Skill

RF.1.4.B: Read Grade-Level Text Orally with Accuracy, Appropriate Rate, and Expression on Successive Readings.

Standard

CCSS.ELA-LITERACY.RF.1.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Description

• Mastery: Student is able to read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
• Acquiring: Student is able to read grade-level text orally with varied accuracy, rate, and/or expression on successive readings and may need help from a teacher.
• Acquiring: Student is able to read just below grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Probes

Use DIBELS DORF PM, level 1 (1st grade). Note fluency rate (words correct per minute) and accuracy rate.

Activities and Resources

Small Group Instruction – Direct Instruction

F.013 Connected Text Speedy Phrases
F.017 Repeated Timed Readings
Lesson – Reading with Expression
Accuracy & Fluency Lessons (over 40 lessons with access to decodable texts)
Lesson Plan – Reader’s Theater

During Transitions

Peanut Butter and Jelly Song (display and have students read as they sing)
Song- Going on a Bear Hunt (display and have students read as they sing)
Songs (display and have students read as they sing)

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

F.009 Pass the Word
F.010 Word Sprint
F.011 Word Speed Practice
F.014 Connected Text Chunking
F.015 Connected Text Rereading Decodable Text
F.019 Choral Reading
F.020 Express It!
F.021 Readers’ Theater
Paired Reading Lesson Plan
Partner Reading Activities Reader’s Theater
Reader’s Theater – Goodnight Moon Reader’s Theater – The Giving Tree

Display (e.g. Anchor Chart):

Source: The Classroom Creative	Source: A Day in First Grade

Considerations & Reminders

• Students may not understand the difference in how they read versus how fluent reading should sound. Be sure to model and give them ample opportunities to practice and receive feedback from you and their peers. You may want to record some students reading with varying fluency levels so students can hear the examples of students growing in fluency versus those who are already fluent readers.
• Students might read in a monotone voice, so teach them how to read with expression, not like a robot (Demonstrate this so that students clearly understand the difference).
• Students should have a strong understanding of punctuation and its role in reading. Students may read too fast, so teach them to pause for punctuation.
• Students who are not able to read grade-level text can still practice this skill with texts at their independent reading level or instructional reading level (with the guidance of a teacher).
• If students are reading without stopping to self-correct, teach them self-monitoring and word correction strategies to self-correct.
• If students are reading without understanding, model how you think about reading using prior knowledge and background knowledge.