Fluency and progress monitoring: Q&A
Literacy specialist Elaine Stanley answers questions about fluency and progress monitoring.
Resources mentioned in the video
Progress monitoring tool [13:26]
Fluency Norms Chart [19:31]
Who is this video for?
Foundation to Year 2 teachers; school leaders
Questions in this video
When should progress monitoring be done? [0:03]
How long does progress monitoring take for each student? [1:12]
When do you know to move on to the next phase in your progression? [1:47]
Can you use the assessment pages more than once with students? [2:20]
How do you assess students’ fluency with the progress monitoring tool? [3:06]
Can you give us an example of an oral reading fluency assessment? [5:34]
At what phase should students begin to work at the sentence level? [6:15]
Should I do the progress monitoring assessment with students who can already read and write? [8:01]
Is fluency only related to poor orthographic mapping? [8:56]
How do we approach fluency in Foundation to Year 2? [12:02]
Any tips on helping students who have English as an additional language or dialect? [14:05]
Would you suggest conducting fluency from known texts or random texts? [16:30]
Can older students reach their peak in fluency? [18:13]
What are the best texts to use for fluency testing? [20:14]
What should I do if my students are fluent at reading but not at spelling? [21:16]
How do we set specific goals with students around different areas of fluency? [24:15]
Elaine Stanley is an experienced teacher, school leader and literacy coach. She has had extensive experience implementing systematic synthetic phonics in primary school classrooms, and has recently coached disadvantaged schools around Australia.
The Literacy Hub provides free, online professional learning to support schools through each step of building a systematic synthetic phonics (SSP) approach for reading and spelling. This topic addresses fluency and progress monitoring.
These example slides show a range of tasks for building fluency. The activities can be used for whole-class or small-group instruction, as well as for independent or paired practice.
This Word template assists teachers to create their own progress monitoring tools to align with a school's progression.
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