![]() ![]() Going from speech to print, we start with blending or breaking down sounds orally before moving to print. The next step after sounds is putting those sounds together to decode word parts or even full words. Building Reading Fluency: Teach Decoding Skills Read more about sounds wall in kindergarten and first grade here. Using explicit instruction through a sound wall such as the one found in the Phonics and Phonemes Bundle here students will build that foundation for sounds. Average readers can take anywhere from 4-10 exposures and struggling readers can take many many more times to make those connections from speech to print sounds. They need to engage in rich activities that will help them to remember them. Students need explicit instruction on connecting those sounds they hear to print. So it makes sense to start with hearing and manipulating sounds orally first. Let’s think about this, kindergarteners come to use knowing a ton of language and often not a whole lot of letters or graphemes or even their relationships to one another. More and more research shows that students do better with learning sounds when going from speech to print. Important to note that even fluent readers are still segmenting and decoding words but are able to process them so quickly and automatically that it requires little brain effort. ![]() ![]() Think of these as linking the roots to a tree. They also need to be segmenting sounds orally, blending sounds, and decoding with confidence. Students need to have a strong understanding of sounds, letters, and speech before they can be fluent readers. Not all kindergarteners will get to this level and that’s okay but here are some tips to help students move towards the ultimate goal of reading more fluently. Students that are reading fluently will read effortlessly, sound smooth, and have expression. Fluent readers have moved from knowing letter sounds to segmenting and blending words and are now more automatic in their ability to read. I love hearing how it went the next day and creating a sense of community with my families.Simply stated, a fluent reader is one who can read with accuracy, speed, expression, and automaticity. This gets the parents and the students excited to share their learning. I even email the guardians to let them know their child will be bringing home a reading fluency passage we have been working on. I love letting the kids take these passages home to read to their parents or loved ones. My students enjoy using our small group reading time as a little bit of a social period. This is a great time for us to chat about what we read and get to know each other more. Students also illustrate their favorite part of the passage. After they have colored all three stars, we choose our favorite sentence from the text and write it on the dotted lines to practice our handwriting. Then, we read the passage two more times. I let my students use a highlighter or crayon to highlight the word family, blend or digraph any time they see it in the text. If students are at a level that they can read the passage on their own, we chat about it after they are finished. The students read the words at the top of the page and then we read the passage together three times. Each of these reading fluency passages is centered around a common short vowel word family, digraph, or blend.
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