First Grade Reading Fluency and Comprehension Passages

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Fluency Practice Passages

Improve reading speed and accurateness with repeated readings of Fluency Practice Passages. Students orally read passages designed for 1-infinitesimal readings several times with appropriate expression and smoothness to increase reading charge per unit, resulting in improved focus on comprehension. View our Fluency Standards Tabular array for additional information well-nigh recommended reading rates.

• More Nigh Fluency Exercise Passages

Why Utilize Fluency Practice Passages

Fluency is a primal foundational skill that helps students read complex text with greater understanding. When students read with accuracy and expression at an appropriate reading rate, their fluency supports their comprehension. Repeated reading practice with short passages improves word recognition and automaticity.

How to Employ Fluency Exercise Passages

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

• Ane-on-Ane: Read the Fluency Assessment Passage to the educatee so she or he can hear fluent reading. Have the student read the passage. If the student gets stuck on a discussion, read the discussion and accept her or him repeat it.
• Contained Timed Reading: Have a student start a stopwatch as she or he begins a passage, and end it at the stop of the passage. The student can record the words per minute and reading time on a chart or graph.
• Paired Readings: 1 partner times the other partner reading a passage. At the end of one infinitesimal, the partner with the timer says, "Stop" and circles the last give-and-take read. This partner then marks the number of words read on the table at the bottom of the page. Afterwards several readings the partners so switch roles.

Timed Reading Procedures

You volition need:

• Two copies of the cess passage—one for the student and i for the instructor
• Stopwatch or clock
• Pencil
• Clipboard (so students will not run into what you are writing)

Administer a one-minute reading, starting the stopwatch when the pupil begins the first word of the passage (the student will not read titles). Tell the student that if she or he has trouble (struggling for more 3 to five seconds), you volition say the word then she or he can go along reading. After one infinitesimal, say "Cease," stop the stopwatch, and circumvolve the last word read.

During the reading, resist the urge to right mistakes. Mistakes and self-correction volition exist accounted for in the score. If the student has extreme difficulty, stop the test. Reassure the student that she or he volition redo the assessment after farther reading exercise. Yous should select a lower level passage for the next assessment.

Follow along on your copy word by word with your pencil. Make a slash ( / ) through whatsoever words the student misses or cannot read without assistance. Marking a dash above words skipped. Errors include:

• Skipped words
• Mispronounced words
• Word substitutions, including wrong forms of the word
• Words in the wrong order; both or all words are counted every bit wrong
• Struggling that lasts for three to 5 seconds, or more

The post-obit are not considered misses:

• Added words
• Varying pronunciation due to accent, dialect, or spoken language impediment
• Repetitions in which the wording is correct
• Self-correcting a mistake; the give-and-take is scored equally correct.

Timed Reading Scoring

1. Write the student's goal charge per unit in the box provided.
2. Count the total words the student reads in one minute using the words-per-line totals listed in the margin. This is the student's words-per-minute (WPM) rate. Write this in the chart at the lesser, along with the date of the reading.
3. Count the number of errors (slashes). Record the number in the "Errors" line for the read.
4. Subtract the number of errors from the total number of words read to find the words correct per minute (WCPM).
5. Divide the words correct per infinitesimal (WCPM) by the words per minute (WPM) and multiply this result by 100. This is the pupil's Accurateness/Reading Charge per unit percentage.
6. Record this number in the box.

After nigh four to vi readings, students should accomplish the target words correct-per-infinitesimal (WCPM) standard for their grade level with an Accuracy/Reading Rate of 90 to 95 per centum.

Example:

Words Per Infinitesimal (WPM): 60 Errors: half dozen

Words Correct Per Minute (WCPM): 60 – 6 = 54

Accurateness/Reading Charge per unit percentage: 54/sixty = 0.9 0.9 x 100 = 90%

Showing 169 of 169 Passages

169

• F

Level F

Day at the Embankment, A

Practice Passage, Lexile 220L

Good Things to Practice

Exercise Passage, Lexile 200L

I Movement

Practice Passage, Lexile 260L

Female parent'south Twenty-four hours

Practice Passage, Lexile 270L

Sam'due south Diary

Practice Passage, Lexile 360L

Squares

Practice Passage, Lexile 160L

Tree Houses

Practice Passage, Lexile 160L

What 24-hour interval Is Information technology?

Practice Passage, Lexile 260L

• G

Level G

Ants

Practice Passage, Lexile 310L

Can You lot See?

Practice Passage, Lexile 370L

Eggs

Practise Passage, Lexile 240L

I Went for a Walk

Exercise Passage, Lexile 230L

Pink Lady, The

Practice Passage, Lexile 210L

Snakes

Practice Passage, Lexile 280L

Spider and Fly

Practise Passage, Lexile 270L

Starfish

Exercise Passage, Lexile 230L

• H

Level H

How We Celebrate

Practice Passage, Lexile 340L

Making Limestone

Practice Passage, Lexile 280L

May's Pig

Practice Passage, Lexile 240L

Nature'southward Toothbrush

Practice Passage, Lexile 280L

Body of water, The

Practice Passage, Lexile 290L

Some Animals

Practice Passage, Lexile 260L

Examination Questions

Practice Passage, Lexile 430L

Tiny

Do Passage, Lexile 270L

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Source: https://www.readinga-z.com/fluency/fluency-practice-passages/