sight words.
- Centennial First Grade: Although I have never used these (because I started teaching fourth grade when I found this website), there are over 20 texts available.
- freereading: These are easy to use texts that are short, which is perfect for beginner readers who are building their basic phonics or for classrooms with less time allocated to reading fluency.
- McGraw-Hill: Here, there are a few textbooks for emergent and early year learners, which come in PDF format.
- McGraw-Hill: They have another collection of even more awesome fluency passages for our readers. You have to click on the story to be directed to the passage. You will see an almost empty screen, but look above to find where "download" is written.
- SPELD SA: I have not used these much because there are too many pages to print, but these decodable texts are an excellent alternative to the RAZ texts and Hubbard's Cupboard.
When using decodable texts, incorporating reading fluency strategies is really helpful. Traditionally, these include chunky monkey, eagle eye, flippy fish, helpful kangaroo, lips the fish, stretchy snake, skippy frog, and tryin' lion.
Chunky Monkey |
Students have to segment (break) and blend (put together) the word. For example, if the word is ship, the word can be broken into beginning/middle/end — this means breaking the word into /sh/i/p/, putting it together to make ship. In a sentence, students may read the following: I like to play with my car. It includes many sight words and the word car can be read by segmenting and blending. Therefore, students would read it as a /c/ar/, assuming they have learned the "ar" word family. This is particularly helpful when following the phonics progression, learning vowel sounds, word families, and so on. |
Eagle Eye |
Here, students use the picture to help them figure out the word. This is also helpful when reading books in general because the illustrations often provide context clues to the words and sentences. |
Flippy Fish |
In this strategy, students have to find the vowel sound and "flip" it to read the word. For example, if students are reading the word boat, phonetically they may read the word as bot, thinking of the "o" sound. However, ask students to think about how else "o" can sound (i.e. sound it the same as how it is said) to get boat. Here is a helpful example. |
Helpful Kangaroo |
If students have tried all the strategies and are still struggling with the word, then they can ask someone for help. Here, having the Ask 3 Then Me strategy is useful, where students have to ask three of their peers before asking the teacher for help. |
Lips the Fish |
In Lips the Fish, students have to sound out the first few letters to decode the word. This might help students read the word before the even sound out all of the letters, which is why the emphasis is on using our lips to sound out the first few letters in anticipation of decoding the word. |
Stretchy Snake |
Students have to look at the word and stretch each letter. For example, if the word is stop then students would stretch the word by saying, "sssssttttttooooooppppp." This is also a helpful way to spell words. |
Skippy Frog |
When students are stuck on a word, they can skip the word. Once the finish reading the whole sentence, they can come back and read it again to see if they can figure out how to read the skipped word. |
Tryin' Lion |
This strategy focuses on trying again. It could involve reading the word again or the whole sentence, trying to decode the word because it might help students stumble upon how to read the word correctly. |
READER'S THEATRE
On Reading Rockets, Bafile (2005) defines Reader's Theatre as a student performance "by reading scripts created from grade-level books or stories" (p. 1). Similarly, Dixon (2010) explains that it "involves people telling a story by reading aloud from scripts rather than by acting" (p. 3), which can also be used in middle school and high school. Although there are different approaches to Reader's Theatre, generally two or more students are provided a script, which they read based on the assigned or selected roles. According to the NWT Literacy Council, there are no props or costumes necessary; students simply use their facial expressions, gestures, and voices. Through my personal experience, I have found it to be a welcome part of the day as students enter the realm of Reader's Theatre.
In addition to its simplicity, the benefits of Reader's Theatre are plentiful. For example, Bafile (2005) explains how it can motivate reluctant readers to partake while also providing opportunities for fluent readers to explore genre and characterization. As students read the script, they also build connections to the text. According to McKay (2008), " In the process of planning, preparing, and presenting readers theatre, readers make meaning based on their personal experiences, prior knowledge, and their negotiations with others about the text" (p. 138). Therefore, teachers can use Reader's Theatre as a space to develop both reading comprehension and reading fluency. Most importantly, students build confidence as they "perform" a script in front of their peers, which is probably the most exquisite benefit.
In addition to its simplicity, the benefits of Reader's Theatre are plentiful. For example, Bafile (2005) explains how it can motivate reluctant readers to partake while also providing opportunities for fluent readers to explore genre and characterization. As students read the script, they also build connections to the text. According to McKay (2008), " In the process of planning, preparing, and presenting readers theatre, readers make meaning based on their personal experiences, prior knowledge, and their negotiations with others about the text" (p. 138). Therefore, teachers can use Reader's Theatre as a space to develop both reading comprehension and reading fluency. Most importantly, students build confidence as they "perform" a script in front of their peers, which is probably the most exquisite benefit.
There are a few recommended structures on how to implement Reader’s Theatre throughout the week through a five-day progression. For example, you can view a video by Chase Young and his students for a clear five-day progression. Young's explanation of Reader's Theatre is quite succinct. Tips for Teachers also has a five-day progression write-up on reader's theatre that is useful. To provide a snapshot, the following is a five-day progression based of a widely used structure:
Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
Each students receives a copy of the script. The script is first read by the teacher only and then one sentence at time with students repeating. |
Students read the script as a whole class and then read the script in small groups. |
Assign students a role and put them into groups. In small groups, students practice their parts with each other. |
Have students practice their assigned roles in their small groups, as a way to continue rehearsing for the final performance day. |
Students are finally ready to perform the script in front of the audience (i.e. the class). |
However, as with any teaching and learning strategy, things can always be adapted. As such, the following is a three-day structure that I often use when the schedule allows for less flexibility:
Day 1 |
Each student receives a copy of the text. I read the text to them and they repeat the lines with me. At the end of the reading, students can underline unknown words. They can then ask me and/or other students to provide a definition of the word. This usually takes us 10 to 15 minutes to complete. |
Day 2 |
Students practice reading the text. We do not practice performing, but rather reading the words and sentences correctly. On this day, I do not assign roles. I just select one student to read the first line and then call on another student to read another line. This is a lot like repeated reading or shared reading. Alternatively, you can pair students up or put them in teams as per the number of characters in the script, and then get them to practice with each other. The teacher can then circulate the classroom to provide concise and quick feedback. |
Day 3 |
On the last day, I call students (one per character) up to our "stage" and get them to read the script. The rest of the class listens while their peers perform. We spend about 10 to 15 minutes on this. |
Although not all the students get a turn to perform in this three-day structure (it is not quite possible with classrooms over 30 students), they get to follow along and I tell them that they can always have a turn the following week. The first ever Reader's Theatre performance may be a bit messy, but it is worth the effort. For example, students may read over lines that are not assigned to their character or they may read too fast/slow. You WANT that to happen. You may wonder, "What are you talking about?" However, this is the time the teacher can step in and model how to come up to the front, how to stand in order, how to read turn-by-turn, and so on. You will find that the next series of performances become better with a bit of guidance and patience.
Reader's Theatre can also be integrated as a part of the writing curriculum adapted to the grade level, which I learned from one of my professors, Dr. Pat Palulis. It can either involve creating a Reader's Theatre that is based off a piece of literature or providing space for students to create a script of their own imagination. Regardless of the avenue, the teacher should model how to think about writing a script and then how to put those thoughts into a written script. This includes thinking about the characters, the plot line, the tone, and even the setting of the script. Not only does this process involve writing lessons, but it also integrates reading frameworks that can be weaved into the writing. My suggestion is to start with a short one-page script on the first attempt and then use that as an assessment to scaffold the lessons on writing a Reader's Theatre. In addition, it would be fun to also allow students to make a drawing on the Reader's Theatre as a way to learn how pictures can be used to enhance a piece of writing. The opportunities are endless.
Another way to approach Reader's Theatre is through poetry, which can be both read using selected texts or written by students. Dr. Palulis recommended the book, Joyful Noises: Poems for Two Voices as one resource. I also enjoy 101 Thematic Poems for Emergent Readers by Mary Sullivan, which is a wonderful resource for KG and Grade 1 classrooms.
Reader's Theatre can also be integrated as a part of the writing curriculum adapted to the grade level, which I learned from one of my professors, Dr. Pat Palulis. It can either involve creating a Reader's Theatre that is based off a piece of literature or providing space for students to create a script of their own imagination. Regardless of the avenue, the teacher should model how to think about writing a script and then how to put those thoughts into a written script. This includes thinking about the characters, the plot line, the tone, and even the setting of the script. Not only does this process involve writing lessons, but it also integrates reading frameworks that can be weaved into the writing. My suggestion is to start with a short one-page script on the first attempt and then use that as an assessment to scaffold the lessons on writing a Reader's Theatre. In addition, it would be fun to also allow students to make a drawing on the Reader's Theatre as a way to learn how pictures can be used to enhance a piece of writing. The opportunities are endless.
Another way to approach Reader's Theatre is through poetry, which can be both read using selected texts or written by students. Dr. Palulis recommended the book, Joyful Noises: Poems for Two Voices as one resource. I also enjoy 101 Thematic Poems for Emergent Readers by Mary Sullivan, which is a wonderful resource for KG and Grade 1 classrooms.
Typically, the scripts are based on a theme or a children's book. While teachers can create their own scripts, there are numerous scripts available online. Aaron Shepard's Reader's Theatre Editions are one of the most widely used scripts. I have also used resources by Joanne Griffin, Ms. Appleyard, Reading AZ, and Timeless Teacher Stuff. While going through these useful resources, I also suggest looking into Reader's Theatre scripts by NWT Literacy Council, which offers some of the best scripts.
RUNNING RECORDS
The Reading & Writing Project explains that "running record assessment forms provide a book introduction, the typed text, a sidebar of reading characteristics, a scoring guide, comprehension questions with sample responses, and space to take notes and to jot student responses." These are texts that are essentially benchmarked from Levels A to Z. Reading A to Z has a Level Correlation Chart that outlines the letter that corresponds to the grade level.
There are examples of how to conduct a running record by Scholastic and Reading A to Z. They provide a clear explanation of how to record on the running record sheet as the student reads the text. The following is one example provided by Scholastic, which outlines notations that can be made on the running record sheet:
How to Take Running Records (Scholastic, p. 2)
Therefore, I write the name of the students each month to record their current or new level. Specifically, I use time at recess or wherever I have spare time to assess students individually. I refer to the last month's Running Record (Teacher Sheet) to see the students level and give them a running record one level above to start off with. I then make them read one level up or down based on that initial read. I make short hands notes on how the student is reading and then provide the student with one next step to work on. In addition, I only provide students with two or more next steps when applicable and based on my understanding of that student's ability. Most students, however, are most comfortable with just one next step to work on.
Similarly, the student can also record their own progress on the Running Record (Student Sheet). This way, students have a record of what they are working to improve for the next month. In the box above, the teacher can write the level (based on the correlation chart from Reading A to Z) and the goal the student wants to reach for the end-of-the-year (EOY).
Similarly, the student can also record their own progress on the Running Record (Student Sheet). This way, students have a record of what they are working to improve for the next month. In the box above, the teacher can write the level (based on the correlation chart from Reading A to Z) and the goal the student wants to reach for the end-of-the-year (EOY).
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SIGHT WORDS
Sight words are high frequency words that are most readily seen in a text. Once students know their sight words, those words can be read more easily and require less effort. There is quite a bit of data presented that suggests knowing sight words bolsters a student's ability to read a whole text (Hayes, 2016; Marzouk, 2008). In addition, sight words do not follow the conventions of using letter sounds to read the word. As Marzouk (2008) mentions, sight words "do not follow regular rules of spelling, so students will not be able to easily decode, or sound them out" (P. 5). Sight words also do not follow the phonics pattern, so students may find it easier to read a word like elephant instead of a word like was (Read Naturally). This predicament is why sights words have to be taught separately from words that can be decoded and sounded out. Furthermore, as sight words become a part of the reading instruction, it is important to include these words in everyday reading and speech to provide students with further practice.
A helpful to integrate sight words can be through activities, whether as a part of the daily schedule or through learning stations.
Bingo: You can find ready-to-use bingo sheets online for students to practice their sight words in a short five to ten minutes drill.
Boom: My personal favourite game is Boom! Unfortunately, I cannot recall where I first read about this activity, but I am still appreciative of its existence. On popsicle sticks, write a bunch of sight words. A few of the popsicle sticks should have the word Boom! on it. To do the activity, students stand in the circle. One student begins by pulling out a popsicle stick and saying the word. They can keep the stick if they say the sight word correctly, but have to put it back if they do not read it correctly. There is, however, one catch. Any student who gets Boom has to put back all of their sticks in the bag. In a way, no one is ever out of the game, but there definitely is a fun element added to getting (or not getting) the Boom popsicle stick.
Go Fish: In a group of four students, shuffle a deck of sight words cards. There should be two cards for each sight word (e.g. two cards that have "blue" written on them). Each student receives the same amount of cards and students go around the circle. For example, in a group of four, I would have each student have five cards with the remaining cards faced down in a pile. How many cards should there be in total? Well, for instance, if we are using the Pre-K Sight Words then I would have 40 words in total for 80 cards in total. The first student starts, asking a student for a sight word. If that student being asked for a sight word does not have the card, then the first student takes a card from the pile. If the first student finds a matching card whether by asking or the student or from the pile, they have found the pair and can remove it from the deck of cards in their hand (i.e. leave it somewhere on the floor to collect as many pairs as possible).
Bingo: You can find ready-to-use bingo sheets online for students to practice their sight words in a short five to ten minutes drill.
Boom: My personal favourite game is Boom! Unfortunately, I cannot recall where I first read about this activity, but I am still appreciative of its existence. On popsicle sticks, write a bunch of sight words. A few of the popsicle sticks should have the word Boom! on it. To do the activity, students stand in the circle. One student begins by pulling out a popsicle stick and saying the word. They can keep the stick if they say the sight word correctly, but have to put it back if they do not read it correctly. There is, however, one catch. Any student who gets Boom has to put back all of their sticks in the bag. In a way, no one is ever out of the game, but there definitely is a fun element added to getting (or not getting) the Boom popsicle stick.
Go Fish: In a group of four students, shuffle a deck of sight words cards. There should be two cards for each sight word (e.g. two cards that have "blue" written on them). Each student receives the same amount of cards and students go around the circle. For example, in a group of four, I would have each student have five cards with the remaining cards faced down in a pile. How many cards should there be in total? Well, for instance, if we are using the Pre-K Sight Words then I would have 40 words in total for 80 cards in total. The first student starts, asking a student for a sight word. If that student being asked for a sight word does not have the card, then the first student takes a card from the pile. If the first student finds a matching card whether by asking or the student or from the pile, they have found the pair and can remove it from the deck of cards in their hand (i.e. leave it somewhere on the floor to collect as many pairs as possible).
Guess Who? This is similar to the game board. This Reading Mama has several game boards with sight words, which I have not linked here because of user rights, but the blog link will lead you to the free document. Print two identical boards and pair students up with each other. Each student has their own board, making sure the other student cannot see it. Each student has a secret word that the other student is trying to figure out, asking yes or no questions (e.g. Does your word rhyme with bat?). For more information, click the link and read more on the blog.
Hide and Seek Words: "Hide 10-15 words. Let your child [or rather student] find them and then read them to you" (Forsyth County Schools).
I'm Thinking Of...: " Play a game of “I’m thinking of a word …” where one player starts by giving a clue about one of the sight words. For example, “I’m thinking of a word that starts like horse and has three letters.” The other player looks at the list and tries to identify the word" (Forsyth County Schools).
Match That: Have sight words written on several cue cards and then have a duplicate set, as to ensure that there are two cue cards with the same sight word. Students have to turn over all the cards on a carpet or floor. Then, they take turns trying to turn over two cue cards at a time to match the sight words.
Paper Plates Sight Words: Write several sight words by grade level on a few paper plates (about 10-15 is appropriate). Place the paper plates on the carpet or ground. By taking turns, students have to throw a beanie bag to land on one of the paper plates. If they get it correctly, they have to say the sight word and collect the paper plate. I usually write two sight words on each plate, having students read both sight words.
Sentence Building: Provide students with a small kit of sight words, a paper, and a pencil. Alternatively, student can also use whiteboards, if that is an option in the classroom. Then, have students build sentences with the sight words they are learning.
Sight Words Snatch: In a group of three students, have cue cards with different sight words spread out. By taking turns, have one student read out a sight word and then have the other two students "snatch" or find that sight word. I would recommend asking the student taking on the role of the facilitator give turns to the other students, asking them one sight word at a time to find, making it less competitive. Then, once the round is over, select another student to become the facilitator.
Snakes & Ladder: Find a printable Snakes & Ladders board or make one. Then, fill out the boxes with sight words. I have mine laminated and ready-to-use along with a dice and a few game pieces.
Hide and Seek Words: "Hide 10-15 words. Let your child [or rather student] find them and then read them to you" (Forsyth County Schools).
I'm Thinking Of...: " Play a game of “I’m thinking of a word …” where one player starts by giving a clue about one of the sight words. For example, “I’m thinking of a word that starts like horse and has three letters.” The other player looks at the list and tries to identify the word" (Forsyth County Schools).
Match That: Have sight words written on several cue cards and then have a duplicate set, as to ensure that there are two cue cards with the same sight word. Students have to turn over all the cards on a carpet or floor. Then, they take turns trying to turn over two cue cards at a time to match the sight words.
Paper Plates Sight Words: Write several sight words by grade level on a few paper plates (about 10-15 is appropriate). Place the paper plates on the carpet or ground. By taking turns, students have to throw a beanie bag to land on one of the paper plates. If they get it correctly, they have to say the sight word and collect the paper plate. I usually write two sight words on each plate, having students read both sight words.
Sentence Building: Provide students with a small kit of sight words, a paper, and a pencil. Alternatively, student can also use whiteboards, if that is an option in the classroom. Then, have students build sentences with the sight words they are learning.
Sight Words Snatch: In a group of three students, have cue cards with different sight words spread out. By taking turns, have one student read out a sight word and then have the other two students "snatch" or find that sight word. I would recommend asking the student taking on the role of the facilitator give turns to the other students, asking them one sight word at a time to find, making it less competitive. Then, once the round is over, select another student to become the facilitator.
Snakes & Ladder: Find a printable Snakes & Ladders board or make one. Then, fill out the boxes with sight words. I have mine laminated and ready-to-use along with a dice and a few game pieces.
Making sight words "stick" might be difficult, and so I have added further ideas for ways to __________.
Homework List: As I explain in the spelling section, it is necessary to provide students a word list of ten sight words weekly (decide what works for the students; it may be more or less) to practice on their own at home.
Quizlet: This is a wonderful website that I discovered on the Reading Strategies blog. On the blog, there is an example of a sight words activity on Quizlet. Students listen to the sight word and then type in the spelling. For example, if the audio says "going" then students type in going. There are other sight words activities on Quizlet that are free to use, so be on the lookout for those as well.
Repeated Reading: The teacher has to create a space where these sight words are seen in texts. If you teach sight words, but never use them through reading, then students will question the purpose of learning sight words. This is also an opportunity for the teacher to point out how sight words support our reading. I often say, "It is so wonderful to see [student name] reading so well, especially because they have been working on their sight words." If repeated readings are not useful for you, I suggest using other parts of the language arts block (e.g. guided reading or shared reading) to ensure that sight words are being read and practiced.
Spelling Test: Again, this is something I mention in the spelling section. At the end of the week, have a spelling test to see if students are able to spell the words. I often find that students can read the words, but not spell them, which defeats the purpose of learning sight words. As a way to navigate that concern, a weekly spelling test is helpful strategy.
Once the sight words are covered, you can introduce students to Fry's Instant Phrases. These are phrases and short sentences that are readily used in many texts students come across in elementary years.
Homework List: As I explain in the spelling section, it is necessary to provide students a word list of ten sight words weekly (decide what works for the students; it may be more or less) to practice on their own at home.
Quizlet: This is a wonderful website that I discovered on the Reading Strategies blog. On the blog, there is an example of a sight words activity on Quizlet. Students listen to the sight word and then type in the spelling. For example, if the audio says "going" then students type in going. There are other sight words activities on Quizlet that are free to use, so be on the lookout for those as well.
Repeated Reading: The teacher has to create a space where these sight words are seen in texts. If you teach sight words, but never use them through reading, then students will question the purpose of learning sight words. This is also an opportunity for the teacher to point out how sight words support our reading. I often say, "It is so wonderful to see [student name] reading so well, especially because they have been working on their sight words." If repeated readings are not useful for you, I suggest using other parts of the language arts block (e.g. guided reading or shared reading) to ensure that sight words are being read and practiced.
Spelling Test: Again, this is something I mention in the spelling section. At the end of the week, have a spelling test to see if students are able to spell the words. I often find that students can read the words, but not spell them, which defeats the purpose of learning sight words. As a way to navigate that concern, a weekly spelling test is helpful strategy.
Once the sight words are covered, you can introduce students to Fry's Instant Phrases. These are phrases and short sentences that are readily used in many texts students come across in elementary years.
Admittedly, I initially struggled with implementing the structure on a regular basis despite all of these resources. To address this, Edutopia has an article 7 Tips to Make Running Records More Manageable and Useful for those interested in learning how to work around the time consuming effort of implementing running records. From my experience, I would recommend against creating a running record file for each student. Instead, teachers can use a one-page sheet that can be attached to their grading records to track the progress of the students on a monthly basis. At the same time, students can record their own progress. I prefer this once-a-month approach because it serves as an assessment while also ensuring that it is easy to navigate as a teacher.
REFERENCES
- Bafile, C. (2005). Reader's theatre: giving students a reason to read aloud. Retrieved on July 10, 2017 from http://www.readingrockets.org/article/readers-theater-giving-students-reason-read-aloud
- Dixon, N. (2010). Readers theatre: a secondary approach. Portage & Main Press.
- Foorman, B.R., Fletcher, J.M. & Francis, D.J. (1997). "Do children understand what they're reading?" Yes, when they're taught to read. Reading Today, p. 16.
- Hayes, C. (2016). The effects of sight word instruction on students' learning abilities. Fisher Digital Publications.
- Hiebert, E.H. & Sailors, M. (2009). Finding the right text: what works for beginning and struggling readers. The Guilford Press.
- Pressley, M. & Allington, R.L. (2015). Reading instruction that works: the case for balanced teaching. The Guilford Press.
- McKay, M.E. (2008). Readers Theatre - take another look - its more than fluency instruction. LEARNing Landscapes, 2 (1), 131-144.
- Marzouk, N. (2008). Building fluency of sight words. Digital Commons.