secondary reading intervention framework: Granite School District
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Fluency button
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Stopwatch

Framework

 

Enduring UnderstandingReading is meaningful and enjoyable when it is fluent and automatic.

Essential QuestionHow does fluency help deepen our understanding of what we read?

Standard 3Students will read fluently with accuracy, appropriate rate, and prosody (phrasing and expression).

Benchmarks(roll mouse over each benchmark to view tiers)

3.13.23.33.4

3.1 Indicators: Tier 2

a. Apply decoding strategies to unknown multi-syllabic words (e.g., chunking, onset/rime)

b. Increase automaticity of high frequency and sight words (e.g., Dolch and Fry high frequency word lists, flash cards, repeated timed readings)

c. Practice using context clues to recognize and comprehend unfamiliar words

d. Practice guided oral reading with teacher and peer support on instructional level (e.g., choral reading, teacher modeling, buddy reading, echo reading, reader’s
theater
)

3.1 Indicators: Tier 3

a. Apply decoding strategies to unknown multi-syllabic words (e.g., chunking, onset/rime)

b. Increase automaticity of high frequency and sight words (e.g., Dolch and Fry high frequency word lists, flash cards, repeated timed readings)

c. Practice using context clues to recognize and comprehend unfamiliar words

d. Practice guided oral reading with teacher and peer support on instructional level (e.g., choral reading, teacher modeling, buddy reading, echo reading,reader’s
theater
)

NOTE: Fluency instruction is differentiated by the reading level of the materials and amount of time spent practicing fluency in class. Instruction methods are the same for each tier.

3.2 Indicators: Tier 2

a. Practice repeated readings of familiar text monitored by teacher, with review of miscues

b. Participate in whole-class or small-group readings on instructional level using different instructional strategies (e.g., choral readings, teacher modeling, buddy reading, echo reading, reader’s theater)

c. Practice assisted reading using audio tapes; listen and repeat

3.2 Indicators: Tier 3

a. Practice repeated readings of familiar text monitored by teacher, with review of miscues

b. Participate in whole-class or small-group readings on instructional level using different instructional strategies (e.g., choral readings, teacher modeling, buddy reading, echo reading, reader’s theater)

c. Practice assisted reading using audio tapes; listen and repeat

3.3 Indicators: Tier 2

a. Increase expression in oral reading

b. Read along with audio taped passages or readings modeled by the teacher and re-read aloud with appropriate expression and phrasing

c. Use text signals consistently to guide oral reading (i.e., periods, commas, question marks, exclamation marks, quotation marks, and/or bold text)

d.Participate in whole-class or small-group readings on instructional level using different instructional strategies (e.g., choral readings, teacher modeling, buddy reading, echo reading, reader’s theater)

3.3 Indicators: Tier 3

a. Increase expression in oral reading

b. Read along with audio taped passages or readings modeled by the teacher and re-read aloud with appropriate expression and phrasing

c. Use text signals consistently to guide oral reading (i.e., periods, commas, question marks, exclamation marks, quotation marks, and/or bold text)

d. Participate in whole-class or small-group readings on instructional level using different instructional strategies (e.g., choral readings, teacher modeling, buddy reading, echo reading, reader’s theater)

 

3.4 Indicators: Tier 2

a. Graph oral reading rate and miscues daily

b. Mark natural phrase breaks in unsegmented text

c. Reflect and set goals

3.4 Indicators: Tier 3

a. Graph oral reading rate and miscues daily

b. Mark natural phrase breaks in unsegmented text

c. Reflect and set goals