Fluency rates should be interpreted cautiously for all
children. They are particularly difficult to apply to speakers of
languages other than English and to students who are deaf
and hard of hearing and who use American Sign Language.
When evaluating how fluently children read, particularly
ELs, it is critical to consider more than reading rate. English
learners can be deceptively fast and accurate while reading
aloud in English, but they may not fully comprehend the
text. A consistent focus on meaning making ensures that EL
children attend to comprehension and not just speed.
In addition, common pronunciation or grammatical
miscues that do not affect comprehension may occur.
Teachers should use caution in counting these miscues when
interpreting fluency as they are a natural part of developing English as an additional language and
may or may not be miscues in need of instructional attention. As with all children, decisions about
fluency are not made solely on the basis of reading rate or accuracy. When deaf or hard of hearing
students storysign, they are actually interpreting the story from one language (printed English) to
another (American Sign Language). In this case, fluency rates as listed in the figure do not apply.
An important component of fluency instruction is ensuring that children have learned the phonics
and word recognition skills that allow them to identify words and have opportunities to practice those
skills. Fluency instruction also includes many opportunities to listen to and practice fluent reading.
Teachers serve as excellent models as they fluently read aloud a variety of text types daily with the
intent of sharing a good story or interesting information. Children practice fluency when they engage
in oral reading activities for which they rehearse (and so read the same text several times to ensure
accuracy and appropriate expression and rate), such as choral reading of poetry or reader’s theatre for
an audience of peers or others. Most important, they read
high quality literary and informational texts independently
every day. The texts should be at a level of difficulty that
allows children considerable success. Some children may
choose to read more difficult texts occasionally because they
are interested in the subject matter or enjoy the author.
They may persist through the challenges. Some children
may select texts that are considerably below their skill level,
such as engaging or familiar stories that give them pleasure
to read. However, reading only simple texts limits children’s
opportunities to build fluency and to further develop their
comprehension skills and academic language. Children
should be supported in selecting texts for independent
reading, and teachers guide children based on their
knowledge of their children’s skills and interests.
An Integrated and Interdisciplinary Approach
As noted throughout this framework, the CA CCSS for ELA/Literacy and the CA ELD Standards call
for the integration of reading, writing, speaking, and listening. In addition, these two sets of standards
are inextricably linked to every curricular area. Learning subject matter demands understanding and
using the language of the subject to comprehend, clarify, and communicate concepts. The following
two snapshots illustrate the integration of the language arts and other subject matter.
When evaluating how fluently
children read, particularly ELs,
it is critical to consider more
than reading rate. English
learners can be deceptively
fast and accurate while
reading aloud in English, but
they may not fully comprehend
the text.An important component of
fluency instruction is ensuring
that children have learned the
phonics and word recognition
skills that allow them to identify
words and have opportunities
to practice those skills. Fluency
instruction also includes many
opportunities to listen to and
practice fluent reading.330 | Chapter 4 Grade 2