THE POSITIVE CONNECTION BETWEEN POETRY AND
READING FLUENCY IN KINDERGARTEN THROUGH
SIXTH GRADE CLASSROOMS
A Thesis Presented to the Faculty
of
California State University, Stanislaus
In Partial Fulfillment
of the Requirements for the Degree
of Master of Arts in Education
By
Maria E. Flores-Saldana
May 2016
CERTIFICATION OF APPROVAL
THE POSITIVE CONNECTION BETWEEN POETRY AND
READING FLUENCY IN KINDERGARTEN THROUGH
SIXTH GRADE CLASSROOMS
by
Maria E. Flores-Saldana
Signed Certification of Approval Page is on
file with the University Library
Dr. Susan Neufeld
Professor of Education
Date
Dr. Juan Flores
Professor of Teacher Education
Date
© 2016
Maria E. Flores-Saldana
ALL RIGHTS RESERVED
DEDICATION
I dedicate this book to my family. A special feeling of gratitude to my loving
parents: Rosa Mejia and Guadalupe Flores, for your unconditional love and support.
Thank you for setting good examples that have taught me to work hard for the things
that I aspire to achieve.
This thesis work is also dedicated to my loving husband, Octavio Saldana and
my precious daughter, Kyara. Both had been a constant source of support and
encouragement during the challenges of graduate school and life. I am truly thankful
for having both in my life. Octavio, thank you for staying up late with me when I was
doing school work and for taking care of Kyara when I had to attend class. Kyara,
thank you my dear, one day when you become an adult you will understand my
absences when I had to go to class or write this thesis, instead of spending time with
you. I hope someday you comprehend that sometimes we need to make sacrifices in
life, this was one of them.
Gracias Octavio por tu apoyo incondicional. Sin tu ayuda este libro no se
hubiese escrito. Gracias por estar a mi lado cuando tenía tarea que hacer, gracias por
cuidar de nuestra hija Kyara. Los dos han sido el pilar y mi mayor motivación para
que yo continuara con esta carrera y terminara la maestría.
iv
ACKNOWLEDGEMENTS
Foremost, I would like to express my deepest and sincere gratitude to my
thesis chair, Dr. Susan Neufeld, without her unconditional support and guidance, this
thesis would not be completed or written. I am grateful to her for holding me to a
high research standard. Dr. Neufeld’s insightful comments and constructive
criticisms at different stages of my research were thought-provoking and they helped
me focus my ideas. I am also thankful to her for reading my manuscript, commenting
on my views and helping me understand and enrich my ideas. Dr. Neufeld’s
expertise, understanding, enthusiasm, and patience, added considerably to my
graduate experience that I will cherish forever. Dr. Neufeld encouraged and
motivated me throughout my journey in finishing this thesis. Gracias.
I would also like to thank the other committee member, Dr. Juan Flores for his
time and for taking part in this important project. Without his input and criticism this
thesis would not be accomplished.
Many friends have helped me stayed focus through these graduate years.
Their support and care helped me overcome obstacles and pursued my goal.
Finally and most importantly, none of this would have been possible without
the love and patience of my family. My family to whom this thesis is dedicated, has
been a constant source of love, support and strength all these years.
v
TABLE OF CONTENTS
PAGE
Dedication ...............................................................................................................
iv
Acknowledgements .................................................................................................
v
Abstract ...................................................................................................................
vii
CHAPTER
I.
Introduction ...........................................................................................
1
Statement of the Problem ..........................................................
Significant of the Problem ........................................................
Definition of Terms...................................................................
Summary ...................................................................................
2
5
7
9
Review of Literature .............................................................................
10
Fluency Components ................................................................
Fluency Assessment ..................................................................
Struggling Readers ....................................................................
What Research Said About Fluency Instruction Models ..........
Poetry: A Tool Vehicle to Increase and Improve Fluency .......
Summary ...................................................................................
11
12
15
18
20
26
III.
Description of the Project .....................................................................
27
IV.
Implementation of the Project ...............................................................
29
V.
Summary, Recommendations, Conclusion ...........................................
32
Summary ...................................................................................
Recommendations for Further Study ........................................
Conclusion ................................................................................
32
34
34
References ...............................................................................................................
37
II.
Appendices
A. Developing Proficient Readers Through Poetry .........................................
B. Multidimensional Fluency Scale.................................................................
vi
42
74
ABSTRACT
Reading fluency is a vital and important element in the reading process and a critical
aspect for the reading development and achievement for students. The purpose of this
thesis project was to explore the effects of using the repeated reading strategy to
develop fluency in grades kindergarten through six grades classroom. A proficient
reader not only demonstrates easy word recognition but also indicates that the reader
comprehends the text. This is articulated by the reader’s ability to interpret the text
variations in expression, intonation, “prosody” or proper phrasing and rhythm. Often
classroom instruction has focused on phonics and overlooks the fluency piece in the
lesson plan. With effective fluency instruction and practice using a repeated reading
strategy, students would succeed and become proficient readers.
vii
CHAPTER I
INTRODUCTION
Reading instruction is a multifaceted process that is composed of various
components, in which readers integrate these facets to make meaning from text. Clay
(1991) defined reading as a “message-getting, problem-solving activity which
increases in power and flexibility the more it is practiced” (p. 6). Teachers need to
provide their students with a well-adjusted reading program, such as the one Clay
suggested. A well designed and balanced reading program must consist of phonemic
awareness, phonics, vocabulary, fluency, and comprehension. According to the
California Department of Education (2010) the new Common Core Standards
established that these are fundamental skills and necessary and important components
of an effective, comprehensive reading program designed to develop proficient
readers with the capacity to comprehend texts across a range of types and disciplines.
While these areas of a well-balanced reading program are essential, fluency is an
important module to improve skillful and proficient readers.
Educational research indicates that fluency in reading is a critical factor in
general reading development and achievement (Foster, 1998). Confident readers read
faster, accurately and with expression, but speed is not the only aspect to contemplate
in reading fluency. The rate and accuracy at which a student reads impacts his ability
to understand the reading text. According to Deeney’s (2010) research, if students
need to focus on decoding, they will have less attention available to dedicate to
comprehension.
1
2
Reading fluently in the elementary grades is fundamental for the development
of comprehension of text. Both Cecil (2003) and Allington (1983) supported a
reading fluency definition that included the ability to read a text quickly, accurately,
and with proper expression. According to Deeney (2010), a fluent reader has the
automaticity skill in word identification that allows for complete comprehension with
reading. Fluency is significant because it helps construct a connection between word
recognition and reading comprehension. In learning to read, it is true that reading
practice is a powerful contributor to the development of accurate, fluent, high
comprehension reading (Allington, 2006). Dysfluent readers often focus all their
energy on decoding text and cannot completely focus their attention to the
significance of the text. The National Assessment of Educational Progress (NAEP)
study, found a close relationship between fluency and reading comprehension.
Students who lacked fluency had difficulty getting the meaning of what they read
(National Reading Panel, 2000) because their focus was on decoding. A more
proficient reader immediately recognizes words on sight, making their reading less
stressful and easier to comprehend text meaning.
Statement of the Problem
Research reviews have noted that reading fluency instruction resulted in
improvements in students’ reading fluency and their overall reading achievements
(Rasinski & Hoffman, 2003). Students who experience reading complications often
tended to be the most dysfluent readers. A lack of fluency in oral reading was often
noted as a characteristic of poor readers, but it was seldom treated (Allington, 1983).
3
Educators need to provide their students multiple opportunities to practice reading
fluency on a daily basis in the classroom. Teachers need to set the example to model
fluent reading, offer support during reading practice, use explicit direct instruction to
teach techniques and strategies throughout shared reading, give the time to take part
in repeated readings, and give the opportunity to perform readings of texts in the
classroom to allow them to feel successful and celebrate their achievements.
Diller (2006) stated that “fluency is not just speed, it’s a combination of
several factors, rate or speed, prosody or phrasing, expression, intonation, and pacing,
along with comprehension” (p. 66). Rate includes both automaticity and speed of
reading. An acceptable speed is when a reader is able to read the text without major
effort. Deeney (2010) indicated that speed required balancing components other than
word recognition such as phrasing, syntax, punctuation, and prosody; automaticity
was a significant contributor to speed.
Accuracy is as important as rate or speed, therefore, accuracy is defined as the
ability to recognize words correctly. Laberge and Samuels (1974) stated that “during
the achievement of accuracy we assume the student should have his attention focused
on the task at hand to code the association between the visual letters and their sounds
in episodic memory, or to establish direct associations” (p. 319). Readers need to
spend substantial cognitive effort to decode words accurately. Once this is achieved,
it is considered automaticity.
Prosody is defined as having an appropriate phrasing, expression, tone,
inflection, and rhyme while reading. There seems to be a consensus regarding the
4
primary components of fluency: accuracy in decoding, automatic in word recognition,
and the appropriate use of prosodic features such as stress, pitch, and appropriate text
phrasing (Kuhn & Stahl, 2003). All these reading fluency components help readers to
develop, step by step, their reading ability and sound as if they were speaking the part
they were reading. The first step to becoming a proficient reader is the ability to
decode every word without difficulty. As readers continue to develop their reading
skills, they begin to use phrasing and intonation which allows them to grasp meaning
from the text. Prosody plays a role in the growth of fluency because it contributes to
the construction of meaning of text. Deeney (2010) indicated that readers used
appropriate prosody through their understanding of the context of the text, and by
using a variety of text cues such as signal words, typeface, punctuation, and syntax;
students would become proficient readers. Educators need to be aware when students
shift from a phrase level to proficient readers and provide the necessary instructional
reading tools to transfer to the next stage. Allington (1983) emphasized “that
attaining facility in recognizing the unmarked prosodic features of language is central
to moving out of the word level reading, is a key to improve reading achievement”
(p. 560).
Research-based fluency instruction techniques, such as repeated reading, also
include accuracy and rate (Deeney, 2010). Encouraging fluency practice has a
dependable and constructive influence on comprehension performance. Since
rereading text is the key to improve fluency, educators need to set up instructional
and achievable goals for all children.
5
Repeated reading is a powerful technique for improving reading fluency, word
recognition, and comprehension (Foster, 1998). One particular effective method for
improving reading fluency is the use of poetry in the classroom. By nature, children
love rhymes, patterns, and language. Through poetry usage, students can explore and
discover the richness of the language. Poetry can help the readers experience
emotions, imagination, and make personal connections to the text. The use of poetry
in the classroom is a powerful tool for fluency practice.
Significance of the Problem
Rasinski, Homan, and Biggs (2009) stated that “fluency is now viewed
alongside phonemic awareness, phonics, and word decoding, vocabulary, and
comprehension as a key element in any effective reading instruction program” (p.
193). Fluency represents a level of expertise beyond word recognition accuracy, and
reading comprehension may be aided by fluency. Skilled readers read words
accurately, rapidly and efficiently. The National Reading Panel (2000) emphasized
that children who do not develop reading fluency, no matter how bright they are, will
continue to read slowly and with great effort. Thus, the role of educators is to see
fluency as an activity that can be enhanced through repeated practice. The crucial
elements of reading fluency include teacher modeling of fluent reading which has a
positive effect, providing multiple opportunities with repeated reading practice and on
this condition give immediate assistance and constructive feedback to students’ verbal
reading. In doing this, practice in reading fluently requires students to take on a
6
genuine methodology which includes the use of available resources that are intended
to be read and performed for reading improvement and productive achievement.
Stanley’s (2004) research suggested that when developing a love of language,
perhaps poetry will help improve a student’s appropriate phrasing, expression, tone,
and inflection while reading; and help him become a successful reader and writer.
Poems are rich in language, the text is short, manageable, and students can read them
repeatedly. Linaberger (2004) stated “It nurtures a love and appreciation for the
power of language. Poetry enhances thinking skills, and promotes personal
connections” (p. 366). The use of poetry for repeated reading can transport students
to a world full of imagination and expose them to a different form of printed text.
Using poems brings pleasure to struggling readers while encouraging them to read
assuredly and fluently. The mastery of a short poem can allow students to feel
confident and successful readers (Wilfong, 2008).
This project intends to show the significance of using poetry in the classroom
as an intervention to improve the reading fluency of kindergarten through sixth-grade
students. This study may expand educators’ knowledge of reading fluency and make
available to them the teaching approaches, techniques, and practices to use with their
students in their classroom. A review of the research provides a foundation for
developing a project to use poetry to enhance fluency in the classroom.
7
Definition of Terms
Accuracy. Refers to the ability to recognize words correctly.
Automaticity. This term refers to the ability to recognize printed words
without conscious deployment attention.
Assessment. A formal procedure of evaluating a child’s academic growth.
Assisted Reading. Reading a passage while simultaneously listening to a
fluent reading of the same text. This helps readers sound as if they are speaking the
part they are reading.
Comprehension. The ability to understand what has been read in a meaningful
passage.
Expression. Refers to the reader’s tone of voice and volume throughout their
reading.
English Language Learner. Students who are unable to communicate
fluently or learn effectively in English.
Fluency. The ability to read a text quickly, accurately, and with proper
expression. Fluency is more than reading fast: it is reading at an appropriately fast
rate with good expression and phrasing that reflects solid understanding of the
passage.
Frustration Level. The level of reading difficulty at which a reader is unable
to cope; when reading is on the frustration level, the reader recognizes approximately
90% or fewer of the words encountered and comprehends at 50% or lower.
8
Independent Level. The level of reading difficulty low enough that the reader
can progress without noticeable obstructions; the reader can recognize approximately
98% of the words and comprehends at least 90% of what is read.
Informal reading inventory. An informal assessment tool designed to help the
teacher determine a student’s independent, instructional, frustration, and reading
capacity levels.
Instructional Level. The level of difficulty low enough that the reader can be
instructed by the teacher during the process; in order for the material to be at this
level, the reader should be able to read approximately 95% of the words in a passage
and comprehend at least at a 75% level.
One minute fluency assessment. A formal assessment that measures the
correct number of words read in one minute passage.
Phrasing. Grouping two or more words together while reading.
Poetry. Refers to a type of literature in which the sound and meaning of
language are combined to create ideas and feelings. People are often fascinated with
poetry for its sounds, rhythm patterns and rich language.
Prosody. Having appropriate phrasing, expression, tone, inflection, and rhyme
while reading.
Rate. This term refers to the speed at which a student reads.
Reading. The ability to construct meaning from print messages through
symbol decoding, vocabulary awareness, comprehension, and reflection.
9
Repeated readings. A reading technique that requires students to re-read the
same selection multiple times. Rereading helps a reader improve the speed, accuracy,
expression, comprehension and linguistic growth.
Running record. A formal procedure for analyzing student’s oral reading and
noting their strengths and weakness when using various reading strategies. It also
helps determine the difficulty level of the text they are reading and assist teachers in
accurately matching students to instructional level material.
WCPM. Words read correct per minute, determined by counting the number
of words read during a one-minute reading and deducting the number of
mispronounced words.
Summary
Fluency is a vital component in reading instruction that needs to be taught
explicitly in the classroom. Teachers need to establish and put in practice effective
fluency strategies, instructional routines, and activities to improve children oral
reading fluency. This introductory chapter stated the problems dysfluent readers
encountered and the key reasons why fluency is a vital component in reading
development. Chapter II presents the recent literature on fluency and fluency
improvement through the use of poetry. Chapter III describes the project, including a
series of poems, fluency activities and strategies as well as resources to improve
reading fluency. Chapter IV describes the possible ways to implement the project
either in individual classrooms or across grade levels. Chapter V summarizes the
research, recommends future study and identifies conclusions.
CHAPTER II
REVIEW OF LITERATURE
The National Reading Panel (2000) identified five essential components of
reading instruction, and programmatic and curricular responses have been developed
around these essential areas: phonemic awareness, the alphabetic code of phonics and
decoding, fluency of automatic reading of text, vocabulary, and text comprehension.
These five elements are crucial for effective reading instruction. Reading fluency has
been identified as one of the five crucial elements of proficient reading, and teachers
need to provide explicit instruction to students in this key component. Allington
(2009) indicated that fluency was one focus of early reading lessons, a focus for older
struggling readers, and many schools were also monitoring fluency scores. In the
quest to accelerate the progress of struggling readers, using poetry in the classroom is
one way to improve oral reading fluency. Stange (2008) stated that poetry was
motivating and built phonemic awareness, while enhancing the alphabetic principle,
vocabulary, fluency, expression, and writing. In early schooling years, poetry was the
first genre that most children heard; therefore, poetry inspired students to engage and
participate in repeated readings of text that was rich in language. The use of daily
poetry readings should help students develop the characteristics of skilled readers.
This chapter speaks about the modules, principles, assessments, and previous research
models that link fluency and poetry.
10
11
Fluency Components
Reading fluency is the ability to decode text fluently and accurately. Thus,
reading fluency forms a bridge from decoding skills to comprehension (Rasinski,
2004b). Fluency is comprised of three skills: accuracy, automaticity of decoding, and
prosody of oral text. The first aspect, accuracy of decoding, referred to the ability to
correctly generate a phonological representation of each word. Skills required for
accuracy of decoding included: alphabetic principle, the ability to blend sounds, the
ability to use cues to identify words in text, and a large sight-word vocabulary of
high-frequency words (Torgesen & Hudson, 2006). Accurate decoding was a
requirement for building the next component of reading fluency, automaticity.
Automaticity of word recognition referred to the ability to quickly recognize word
with little cognitive effort or attention. Automaticity was gained through numerous
practices. Torgesen and Hudson (2006) also stated that automaticity required quick
and accurate identification of individual words as well as speed and fluidity in
reading connected text. Furthermore, automaticity was a requirement for building the
next component of reading fluency, prosody.
Prosody of oral text reading referred to the ability to read naturally with
proper phrasing and expression, infusing text with suitable volume, stress, pitch and
intonation. Prosody was vital because it showed that the reader understood what was
being read and understood how the text mechanical applications functioned. Thus,
prosody was the evidence that the reader was actively constructing the meaning of a
passage as they read. Indeed, prosody served both as an indicator that the students
12
were comprehending as they read and also aided comprehension (Rasinski, 2004b).
When the readers mastered all the indicators, fluent readers were produced. John and
Berglund (1982) suggested that with increased fluency, students made fewer miscues
and were better able to give attention to reconstructing meaning from print.
Fluency Assessment
Reading fluency is a crucial component of instructional reading programs that
should be assessed regularly in the classroom to monitor student’s reading
improvement. Each fluency component needs to be assessed separately. Some
educators selected to focus on rate and words correct per minute (WCPM) to
determine the readers reading level, while others choose to look at the prosodic and
expressive characteristics of reading. Fluency assessments need to cover all three
component skills or indicators to provide a valid measure of fluency: accuracy of
decoding, automaticity/rate of word recognition, and prosody of oral text reading.
The National Reading Panel (2000) recommended that teachers assess fluency
regularly. When assessing a student’s fluency, the teacher needed to listen to the
child read a short section of a text aloud, one-on-one. Rasinski (2004a) outlined a
quick assessment method that was easily administered and had been shown to be both
reliable and valid: Curriculum-Based Measurement (CBM) (Deno, 1985) also called
Oral Reading Fluency (ORF). Deeney (2010) suggested not using the one-minute
assessment to determine the student fluency level because the one-minute tests
measured a reduced view of fluency and caused students to have a distorted view of
reading. Additional assessments were needed in order to determine the student’s
13
fluency level. In the CBM, the teacher listened to and/or tape-recorded the student
reading a grade-level passage for one minute. The total number of words read, the
number of uncorrected errors, and the number of words read correctly (WCPM) was
recorded. Rasinski (2004a) adapted CBM, such that all three component skills could
be assessed from this one-minute recording and compared against target norms,
provided by grade and time of testing.
Deeney (2010) suggested to deeply view accuracy and how it was assessed.
Fluent readers needed to develop accuracy which was both the correctness and
automaticity (speed). One possible way to assess a student and determine his fluency
level was to calculate rate. Rate included both automaticity and speed of reading. A
running record could be used to calculate the students’ reading rate by listening to a
child read a grade-level appropriate passage and recording the number of correct
words read per minute. Some of the errors to be considered and documented were
mispronunciations, substitutions, and omissions. After a student finished reading a
passage, the teacher used this formula to calculate the rate by subtracting the errors
from the words read in one-minute and the fluency rate score was determined. Diller
(2006) expressed that assessing fluency in words per minute was a quick and easy
measure; however, teachers needed to understand that rate was simply the number of
words read correctly in one minute (WCPM). Deeney (2010) stated that “Fluency is
more than accuracy and rate” (p. 449).
While WCPM was an important feature for identifying students’ fluency rate,
accuracy was the basis for determining fluency reading levels. Accuracy could be
14
assessed by doing an informal reading inventory (IRI) or running record and
computing the number of words in the text divided by the number of words read
correctly to equal an accuracy percentage. According to Rasinski (2004a) and
Allington (2006), the fluency levels were broken down into percentages to determine
the readers’ reading level. An independent level indicated a reader read with an
accuracy level of 95% or higher, and successfully read the text on his own. An
instructional level indicated a child read with an accuracy level of 90% -95% and the
student could read with instructional support. If a reader scored less than 90%, he
was reading at a frustration level and the text was too difficult for him to read without
support.
Prosody was an important component of reading fluency. Prosody was both
qualitative and quantitative. Prosody contained qualifiable elements such as when a
student read a passage, and appropriately used punctuation, expression, and emphasis.
Struggling readers were often characterized as reading in a monotone without
expression or with inappropriate phrasing. However, when using a measureable
rubric, prosody could be determined. Prosody was assessed using a qualitative rubric,
the Multi-Dimensional Fluency Rubric developed by Zutell & Rasinski (2004).
Prosody was the most difficult aspect of oral reading fluency to determine because
scoring expressive reading was more subjective than concrete (Rasinski, 2004b).
Rubrics could be used to assess prosodic oral reading and rate the readers’ fluency in
the areas of expressive qualities of tone, volume, phrasing, smoothness, punctuation,
and pace. Knowing that rubrics were not as accurate as calculating WCPM and
15
accuracy in reading, they were still a vital tool for measuring prosody and identifying
student’s weakness that were key aspects for additional instruction.
All of these aspects of reading fluency needed to be assessed: accuracy of
decoding, automaticity/rate of word recognition, and prosody of oral text reading in
order to determine the readers’ fluency level and provide appropriate instruction.
Given the task of administration and interpretation, these assessments could be
repeated throughout the school year using different grade-level passages, meeting the
recommendation for regular fluency assessment and the student’s needs. Allington
(2009) stated that fluency assessment, specifically the monitoring of development in
beginning readers, allowed instruction to be modified when fluency difficulties first
appeared.
Struggling Readers
Dysfluent readers continuously have difficulties with automaticity, which is
the ability to recognize printed words without conscious deployment attention.
Rasinski (2009) used a metaphor to make a direct connection between automaticity
and proficient reading “the actor rehearses, the athlete talks about repetitious training
drill, the musician spends time daily practicing pieces that will eventually be
performed, and the novice driver spends as much time on the road as possible” (p.
194), frequently that practice involves repetition, so is reading fluency achieved
through repeatedly practice. Samuels (1997) made a correlation of improvement in
performance of musicians and athletics with reading practice that results in better
reading performance. Reading speed, like other aspects of fluency or other automatic
16
behaviors, shows gradual or incremental improvement through practice. Struggling
readers who lack automaticity devote their energies to recognizing words, reduce the
speed of reading, not paying attention to the content of what they are reading, and
creates the need to reread the selection text to grasp the meaning. The difficulties in
automatic word recognition significantly affect a reader’s ability to effectively
comprehend. Struggling readers tend to not engage in reading and spend less time
involved in voluntary reading than confident readers because the text materials are
difficult and this creates a challenge for them. This reading schematic produces a
wider achievement distance between proficient readers and gives countless
opportunities for successful readers to move quickly into independent confident
readers whereas poor readers continue to struggle.
There are countless reasons why a child might struggle with reading fluency.
Researchers such as Allington (2006) identified three main areas that affected a
child’s fluency: difficult/unfamiliar texts, teacher behaviors, and effective/ineffective
reading lesson delivery.
One of the areas struggling readers had difficulty in developing reading
fluency was the too difficult texts, texts they could not read accurately. Some of the
reasons why readers could not read the text were because the text itself contained
unfamiliar content or multisyllabic, rare or hard to pronounce words. For a
nonreader, performing this task was always difficult. High success texts were critical
to fostering reading development. High-success texts were texts that could be read
with 99% accuracy, and were critical for developing fluency (Allington, 2009). These
17
types of text books might result in too challenging or level-wise inappropriate texts
for the reader. Therefore with appropriate literature, there were fewer mis-readings,
which lead to fewer teacher interruptions of the readers.
To continue the same quest, another area that effected student’s reading
fluency was that struggling readers were much more likely to be interrupted by their
teachers when reading aloud. When dysfluent readers encountered difficult texts,
readers got distracted with frequent interruptions; and reading accurately with
expression, intonation and comprehension would not take place. Allington (2006)
detailed that, “Teachers are far more likely to interrupt the lower-achieving readers
than the high achieving readers, regardless of the quality of errors, and to interrupt
poor readers more quickly and to have the interruption focus on sounding words out”
(p. 94). When low achieving readers were in this situation, they learned quickly to
depend much on the teacher for aid instead of self-monitor their reading. Teachers
who interrupted constantly because the text was too hard, created passive readers who
relied more on the teacher to monitor their reading than on self-monitoring
(Allington, 2009). Educators needed to make sure not to train this behavior while
students read. In order to produce fluent and independent readers, teachers needed to
provide time in the classroom for repeated readings with limited interruptions and
allow multiple opportunities throughout the day for readers to develop selfmonitoring skills, abilities, and word solving strategies.
The third area that effected students’ reading fluency was the effective and
ineffective teacher’s daily reading lessons that provided little high-success reading
18
opportunities for struggling readers where little actual reading was completed
(Allington, 2006). When some readers were provided continuing lessons with texts
that were too difficult and minimal amount of reading, fluency should not be an
expected outcome. In the effective teacher’s classroom, the students were actually
reading for 40-45 minutes while in the less effective teacher’s classroom students
read only 20-25 minutes. Allington (2006) proposed that teachers spend 90 minutes a
day having students engaged in actual reading and the remaining time engaged in
voluntary reading outside of school. A voluntary commitment in reading was
important because it linked to high levels of reading proficiency. In order to produce
fluent readers, teachers needed to modify the reading lessons provided to the
struggling readers so there were few immediate interruptions, simultaneously
focusing on improving their self-monitoring system, and providing plenty of
opportunities to repeat-read their leveled literature.
What Research Said About Fluency Instruction Models
In 2000, the National Reading Panel identified fluency as one of the core
components of reading instruction. Calo, Woolard-Ferguson, and Koitz (2013)
stated, that more than a decade later, with the implementation of the Common Core
State Standards (CCSS), reading fluency was a crucial skill for the academic
development that fostered students to be productive and proficient readers. With the
adoption of the CCSS, fluency continues to be one of the focal factors of reading
programs in the classrooms. School teachers need to imitate and use effective reading
19
fluency models and improved fluency instruction that help students become
successful readers.
A Fluency-Oriented Reading Instruction (FORI) developed by Stahl and
Heuback (2005) was an instructional fluency model that incorporated repeated and
assisted partner reading. FORI was a two year project with the purpose to help
children improve their reading fluency from the decoding stage to the fluency and
automaticity level. The texts used were basal reading stories that were part of the
students’ regular reading curriculum (Morrow, 2006). Children read each story
numerous times. The different variations for reading the basal stories included: echo
reading with the teacher; partner reading, this strategy was an opportunity for students
to be fully engaged and connect with the text by reading at home to an audience; and
reading by themselves. In using the FORI lesson as a method for improving reading
fluency, repeated reading was an effective tool because fluency instruction was
developed through the different techniques of repeated readings and used with the
basal story (Stahl & Heuback, 2005).
Another exemplary model was noted by Faver (2008). This method used
repeated reading of poetry in her second grade classroom because “poetry is a good
choice for teaching fluency because of its rich and playful language. Poetry naturally
encourages children to want to read and have fun while reading” (p. 351). While
using poetry, Faver‘s (2008) daily routines included a numerous time of repeated
reading. The routine started with an introduction of a new poem at the beginning of
each week.
20
1) She first read aloud to the class and discussed any unknown vocabulary
words, voice of the poem, rhyming words.
2) Then, the students and the teacher read the poem chorally. Gradually, the
teacher stopped reading and students continued practicing for 5 to 10
minutes.
3) Students practiced with a partner.
4) In small groups, the partners read the poem together, then each student
read the poem aloud again to his or her partner.
5) Students take the poem home and read aloud to an adult.
At the end of each week, students had the opportunity to perform the poem and read
the poem aloud to the class. The final step of poetry practice, was to perform in other
classrooms or at school during the daily announcements. With this continuous
process, Faver (2008) observed a “growth in their reading fluency, comprehension,
and self-confidence that I can only attribute to the repeated readings and performance
of poetry on a daily basis” (p. 352).
These effective and exemplary reading fluency models were only two of many
other representations that had proven that not only repeated reading improved
student’s reading fluency in the classroom, but motivated students to perform for an
audience and boost their self-esteem and self-confidence.
Poetry: A Tool Vehicle to Increase and Improve Fluency
Calo et al. (2013) presented a study of an effective model to increase fluency
instruction named the Fluency Idol Model in a second grade classroom in Maryland.
21
Fluency Idol, created by co-author Woolard-Ferguson, “combined repeated readings,
practice, supportive feedback and oral performance” (p. 455). The Fluency Idol
structure had several steps: the teacher and students selected a poem every Monday at
each student’s independent reading level. Students practiced the poem on a daily
basis at home using their family as audience members and in the classroom with their
partners for feedback and guidance from their teacher. Three randomly selected
students performed their weekly poem every Friday. The teacher recorded their
performance to share with the student and their family to see what went well and
what areas needed improvement. The Fluency Idol was selected democratically,
through a secret ballot. The criteria for the selection was based on who made the
reading entertaining and understandable. All of the participants were recognized for
their hard work and effort. With the success and ability to engage all readers, Calo
and Koitz decided to use Fluency Idol in a summer intervention program for k-5
students, for six weeks. Twenty-three children, ages 5-10, enrolled in the Reading
Clinic. According to the classroom teachers’ reports, all of students were frustrated
readers, with a lack of motivation, and read at least one grade level below the
district’s benchmark. Over the 6-week period, the results showed an improvement,
not only with their fluency level, but also increases in expression and volume, and
development of a more positive reading attitude and willingness to perform in public.
Fluency Idol helped children to work hard on the oral reading expression and
encouraged confident readers to perform for an audience. It also built in
22
opportunities for multiple repeated practice and supportive feedback from peers,
teachers and family members.
Wilfong (2008) implemented an intervention program Poetry Academy with
repeated readings of poetry, to see if it would help improve struggling readers’
fluency. The Poetry Academy participants included 86 third grade students. The
treatment group contained 36 students that were selected because they were below
grade level. The control group contained 50 students who were fluent readers. The
treatment group received one-on-one help from a community member once a week
for ten minutes. During this week, the volunteers followed a five step academic
instruction. First, the adult introduced a new poem and modeled the poem. Next, the
student was assisted as he read the poem. Then, the student did repeated readings by
reading the poem to different adults. At this point, the student took the poem home
and read to various others throughout the week to establish mastery. Finally, the
student read the poem one last time to an adult volunteer in the Poetry Academy to
listen for mastery. Once this cycle was completed, the process began with a new
piece the following week. This cycle was repeated for eleven weeks.
The Poetry Academy intervention was scheduled during independent language
arts work time in the classroom. Both treatment and control groups received equal
amounts of language arts instruction throughout the eleven weeks. With the only
difference that the treatment group (the Poetry Academy students) worked on
mastering their poem for the week, the control group worked independently.
23
At the end of the 11-week Poetry Academy period, Wilfong (2008) concluded
that the treatment group (the Poetry Academy students), made greater advancements
than the control group. The treatment group increased by an average of 45.6 words
correct per minute, while the control group increased by 37.32 WCPM. The Poetry
Academy proved that using short and simple texts with a combination of repeated
reading, listening while-reading, and assisted reading strategies, increased WCPM.
Another benefit obtained using the Poetry Academy intervention were that the
treatment group made gains in comprehension and positive attitudes toward academic
reading.
Another study with significant fluency gains was Lima’s (2011). Lima’s
(2011) study consisted of 43 first- grade students from the Central Valley of
California. The two sample groups selected were: Group A with 23 participants was
the treatment group; and group B with 20 participants was the control group. Group
A participated in a poetry program for 8 weeks and consisted of 15-20 minutes of
reading fluency practice using poetry 5 days a week. Group B rarely used poetry in
the classroom. Both groups were given a pretest and a posttest to make comparison
of improvement fluency levels. After the 8 week poetry program, and after analyzing
the posttest, the results showed that the treatment group (A) was statistically
significantly higher than the control group (B). Therefore, it was concluded that
poetry is a recommended activity for fluency development.
Kocolas (2013) showed similar findings of fluency improvement. The study
consisted of 54 fourth-grade participants from the Central Valley of California. The
24
study entailed two sample groups: Group A with 26 participants was the treatment
group and group B with 28 participants was the control group. The treatment group
started the intervention of the “Poetry Academy” (Wilfong, 2008) for 10 consecutive
weeks. Two additional weeks allowed teachers to complete the pre-and postassessments at the beginning and end of the intervention.
Parents volunteered, and the researcher held a 20-minute tutorial with all the
parents to introduce them the Poetry Academy procedures. A parent volunteer
worked with a small group, one-on-one tutorial. The parent volunteer introduced a
poem on Monday and worked with each student, reading the poem, vocabulary, and
reading comprehension for approximately 5 to 10 minutes each session.
After the posttest were conducted and data was analyzed, the study results
showed that the participants in the treatment group (A), had highly statistical
significant gains on the (MDFS) rubric, which evaluated for expression/volume,
phrasing, smoothness, and pace in comparison to the control group (B).
Both the Lima (2011) and Kocolas (2013) studies used repeating readings of
poetry and proved statistically significant gains, and therefore, this showed an
effective way to increase fluency in terms of expression, phrasing, smoothness, and
pace.
Rasinski (2004) developed the Multidimensional Fluency Scale (MDFS) to
measure fluency in the areas of expression and volume, paraphrasing, smoothness and
pace. The fluency scale range measures from 4 to 16 points. A score of a 10 or more
indicates that the reader is making good progress in fluency. According to the
25
(MDFS), students in the Fluency Idol study, increased an average from 8.0 to 10.5
points. Lima (2011) and Kocolas (2013), also used the (MDFS) in their studies, as
one of the tools to measure their students reading fluency. These studies also used
poetry to increase students’ fluency.
Another study using poetry that had similar findings was done by Pitcher
(2009). “The Great Poetry Race” was an effective family literacy program that
allowed students to practice their literacy skills at home. “The Great Poetry Race”
was a simple activity that required very little intervention from the teachers. With
this activity, the teacher selected a poem to reinforce the skills taught in class. Every
two to three days a new poem was introduced. Then, the teacher modeled how to read
the poem using the technique of shared reading. The student’s main objective was to
read the poem numerous times to as many people as they could, during the interval
time period. The students were given a form to collect all the signatures from all the
people to whom they read the poem. At the end of the time period, whoever collected
the most signatures won the race and a prize. The most rewarding and significant
aspect of this activity was the positive reading experience students had. “The Great
Poetry Race” became popular and motivational among students and increased
student’s participation from kindergarten to high school. The teacher identified
substantial literacy growth in the students who participated. This study proved that
students who read a poem multiple times, had more opportunities to improve reading
abilities and in return succeeded academically.
26
Summary
The research revealed that fluency was a fundamental element in a reading
program to helped students achieve and become successful readers. One way to
foster fluency in the classroom was through the use of an effective text for repeated
reading, in this case poetry. Poetry allowed the students to read short and enjoyable
texts frequently. The technique of repeated reading was an approach that had been
successful when implemented in an appropriate manner. When the repeated reading
intervention was in the classroom, it helped increased a student’s reading fluency
including his accuracy and speed.
Chapter II presented the importance of reading fluency in the classroom.
Using poetry in the classroom as a context for practicing repeated reading was found
to be one of the most creative, engaging, and effective ways to increase and improve
oral reading fluency. Chapter III describes the project, Improving Fluency Through
the use of Poetry, which is found in the handbook.
CHAPTER III
DESCRIPTION OF THE PROJECT
The main goal of this project was to provide teachers embracing, interacting,
and engaging activities rich in language, which could be incorporated into the
existing Common Core Language Arts program to build fluency. The poetry
handbook contains poetry activities appropriated for students in the grades of K-6th.
The handbook includes differentiated fluency activities in order to meet the variety of
students’ academic needs and abilities. This chapter describes the content of the
poetry handbook and the activities included. Developing Proficient Readers Through
Poetry is an assortment of interactive activities for teachers to use in combination
with adopted curriculum or as a supplemental literacy program. (See Appendix).
The poetry handbook was set up like the Fluency Idol model. The Fluency
Idol model was an exemplary paradigm created by Calo et al. (2013) that builds on
best practices in fluency instruction. This model combined repeated reading,
numerous opportunities to practice, and an oral performance. A poem was selected at
the beginning of the week by the students and the teacher. During the week, students
had multiple opportunities to read the poem in school and at home with their family
members. Finally, the students had the option to voluntarily perform the poem on
Friday.
The handbook includes a variation of fun and engaging activities for
kindergarten to sixth grade. The activities are broken down in three different
categories. The first set of activities are geared for kindergarten to second grade, the
27
28
next set of activities are appropriate for third to fourth grade, and the last set of
activities are for fifth to sixth grade. However, all the activities could be modified
and used for all grade levels. Also, all of the developed fluency activities contained a
section to be adapted for other grade levels and can be adjusted for English Language
Learners and special need students. The activities were designed for building not
only reading rate, but prosody as well which is used by readers to convey meaning.
Chapter III described Developing Proficient Readers Through Poetry, an
activities handbook for educators seeking for techniques to integrate poetry into a
current ELA program. Chapter IV discusses a complete implementation of the
project and how to use the designed fluency activities in order to build reading
proficiency of students in grades kindergarten through sixth grade.
CHAPTER IV
IMPLEMENTATION OF THE PROJECT
This chapter presents the implementation of the project. Developing
Proficient Readers Through Poetry was designed to be used by classroom teachers as
part of a balanced literacy program to improve fluency at the elementary level. This
handbook was designed for educators looking for additional tools to meet the needs
of all students in today’s classroom. The activities are supplemental lessons to be
used with the current reading programs already used by teachers. These activities
were not created to replace existing curriculum, but instead to help students build
their fluency stamina through a different literature style.
The handbook was intended for kindergarten through six-grade levels.
Although, students in the upper elementary grades who have been unsuccessful with
lengthy reading passages can read the poetry selections and feel successful as they
build the fluency to become proficient readers.
This handbook is open for modifications to meet the needs of individual
students. Teachers can adapt the activities based on students’ academic needs and
learning abilities. Each activity has an adaptation which will benefit ELL students
with limited command of the English language, special education with limited
learning abilities, and other grade levels suggestions.
There are possible manners to introduce this handbook: one way to introduce
this project would be to individual teachers at the staffroom who are interested in
using the activities to build students’ fluency through poetry. The presenter would
29
30
explain how to use the independent fluency lessons, how to adjust to individual
student needs and suggest to make any modifications. If a large number of teachers
are interested, then this handbook, would be to presented at a staff meeting. The
presenter would introduce some of the handbook activities through a power point and
a video of a model lesson with a student. Another possible manner to introduce the
handbook would be to present it at a district professional development training. At
both the staff meeting and professional training, the presenter will give a synopsis of
the handbook, then model a lesson, and give the teachers an opportunity to practice
one of the activities.
Teachers may select the activities that best serve their students’ needs.
Educators may choose to teach the activities in any order and make modifications if
needed, to adapt them to their students’ academic abilities. The activities in the
handbook do not build upon one another, instead, the lessons were developed to be
independent.
Because the activities developed in the handbook were generic, teachers may
incorporate them to become part of any language arts program or curriculum. For
teachers who are unfamiliar with poetry, it is suggested to collect a substantial
number of poems in a variety of content areas, and create their own collection of
poems to use with their students. (See Appendix-Literature Around the World) It is
recommended that the collection of poetry range from simple to complex to provide a
wider spectrum of poems and use for differentiate instruction and fluency building.
31
Chapter IV discussed the implementation of Developing Proficient Readers
Through Poetry, a handbook for active classroom teachers and how poetry activities
were incorporated into an existing English Language Arts curriculum as a way of
building fluency. Chapter V provides a summary, recommendations for further
research for teachers incorporating poetry into a well-balanced English Language
Arts curriculum to promote and build fluency, and a conclusion.
CHAPTER V
SUMMARY, RECOMMENDATIONS, AND CONCLUSION
Summary
According to the National Reading Panel (2000), fluency is one of the five
essential components of reading instruction (phonemic awareness, the alphabetic code
of phonics and decoding, fluency of automatic reading of text, vocabulary, and text
comprehension). These five elements are vital for effective reading instruction.
Reading instruction is a complex process that is composed of various factors, in
which readers integrate these facets to make meaning from text. Since, reading
fluency has been identified as one of the five crucial elements of proficient reading,
then educational research indicates that fluency in reading is a critical factor in
general reading development and achievement (Foster, 1998). When explicit reading
instruction is delivered effectively, students develop reading skills, feel motivated,
and feel like successful readers.
According to Diller (2006), fluency is not just speed. Fluency is a
combination of rate, prosody, expression, intonation, and pacing. All of these
components need to be taken into consideration when a student is reading. For
dysfluent readers, repeated readings seems to be an essential technique for achieving
fluency.
Using short texts, like poems, as a method for repeated reading allows
students to read for pleasure, while allowing to experience the feeling of being
successful readers. Repeated reading allows for students to have multiple exposures
32
33
to the same text and develop into fluent readers. A daily dose of poetry will enhance
students’ motivation, build and increase fluency skills.
According to Kuhn and Stahl (2003), rereading assists with fluency. Students
gain automatic word recognition, reading rate, and comprehension of the text.
Repeated reading of short texts like poem helps readers to develop the foundational
skill of fluency. According to Samuels (1979), using the method of repeated reading
enhance readers “to decode text automatically, leaving attention free for
comprehension” (p. 376).
Repeated reading is a powerful technique for improving reading fluency.
Rereading is a valuable study instrument for struggling readers, as well as, for high
reader achievers. Reading a short text repeatedly will improve the ability to
recognize words quickly, cultivate expression and intonation, develop a sense of
phrasing, increase comprehension, build language development, foster a positive
attitude for reading, and allow the student to experience a sense of accomplishment
and success. Therefore, incorporating daily repeated readings of short poems will not
only develop effective reading skills to build fluency and improve comprehension,
but will enhance students’ passion to read for pleasure.
In Developing Proficient Readers Through Poetry handbook, teachers will
find a small and simple sample of activity lessons which are available as an additional
tool and resource to use with their students as an inspirational instrument to integrate
into an existing English Language Arts program. The handbook is a noncomplex
foundational source to be used repeatedly on a daily basis to build reading fluency.
34
Recommendations For Further Study
This project was one intended solution envisioned for students to improve
reading fluency. Further research with a larger model is suggested. A study could be
conducted using other fluency repeated reading techniques of poetry or reader’s
theater scripts to improve fluency. A similar study could be conducted where the
researcher would collect data on a group who uses the repeated reading method and
another group who does not use repeated reading, to compare which group showed a
reading fluency improvement. A researcher could also conduct a similar study, but
with a different population or school site.
Conclusion
In the 21st century and with a college career readiness as an objective, learning
to read fluently is fundamental. Reading fluently will facilitate students’ success and
will enable students to become life-longer learners. The teacher’s ultimate goal is to
have all students in the classroom reading at a proficient level. In order to accomplish
this goal, students must prove to be skillful in the five reading pillars: phonological
awareness, phonics, vocabulary, fluency, and comprehension. Reading fluency is a
vital component of a complete and effective reading program. Unfortunately, reading
fluency is an area that often gets overlooked and can cause students much difficulty in
their future. Therefore, teachers have the responsibility to deliver explicit instruction
and improve students’ reading fluency level.
It is imperative that teachers include fluency instruction and give multiple
opportunities to read the same text for students to be successful readers. Thus,
35
reading for meaning and reading for pleasure becomes the main purpose of reading.
Ultimately, reading fluently and fully comprehending, allows students to achieve the
highest level of proficiency and provides a strong reading foundation that is essential
to succeed in life.
REFERENCES
37
REFERENCES
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Allington, R. L. (2006). What really matters for struggling readers: Research-based
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Allington, R. L. (2009). What really matters in fluency: Research-based practices
across the curriculum. Boston, MA: Pearson.
Cecil, N. L. (2003). Striking a balance: Best practices for early literacy. Scottsdale,
AZ: Holcomb Hathaway.
Clay, M. (1991). Becoming literate: The construction of inner control. Auckland, NZ:
Heinemann Education.
California Department of Education (2010). Common core standards for English
language arts/literacy k-5. www.cde.ca.gov.
Calo, M. K., Woolard-Ferguson, T. and Koitz, E. (2013). Fluency idol. The Reading
Teacher 66(6), 454-458. DOI: 10.1002/TRTR1148.
Deeney, T. A. (2010). One minute fluency measures: Mixed messages in assessment
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for beginning and struggling readers (pp. 65-86). New York, NY: Stenhouse.
Faver, S. (2008). Repeated reading fluency. The Reading Teacher, 62(4), 350-352.
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Foster, S. (1998). The daily use of poems to develop skilled readers: A language arts
curriculum enhancement. Thresholds in Education, 4(4), 54-60.
John, J., & Berglund, R. (1982). Repeated readings: Help for poor readers. The Tar
Heel Reading Journal, 2(1), 26-30.
Kocolas, A. (2013). The effect of poetry on reading fluency. (Unpublished master’s
thesis) California State University, Stanislaus, Turlock, CA.
Kuhn, M. (2005b). Helping students become accurate, expressive readers: Fluency
instruction for small groups. Reading Teacher, 58(4), 338-344.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and
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Laberge, D., & Samuels, S. A. (1974). Toward a theory of automatic information
processing in reading. Cognitive Psychology, 6, 293-323.
Lima, I. (2011). Linking poetry with fluency in the first grade classroom.
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CA.
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Pitcher, S. M. (2009). The great poetry race. The Reading Teacher, 62(7), 613-616.
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APPENDICES
42
APPENDIX A
Developing Proficient Readers
Through Poetry
Poetry and Reading Strategies to Improve
Fluency
By Maria E. Flores-Saldana
CSU Stanislaus
Masters Project
43
Table of Contents
Introduction
44
Traveling Through Poetry
46
Packing a Suitcase of Fluency- Why Fluency?
48
Common Core State Standards for English Language Arts
49
California English Language Development Standards
50
Luggage Full of Fluency Building Activities:
 Kindergarten to Second Grade
 Third and Fourth Grade
 Fifth and Sixth Grade
51
Literature Around the World
67
Worldwide Internet Connection
72
Reference
73
44
Introduction
In understanding that readers struggle and why they struggle,
teachers can design appropriate instruction. Instruction is the key to
improving fluency, therefore, classrooms teachers must have a repertoire
of teaching strategies and techniques in order to meet the students’
needs. It is very important to monitor students’ progress and to support
students’ developing fluency.
Developing Proficient Readers Through Poetry is a handbook full of
engaging strategies for teachers to use with students in Kindergarten
through Sixth grade in order to improve fluency. This guide contains
activities set up like the Fluency Idol, with suggestions for modifications
to meet today’s diverse student population. Fluency Idol model was a
concept created by Calo, Woodlard-Ferguson, Taylor in 2013, that built
on best practices in fluency instruction. This model combined plentiful
repeated reading, numerous opportunities to practice, and an oral
performance. A poem was selected at the beginning of the week by both
the students and the teacher. During the week, students had multiple
45
opportunities to read the poem in a school and a home setting. Finally,
the students had the option to voluntarily perform the poem on Friday.
The activities in this handbook are aligned with the Common Core
State Standards for English Language Arts, as well as the California
English Language Development Standards and are meant to be used as
part of a balanced literacy program throughout the school year and
beyond.
46
Traveling Through Poetry
In life, communication is essential. Communication is art. Poetry
is art. Poetry promotes literacy, builds fluency, and fosters positive
language and experience connections.
Poetry is universal. Poetry opens venues for a robust English
Language Arts curriculum. Poetry is accessible for all students in the
classroom. Because poetry defies rules, poetry can be easily scaffolded
and students can find ways of expressing themselves.
Poetry can enrich the reader by offering a new way to view
everyday experiences. Poetry allows students to play with language.
When poetry read aloud occurs, it is rhythmical and musical. Poetry
allows students to paint sketches of their lives, using metaphors,
imagery, and symbolic language to describe experiences. When students
read poetry, they have the opportunity to travel around the world with
their imaginations.
Also, poetry is short, it does not need to be analyzed, and it does
not need to be deconstructed. Teachers need to find the poems that
47
wake up students’ interests, that make them feel as if they’ve submerged
themselves in an imaginative world full of rich language.
48
Packing a Suitcase of Fluency
Why Fluency?
The simplest reason reading fluency is important is because
without fluency, reading is not enjoyable. When a fluent reader reads
with accuracy, expression, and voice, reading is more enjoyable,
rewarding, and effortless. As a student becomes a fluent reader, this
fluency positively influences what the student will choose to read
independently.
Fluent readers will pick up a book and read on their own,
even when it is not assigned for class.
When reading words becomes automatic, students can then
simultaneously engage in processing the meaning of the words being read.
Fluent reading leads to more success with writing, better vocabulary
skills, and a greater understanding of what is being read.
49
Common Core State Standards for English Language Arts
Reading Standards for Foundational Skills K-5
Fluency
Kindergarten
RF 4 Read emergent-reader text with purpose and understanding.
First Grade
RF
4. Reading with sufficient accuracy and fluency to support
comprehension.
RF
4b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Second Grade
RF
4b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Third Grade
RF
4b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Fourth Grade
RF
4b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Fifth Grade
RF
4b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Sixth Grade
RL
6.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.
50
California English Language Development Standards
Section 2: Elaboration on Critical Principles for Development Language and
Cognition in Academic Contexts
Part I-Interacting in Meaningful Ways
B. Interpretative #6 Reading closely literature and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and implicitly through
language.
C. Productive #9 Expressing information and ideas in formal oral presentations on
academic topics in a variety of content areas.
Corresponding CA Common Core State Standards
Kindergarten
RL. K.1-7
SL. K.4-6
L. K.1, 6
First Grade
RL. 1. 1-7, 9, 10
SL. 1.2-3
SL. 1.4-6
L. 1.4, 6
L. 1.1, 6
Second Grade
RL. 2.1-7, 9-10
SL. 2.2-3
SL. 2.4-6
L. 2.3, 4, 6
L. 2.1, 3, 6
Third Grade
RL. 3.1-7, 9-10
SL. 3.2-3
SL. 3.4-6
L. 3.3, 4, 6
L. 3.1, 3, 6
Fourth Grade
RL. 4.1-7, 9-10
SL. 4.2-3
SL. 4.4-6
L. 4.3, 4, 6
L. 4.1, 3, 6
Fifth Grade
RL. 5.1-7, 9-10
SL. 5.2-3
SL. 5.4-6
L. 5.3, 4, 6
L. 5.1, 3, 6
Sixth Grade
RL. 6.1-7, 9-10
SL. 6.2-3
SL. 6.4-6
L. 6.1, 3, 6
L. 6.1, 3, 5, 6
51
Luggage Full of Fluency Building Activities
Name of Activity: Fluency Idol
Poems to be used: Appropriate for K-2nd Grade.
o Mary had a Little Lamb- by Sarah Josepha Hale
o Twinkle, Twinkle Little Bat- by Lewis Carroll
o Humpty Dumpty Went to the Moon- by Michael
Rosen
o The Aspen Tree- by Bobbi Katz
Objective: To have the students read the poem multiple times, build
fluency, to identify rhyming and high frequency words.
Materials: Poem, chart paper, sentence strips, and a pencil.
Procedure:
o Teacher and students select the poem on Monday as a whole group.
o On Monday teacher writes the poem on chart paper and as a whole
class, circles the rhyming words. Then, reads the poem again and
highlights the high frequency words.
o Students practice the poem throughout the week in pairs, choral
reading, repeated reading, at home, and with the teacher.
o Each student may write one of the poem sentences on sentence
strips to practice.
o Every Friday, three voluntary students perform the poem to the
class and family members.
o The class completes a secret ballots to select the week’s Fluency
Idol.
o All the participants receives a special Fluency Idol certificate for
their efforts.
Adaptations for:
3rd-4th: Students can memorize and perform the poem for the class.
5th-6th: Students can memorize and act out the poem (like a reader’s
theater) with inflections.
ELs or SNs: Adapt this activity using pictures and allow multiple
opportunities to practice, and permit various repetitions.
52
Name of Activity: Parodies
Poems to be used: Appropriate for K-2nd Grade.
 Hey Diddle Diddle; Little Miss Muffet- by Mother Goose
 Where the Side Walk Ends- a poem from the book Where the Side


Walk Ends by Shel Silverstein
Music for Fun and Profit- by Gary Soto
From Principal’s Office- by MC Young

The Praying Mantis- by Douglas Florian
Objective: To have the students read the poem multiple times using
parody humor to build fluency.
A parody is an imitation of a poem or another poet's style that produces
comic, humorously exaggeration, or satiric effects.
Material: Poem, chart paper, music, and a microphone.
Procedure:

Teacher and students select the poem on Monday as a whole group.

On Monday teacher writes one stanza of the poem on chart paper
and the teacher models how to read the poem using a parody.
Then, students read the poem using a parody.

On Tuesday, students re-read the poem in their groups using their
song beat.

Students practice the poem throughout the week using any
rhythmic song to read the poem at home.

On Friday, two or three students will voluntarily perform the poem
to the class.
With parent permission, the teacher will record the performance
and make a CD for the class to listen to it.
Adaptations for:
3rd-4th: Students may re-read the poem multiple times to memorize and
perform the poem for a school assembly.
5th-6th: As students re-read the poem daily to can memorize and act it
out the poem (like a reader’s theater) with inflections; also, students can
make a video and uploaded to the school website.
53
ELs or SNs: Adapt this activity using pictures, props, and allow multiple
opportunities to practice, and permit various repetitions.
54
Name of Activity: Pantomime
Poems to be used: Appropriate for K-2nd Grades.
 Touch Down- by Sharon Bell Mathis
 Caterpillars- by Aileen Fisher
 Uncle Dick- by Eve Merriam
 The Skeleton Parade- by Jack Prelutsky
 How I Helped the Traveler- by John Ciardi
 I know the Rules: All the Colors of the Race- by Arnold Adoff
 Hip Hop Rules the World- by Jacqueline Woodson
Objective: To have the students read the poem multiple times using
body language and movement to build fluency.
Material: Poem
Procedure:
 For this activity, students will be working with a partner.
 On Monday, both students select the poem they are going to
pantomime. Then, students read the poem to clarify any
vocabulary words.
 Throughout the week students practice the poem in class and at
home, using gestures, emotions, body movement, and motions.
 On Tuesday, student “A” is the narrator and student “B”
pantomimes the poem.
 On Wednesday, student “B” is the narrator and student “A”
pantomimes the poem. Every day, both students switch roles.
 On Friday, two pairs of students will voluntarily perform the poem
to the class alternating their roles.
Adaptations For:
3rd-4th: Students can characterize and perform the poem to the class.
5th-6th: Students can memorize and perform in a solo or chorus for
group presentations.
ELs or SNs: Adapt this activity using one stanza, pictures, and allow
multiple opportunities to practice, and permit various repetitions.
55
Name of Activity: Cumulative Build-Up Poem Presentation
Poems to be used: Appropriate for K-2nd Grades.
 Good Hot Dogs- by Sandra Cisneros
 The Little Turtle- by Vachel Lindsay
 Concrete Cat- by Dorthi Charles
 The Tyger– by William Blake
Objective: To have a student voice read the first line, then two more
join in on the second line, and then three more join in on the third line,
gradually building to a crescendo until the entire class says the last line
to build fluency.
Material: Poem and highlighters.
Procedure:
 On Monday, the teacher and students select the poem they will
perform on Friday. Next, the students select the lines they are
responsible for and highlight it.
 On Tuesday, the students re-read the poem and identify
vocabulary words and discuss them for clarification.
 On Wednesday, the students practice reading the poem to the
other grade level classmates.
 On Thursday, the students practice reading the poem in the staff
room.
 Throughout the week, students practice their poems at school
during their reading time and at home with their family members.
 On Friday, students will voluntarily perform the poem to the class
after the flag salute and the morning announcements.
Adaptations For:
3rd- 4th: Students can choose two lines from the poem. Students can
highlight the lines they need to memorize.
5th–6th: Students can memorize their lines. Then, students can recite
the poem to a first grade classroom.
ELs or SNs: Adapt this activity using one line, write the poem line on a
sentence strip, discuss any vocabulary or unknown word using picture
cards, use an iPad or tape recorder to record their voices for multiple
56
opportunities to practice, and permit various repetitions, and time to
performance.
57
Name of Activity: Emulate Voices
Poems to be used: Appropriate for 3rd and 4th Grade.
 The Llama Who had No Pajama; Fine Fat Pig- by
Mary Ann Hoberman
 Spring; Moon Have you Met My Mother?- by Karla
Kuskin
 Splendid Lion- by Mary Ann Hoberman
 A few lines from The Gingerbread Girl book- by Lisa Campbell
Ernst
 Song of the Witches (from Macbeth)- by Williams Shakespeare
 A couple of pages from the Little Red Riding Hood book- by
Candice Ransom (adapted)
Objective: To have the students read the poem or lines from the book
multiple times using different voices to build fluency.
Material: Poem or book
Procedure:
 On Monday the students select the poem or the lines from the
book. Then read the poem/lines and clarify any difficult and
unknown words.
 On Tuesday, each student chooses a stanza or a couple of pages
from a book and uses the character voice to read it. For example,
in the poem Fine Fat Pig: the student reads the poem as an oink,
oink, pig.
 Throughout the week, students take the poem home and practice
with their families.
 On Wednesday and Thursday, the students practice reading the
poem or lines in small groups.
 On Friday, two students will voluntarily perform the poem or
practiced lines to the class.
Adaptations For:
K-2nd: Students can choose one line only and characterize one character
of the poem.
58
5th-6th: Students can present a memorized a poem or few lines from a
book, during poetry month, school spirit assembly, open house night, or
parent literacy night.
ELs or SNs: Adapt this activity using one stanza, one to two lines from a
book, discuss any vocabulary word, allow multiple opportunities to
practice, and permit various repetitions.
59
Name of Activity: Interpreting Characters
Poems to be used: Appropriate for 3rd and 4th Grade.
 Tyrannosaurus was a Beast- by Jack Prelutsky
 A few characters from the book The Three Little
Pigs- by Patricia Seibert
 Possum Came a Knocking- by Nancy Van Laan
 The Pup Grew Up- by Samul Marshak
Objective: To have the students read the poem or character lines
multiple times pretending to portray the characters to build fluency.
Material: Poem, chart paper, and characterization props.
Procedure:
 On Monday, the teacher pre-selects the poem. The whole class
reads and discusses the poem. Then, each student selects the
character to be interpreted.
 On Tuesday, in a small groups, students practice reading the poem
interpreting their character.
 On Wednesday and Thursday, students practice the poem in class
and at home.
 On Friday morning, students will voluntarily perform the poem to a
kinder classroom.
Adaptations For:
K-2nd: Students can choose one line only and characterize one character
of the poem.
5th-6th: Students can present the poem using exaggeration, irony, and
sarcasm.
ELs or SNs: Adapt this activity using one stanza, discuss any vocabulary
word, allow multiple opportunities to practice, and permit various
repetitions.
60
Name of Activity: Reader’s Theater
Poems to be used: Appropriate for 3rd and 4th Grade.
 Ickle Me, Pickle Me, Tickle Me Too- by Shel Silverstein
 Fire! Fire! - by Bill Martin Jr.
 Little Back Bug- by Margaret Wise Brown
 A Duck so Small- by A.H. Benjamin
 Which Shoes Do You Choose- by Aaron Shepard
Objective: To have the students read the poem multiple times and
interpret the character to build fluency.
Material: Poem, Readers’ Theater Scripts and highlighters.
Procedure:
 On Monday, the teacher and students selected the poem or book
adapted into a reader’s theater script. Then, the students choose
the character lines they will voluntarily present on Friday and
highlighted.
 Throughout the week, students practice their lines at home with
their family members.
 On Tuesday, students work in groups and read the poem or script
one time.
 On Wednesday and Thursday, students practice reading the poem
or readers’ theater script to the kindergarten and first grade
students.
 On Friday, students voluntarily perform the poem to an upper
grade class (5th or 6th grade).
Adaptations For:
K-2nd: Students can choose a short poem, practice reading it, and
perform to the rest of the class.
5th-6th: Students can present the poem or reader’s theater to another
grade level class, interpreting the character, and using props to create a
visual representation.
ELs or SNs: Adapt this activity using a short poem or one stanza,
discuss any vocabulary word, allow multiple opportunities to practice, and
permit various repetitions and time to performance.
61
Name of Activity: Solo and Chorus Presentations
Poems to be used: Appropriate for 5th and 6th Grade.
 The Road Not Taken- by Robert Frost
 Poor Old Lady- Anonymous (In the book The Poem


Random House for Children, selected by Jack Prelutsky)
The Camel’s Complaint- by Charles Edward Carryl
Feelings About Words- by Mary O’Neill
Objective: To have the students read the poem multiple times using the
strategy of solo and chorus presentations to build fluency.
Material: Poem, sentence strips, markers, chart paper, and highlighters.
Procedure:

On Monday, teacher places the students into groups of four or five
(A-D). Then, each group selects the poem. Next, in each group, one
student is the group leader. The group leader is the first person
who reads the first line. The rest of the group will read the next

three lines in a chorus. The group leader and the chorus members
highlight their lines they will voluntarily present on Friday.
Throughout the week, students practice their lines at home with
their family members and at school.




On Tuesday, students work in groups and read the poem. Each
group practices reading the poem either inside the classroom or
outside due to the noise level of the chorus group.
On Wednesday, group A practices reading the poem to group B.
Then, group C practices reading the poem to group D.
On Thursday, students will make a video or audio recording of the
poem.
On Friday, students will voluntarily show the recorded video or play
the audio of the poem to the rest of the class.
Adaptations For:
K-2nd: Students can choose five lines from the poem. Students write the
poem lines on a sentence strip, then students practice reading it, and
perform to the rest of the class.
62
3rd–4th: Students can memorize their lines and present the poem to
another grade leveled class.
ELs or SNs: Adapt this activity using one to five lines, discuss any
vocabulary word using picture cards, record their voices for multiple
opportunities to practice, and permit various repetitions, and time to
performance.
63
Name of Activity: Monologue (First Person Narration)
Poems to be used: Appropriate for 5th and 6th Grade.
 Every time I Climb a Tree- by David McCord
 The Reason I Like Chocolate- by Nikki Giovanni
 The Testing Tree – by Stanley Kunitz
 The Land of Counterpane- by Robert Louis Stevenson
Objective: To have the students read the poem multiple times using
first person narration to build fluency.
Material: Poem, sentence strips, chart paper, markers, a mirror, and
highlighters.
Procedure:
 On Monday, the teacher provides four different poems to choose
from. The students select the poems they will voluntarily perform
on Friday. Then, the students read the poem once. Next, the
students read the poem again and this time, students identify the
figurative language they are working on (similes, metaphors,
onomatopoeia, idioms, symbolism, hyperbole, irony, and
personification.)
 Throughout the week, students practice their poems at school
during their fluency time and at home in front of a mirror.
 On Tuesday, the teacher and students discuss the meaning of the
figurative language. Then, the students read the poem using the
technique of first person narration (I, we, our, my, us).
 On Wednesday half of the class practices reading the poem in a
first person narration to the Kindergarten reading buddies.
 On Thursday the other half of the students practices reading the
poem in a first person narration to the first grade reading buddies.
 On Friday, students will voluntarily perform the poem in the
classroom using first person narration method.
Adaptations For:
K-2nd: Students can choose one to five lines from the poem. Students
write the poem lines on a sentence strip, highlight the high frequency
64
words and current phonics sounds. Then students practice reading it, and
perform to the rest of the class.
3rd–4th: Students can analyze the poem and identify the similes and
metaphors in the poem. Then, students can recite the poem to the
classmates.
ELs or SNs: Adapt this activity using one to five lines, discuss any
vocabulary or unknown word using picture cards, use an iPad to record
their voices for multiple opportunities to practice, and permit various
repetitions, and time to performance.
65
Name of Activity: From a Simultaneous Recitation to a Musical Round
Poems to be used: Appropriate for 5th and 6th Grade.
 Swirl by Swirl: Spirals in Nature- by Joyce Sidman
 Motorcycle Song– by Diane Siebert
 Hip Pop Speaks for Children: A Celebration of Poetry with a Beatby Nikki Giovanni
Objective: To have each group of students recite the poem to a musical
round multiple times to build fluency.
Material: Poem and chart paper
Procedure:
 On Monday, the teacher divides the entire class into groups (A, B,
C, D) four students per group. Then the teacher and students
select the poem they will perform on Friday.
 Next, the teacher explains how the poem is going to be read: Group
A begins the poem and recites it all the way through. When Group
A begins the third line, then Group B starts the first line, later
when group B begins the third line, then Group C starts the first
line. Finally, Group D can be added as Group C begins the third line.
 On Tuesday, the teacher may record the students on an IPad as
they read the poem simultaneously to see and hear themselves for
improvement.
 Throughout the week, students practice their poems at school
during their fluency time.
On Friday, students may perform the poem voluntarily to another class.
The teacher records the students’ presentation and email a copy to each
of their parents.
Adaptations For:
K-2nd: Teacher and students select a short poem. Teacher can give each
student a letter or a number. Individual students can read one line.
When student one or letter A reads the second line, then student two or
letter B begins in line one. Students may follow the same procedure as
described above, but only with one poem line. Students write the poem
66
lines on a sentence strip. Then students practice reading it in class, and
perform the poem to another class.
3rd–4th: Students can also be divided into groups, but maybe select a
shorter poem appropriate for their grade level. Then, students can
follow the same recitation procedure. At the end of the week, students
can recite the poem to a Kindergarten classroom.
ELs or SNs: Adapt this activity using one stanza of a poem or a shorter
poem. Teacher and students discuss any vocabulary or unknown word
using picture cards or I Pad application. Teacher uses an iPad to record
their voices for multiple opportunities to practice, permit various
repetitions and time for performance.
67
Literature Around the World
Children enjoy reading poetry silently or aloud to others. Poetry can be
found in all sources of literature and forms: books, gift cards, holiday
celebrations items, song lyrics, and special event celebrations. Here is a
brief, but valuable list of books in addition to the ones listed in the
developed activities included in this handbook, along with some personal
favorites.
The book titles included are listed alphabetical order and coded into the
following categories: Specialized Poetry Books (SP), Single Illustrated
Poems (SI), Anthology Collections (AC), Song Lyric (SL), Mother Goose,
Nursery Rhymes and Songs (MG).
Around the Word in Eighty Poems (2002)
Author: Berry, James
Illustrator: Lucas, Katherine
This diverse poetry collection of fifty countries takes readers on an
imaginary journey from Greenland to Great Britain by way of Nicaragua,
Kenya, Hungary and many other lands. Some poems are lighthearted,
some are serious, and together they evoke a world that's both exotic and
familiar. With poems from more than 50 different countries and
exquisite illustrations. This incredible collection of poems invites
children to share in the richness of cultures around the globe. (SP)
A Child’s Introduction to Poetry (2003)
Author: Driscoll, Michael
Illustrator: Hamilton, Meredith., Black Dog & Leventhal
This book is a collection of poem with a variation of poetic forms and
individual poets. (AC)
Mathematickles (2003)
Author: Franco, Betsy
This book incorporate most math concepts and seasonal words to create a
unique form of poetry. With few words these poems forces students to
think about word choice and connections. (SI)
68
Hush, Little Baby (2003)
Author: Frezee, Marla
From Harcourt this is a classic poem to be read. Young readers
definitely will enjoy and make a personal-text connection. (MG)
Danitra Brown: Class Clown (2005)
Author: Grimes, Nikki
Illustrator: Lewis, E.B.
With a multiple Coretta Scott King award winners Nikki Grimes and E. B.
Lewis have poured their best into Danitra Brown, Class Clown. This third
book starring Zuri and Danitra speaks to everyone who has faced the
trials of a new school year. Age appropriate is 7-10 years of age. (SP)
Forget-Me-Nots: Poems to Learn by Heart (2012)
Author: Hoberman, Mary Ann
Illustrator: Emberley, Michael
This new collection of poems are especially suitable for learning by heart
and saying aloud. With personal introductions by former Children's Poet
Laureate Mary Ann Hoberman, as well as her own time-tested tips and
tools for memorization and recitation and vivid illustrations. (AC)
My People (2009)
Author: Hughes, Langston
Photographer: Smith, Charles R. Jr.
This is a Coretta Scott King Award, in this book Hughes spared an
eloquent tribute to his people has been cherished for generations. The
amazing photographs interpret the beloved poem in vivid sepia images
that capture the glory, the beauty, and the soul of being a black
American today. (SI)
A Kick in the Head: An Everyday Guide to Poetic Forms (2005)
Author: Janeczko, Paul B.
Illustrator: Raschka, Chris
An incredible, splendid and playful piece of literature that presents
creative examples of twenty-nine poetic forms, demonstrating not only
the rules of poetry, but also the spirit that brings these forms to life.
69
Children will be delighted to play with poetry forms and rich language.
(SP)
We the People (2000)
Author: Katz, Bobbi
Illustrator: Crews, Nina
This is an excellent book that contains 65 poems are all written in
imagined first person voices of Americans. These monologues are the
voices of the very first Americans, who came over the top of the world
to escape from the glaciers that were covering Asia, to a young teen at
the edge of this century, wondering about what a world would be like
where the internet could connect everyone. These poems are U.S.
history related topics. (SP)
No More Homework! No More Test! Kids Favorite Funny School
Poems (1997)
Author: Lansky, Bruce
Illustrator: Carpenter, Stephen
The title says it all, this is a fun collection of poems written about school.
(SP)
Sweethearts of Rhythm: The Story of the Greatest All-Girl Swinging
Band in the World (2009)
Author: Nelson Marilyn
Illustrator: Pinkney, Jerry
Incredible, powerful, and profound poems that marked an era of the
1940’s of deep history and uprising. These poems are World War II
female jazz band, poems in the voices of the instruments. These poems
are appropriate for 12-18 years of age. (SP)
Fold Me a Poem (2005)
Author: O’Connell, Kristie
Illustrator: Stringer, Lauren
In this winning award, the author Kristine O'Connell George's presents a
thirty-two spirited poems combine impeccably with artist Lauren
Stringer's vivid illustrations to create a poetry collection that is truly
70
like no other. Children will enjoy reading the poem and create something
incredible. (SP)
Diez Deditos and Other Play Rhymes and Action Songs from Latin
America (1997)
Author: Orozco, Jose-Luis
Latin America poems and songs to be read by any children. This is
bilingual book to be use to improve fluency in both languages. (MG)
Year Full of Poems (1991)
Oxford Press
A complete and easy collection of poems for every season and every
month. (AC)
The Random House Book of Poetry for Children (1983)
Author: Prelutsky, Jack
Illustrator: Lobel, Arnold
A wide-ranging collection of 572 illustrated, traditional and contemporary
poems. With a variety of themes as nature, seasons, the city, animals,
holidays, and the supernatural. This is a generous collection with a
distinctly upbeat tone, this gives a taste of the best poets writing for
children over the last several decades. Lobel's drawings imbue the whole
with action and graphic images as inventive as the verse. (AC)
Bookspeak: Poems about Books (2011)
Author: Salas, Laura
Illustrator: Bisaillon, Jose
A collection of 21 clever, wacky, whimsical poems about books and all the
treasures they contain. The author celebrates the beauty, humor, joy,
drama, and structure of books. The poems are accompanied by colorful
and lively collage illustrations. Together poems and pictures urge readers
to find a new adventure within the pages of a book. (SP)
Where the Sidewalk Ends (1974)
Author: Silverstein, Shel
Illustrator: Silverstein, Shel
71
This classic poetry collection, which is both outrageously funny and
profound, has been the most beloved of Shel Silverstein's poetry books
for generations. The poems had an excellent sense of rhythm and rhyme
and a good ear for alliteration and assonance that make these poems a
pleasure to read aloud. (SP)
Worlds Apart: Traveling with Fernie and Me (2005)
Author: Soto, Gary
Illustrator: Clarke, Greg
This book has a numberless list of accessible and humorous poems that
will elicit nods of recognition and bursts of laughter. Readers will enjoy
this outrageous jaunt around the world. These poems are appropriate for
9-13 years of age. (SP)
The Moon (2006)
Author: Stevenson, Robert Louis
Illustrator: Campbell, Tracy
A beautiful, detailed, luminous watercolor-and-ink paintings poem
captures the magic of nighttime adventure, and its many nocturnal
creatures, as well as the special love between a father and son. (SI)
Spinter Goose (2011)
Author: Wheeler, Lisa
Illustrator: Blackwell, Sophie
This book is full of parodies of traditional rhymes for younger and older
students. (MG)
Trot, Trot to Boston: Lap Songs, Finger Plays, Clapping Games, and
Pantomime Rhymes (2005)
Author: Yolen, Jane
Illustrator: Hillenbrand, Will
A very entertaining piece of literature where movement is involved.
Children will enjoy the variations of the rhymes. (MG)
72
Worldwide Internet Connection
Today’s media is a powerful resource to acquire fun poetry ideas,
interaction, and publishing opportunities. The following is a great list to
begin this journey.
www.poetry4kids.com/
www.gigglepoetry.com/index.aspx
www.rif.org/kids/readingplanet/gamestation/poetrysplatter.htm
www.readwritethink.org/search/?resource_type=16&type=28
www.apples4teacher.com/holidays/spring/kids-poems-rhymes
www.poets.org/poetsorg/text/poems-kids
www.poetryfoundation.org/children/
http://childrenspoetryarchive.org/
www.writersdigest.com/whats-new/poems-for-kids
www.pitara.com/category/fiction-for-kids/poems-for-kids/
73
REFERENCE
Calo, M. K., Woolard-Ferguson, T. and Koitz, E. (2013). Fluency idol. The Reading
Teacher 66(6), 454-458. DOI: 10.1002/TRTR1148.
APPENDIX B
RASINSKI’S MULTIDIMENSIONAL FLUENCY RUBRIC (2004)
FLUENCY RUBRIC
1
2
3
4
Expression
and Volume
Reads in a quiet
voice as if to get
words out. The
reading does not
sound natural like
talking to a friend.
Reads in a quiet
voice. The
reading sounds
natural in part of
the text, but the
reader does not
always sound like
they are talking to
a friend.
Phrasing
Reads word-byword in a
monotone voice.
Reads in two or
three word
phrases, not
adhering to
punctuation,
stress and
intonation.
Reads with
varied volume
and expression.
The reader
sounds like they
are talking to a
friend with their
voice matching
the
interpretation of
the passage.
Reads with
good phrasing;
adhering to
punctuation,
stress and
intonation.
Smoothness
Frequently
hesitates while
reading, sounds
out words, and
repeats words or
phrases. The
reader makes
multiple attempts
to read the same
passage.
Reads slowly and
laboriously.
Reads with
extended pauses
or hesitations.
The reader has
many
“rough spots.”
Reads with
volume and
expression.
However,
sometimes the
reader slips into
expressionless
reading and does
not sound like
they are talking
to a friend.
Reads with a
mixture of runons, mid sentence
pauses for breath,
and some
choppiness.
There is
reasonable stress
and intonation.
Reads with
occasional breaks
in rhythm. The
reader has
difficulty with
specific words
and/or sentence
structures.
Pace
Reads moderately Reads fast and
slowly.
slow throughout
reading.
Reads smoothly
with some
breaks, but self
corrects with
difficult words
and/ or sentence
structures.
Reads at a
conversational
pace throughout
the reading.
Scores below 10 indicate that the student needs additional instruction in fluency.
Scores of 10 or more indicate that the student is making good progress in fluency.
Score _________________
Rubric modified from Tim Rasinski – Creating Fluent Readers