Fluency
Fluency is the ability to read sentences quickly and accurately. Fluency is the "Bridge of Comprehension". In Phonics They Use, the author mentions that fluency isn't only about saying the words quickly and accurately, but that they also need to have an expression when saying the words. Expression is really important because it can showcase what you are feeling when saying those words. If the child isn't fluent, then they won't be able to comprehend what they are reading. According to University of Oregon, children should be able to read text without having to think about how to say the words. They also say that for children to become fluent, they must be able to "perform the task or demonstrate the skill accurately, and preform the preskills of the task quickly and effortlessly." These two ideas are important because if the child can't read accurately, then they won't be able to understand what they are reading. What they mean by "preskills" is that in order for children to be able to read, they must be able to say words "quickly and effortlessly" to be considered fluent.
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http://reading.uoregon.edu/big_ideas/flu/flu_what.php
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Examples of Activities for 4th Grade
Sight Words Tic-Tac-Toe
Fleeting Phrases
In this activity, the teacher needs a set of cards that has phrases on them, YES and NO cards, a timer, sheet of paper to write number of phrases said correctly in a minute, and a pencil.
First, the teacher pairs the students and hands them a set of cards, YES and NO cards, a timer, two sheets of paper for keeping score, and a pencil. The students lay the YES and NO cards down face up and the stack of cards face down (after they have been shuffled). Person two will have the timer. When person two says go, he/she will start the timer for one minute and will draw the first card off the deck and holds it up for person one. If person one says it correctly, then that card is placed on top of YES. If he/she doesn't say it correctly, then the card is placed on top of NO. For example, if the phrase is "several years ago" and person one says it correctly, then the card goes on top of YES, if he/she says it incorrectly, then it goes on top of NO. Person one keeps going until the one minute is up. Once the minute is up, the cards on top of YES is tallied up and that is the number that is put next to 1st try. For example, if there are a 5 cards on top of YES, then person one would write down 5 next to 1st try. Person one does it again for a few more rounds by putting the number they got correct next to the number of tries it took. For example, if it is the 3rd try, then the number goes next to 3rd try. After a few rounds, person two does the same procedures.
This is a good activity to help students increase their fluency. It is also good for reviewing phrases before going into full sentences. The activity is best done as partners or teacher and student.
Something I would change is that instead of placing the cards on top of YES and NO, I would place them next to YES and NO so that the person putting the cards down know exactly which pile is YES and NO. Considering this is timed, the likely hood of the cards being placed neatly on top of YES and NO is slim to none which can make it hard to see which is which. Another change is that after each round, the person who went, writes down the phrases that he/she missed in a spot that is for phrases that he/she still needs to work on. This strategy not only lets the students know what they need to work on, but also helps them learn how to spell. If he/she gets the phrase correctly on the next round (or any other time they come across the exact same phrase), then he/she places a check mark next to the phrase. Get the phrase correct five times, then he/she gets to take it off their list of phrases that he/she hasn't mastered yet.
In Phonics They Use, the author mentions that fluency is reading words quickly and effortlessly without having to stop at each word. This activity helps students get to the point where they don't have to think about how to say certain words, but instead be able to breeze right through each set of phrases.
http://www.fcrr.org/documents/sca/G4-5/45FPartTwo_Phrases.pdf
In this activity, the teacher needs a tic-tac-toe board, X's and O's to put on the board, and cards that has grade appropriate sight words.
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First, the teacher pairs the class up and then gives them their tic-tac-toe board, their X's and O's, and a set of cards that has sight words on them. Each person will take turns drawing a card from the pile and saying the word. If that person get's it right, then they get to place their X or O down, but if they get it wrong, they either keep at it until they get it right, or the other person get's to put down instead (it depends on the grade level and what the teacher wants). For example, if player one (X) draws "equipment" and says the word correctly, then they get to put their X down, but if they don't say it correctly, then they either keeping saying it correctly or player two (O) gets to put down a O and then takes their turn at drawing a word and then saying it.
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This is a good game to review sight words. The game is best done as pairs, but the class could be split up into two groups with one group being X and the other group being O. Someone from each group would have a turn at saying the word and if they get it correct, then they get to put the X or O on the board. However, if the class is split up, I would only do it this way if the class is small so that each person gets a chance at saying a word.
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For fourth grade, I would give them sight words that they have to know and if they miss the word, then the other person has to be able to say the word correctly before putting down their X or O. If that player misses it as well, then neither gets to put down. Another thing I would change is that instead of a 3 by 3 board, I would give them a 4 by 4 board so that they have to say more words and, instead of X's and O's, they get to decide a color of marker and then they would write down the word they said correctly. This helps them with accuracy as well as spelling. If I do this, then I would laminate my tic-tac-toe boards and give my students visa or expo markers to write on.
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In Phonics They Use, the author mentions that the best readers are those who reread text that are easy for them. By reading easy text, the readers build up their speed and accuracy. The tic-tac-toe game works in the same way because the students should be familiar with the sight words and so they should be able to read each word accurately and quickly on the first try.
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