Fluency Practice Passages

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

  • More Virtually Fluency Practise 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 advisable reading rate, their fluency supports their comprehension. Repeated reading practise with brusque passages improves word recognition and automaticity.

How to Utilize Fluency Practice Passages

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

  • One-on-One: Read the Fluency Assessment Passage to the educatee so she or he can hear fluent reading. Accept the pupil read the passage. If the student gets stuck on a word, read the word and have her or him repeat it.
  • Independent Timed Reading: Have a student first a stopwatch as she or he begins a passage, and end information technology at the end of the passage. The student tin record the words per minute and reading fourth dimension on a chart or graph.
  • Paired Readings: One partner times the other partner reading a passage. At the stop of i minute, the partner with the timer says, "Stop" and circles the last discussion read. This partner then marks the number of words read on the table at the bottom of the folio. Later several readings the partners and then switch roles.

Timed Reading Procedures

Yous will need:

  • Ii copies of the assessment passage—one for the student and one for the instructor
  • Stopwatch or clock
  • Pencil
  • Clipboard (so students will not see what y'all are writing)

Administer a one-minute reading, starting the stopwatch when the student begins the start word of the passage (the educatee volition not read titles). Tell the student that if she or he has trouble (struggling for more than than iii to 5 seconds), you will say the word and so she or he tin keep reading. After one minute, say "Stop," cease the stopwatch, and circle the concluding give-and-take 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 extreme 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 next assessment.

Follow forth on your copy word by give-and-take with your pencil. Make a slash ( / ) through any words the student misses or cannot read without assist. Mark a dash above words skipped. Errors include:

  • Skipped words
  • Mispronounced words
  • Give-and-take substitutions, including incorrect forms of the give-and-take
  • Words in the wrong order; both or all words are counted as wrong
  • Struggling that lasts for three to 5 seconds, or more

The following are not considered misses:

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

Timed Reading Scoring

  1. Write the student'due south goal rate in the box provided.
  2. Count the total words the student reads in i minute using the words-per-line totals listed in the margin. This is the student'due south words-per-minute (WPM) charge per unit. Write this in the nautical chart at the bottom, along with the engagement 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 notice the words right per minute (WCPM).
  5. Divide the words correct per minute (WCPM) by the words per minute (WPM) and multiply this consequence by 100. This is the student'due south Accurateness/Reading Rate percentage.
  6. Record this number in the box.

After near iv to six readings, students should reach the target words correct-per-minute (WCPM) standard for their grade level with an Accurateness/Reading Rate of xc to 95 pct.

Example:

Words Per Minute (WPM): 60
Errors: 6		 Words Correct Per Infinitesimal (WCPM):
60 – six = 54		 Accuracy/Reading Rate percentage:
54/threescore = 0.9
0.9 x 100 = ninety%

Showing 169 of 169 Passages

169

  • F
Level F

Day at the Beach, A

Practice Passage, Lexile 220L

Good Things to Practise

Practice Passage, Lexile 200L

I Motility

Do Passage, Lexile 260L

Mother's Day

Practice Passage, Lexile 270L

Sam'due south Diary

Practice Passage, Lexile 360L

Squares

Do Passage, Lexile 160L

Tree Houses

Do Passage, Lexile 160L

What Day Is Information technology?

Practice Passage, Lexile 260L

  • G
Level M

Ants

Do Passage, Lexile 310L

Can You Meet?

Practice Passage, Lexile 370L

Eggs

Exercise Passage, Lexile 240L

I Went for a Walk

Practise Passage, Lexile 230L

Pink Lady, The

Practice Passage, Lexile 210L

Snakes

Practise Passage, Lexile 280L

Spider and Wing

Practice Passage, Lexile 270L

Starfish

Practice Passage, Lexile 230L

  • H
Level H

How We Celebrate

Practice Passage, Lexile 340L

Making Limestone

Practice Passage, Lexile 280L

May's Pig

Do Passage, Lexile 240L

Nature's Toothbrush

Do Passage, Lexile 280L

Bounding main, The

Practice Passage, Lexile 290L

Some Animals

Practice Passage, Lexile 260L

Test Questions

Exercise Passage, Lexile 430L

Tiny

Practice Passage, Lexile 270L

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