PR-6219UK Reading for Success - Book 4
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Fluency<br />
Partner reading – 2<br />
<strong>Reading</strong> rate<br />
This activity will help pupils understand what is meant by a ‘com<strong>for</strong>table reading rate’.<br />
Materials<br />
• voice recorder with microphone and headphones<br />
1. When asking pupils to read at a com<strong>for</strong>table rate, it might be difficult <strong>for</strong> them to understand what<br />
this means.<br />
2. Explain that when people speak in regular conversation, they speak between 130 and 160 words per<br />
minute.<br />
3. Have them test this by working in pairs to record themselves telling a story about a recent event. The<br />
pupil should speak <strong>for</strong> exactly one minute.<br />
4. At the end of the minute, pupils work together to count the number of words the pupil said in one<br />
minute.<br />
5. Once it is determined that the conversational rate was between 130 and 160 words per minute, have<br />
the pupils replay the recording, paying attention to the rate of speech.<br />
6. Draw attention to the fact that the rate is neither too fast nor too slow, but that we usually read a bit<br />
slower than we speak. This should serve as a guide <strong>for</strong> a com<strong>for</strong>table reading rate.<br />
Goal setting<br />
Have pupils work to set and attain goals <strong>for</strong> their reading rate. Teach pupils to work together to assist one<br />
another with reading fluency.<br />
Materials<br />
• stopwatch • markers or coloured pencils<br />
• copy of Peer tutoring instructions on page 82<br />
1. Explain to the pupils that in pairs, they will take either the role of the tutor or the reader.<br />
2. When the pupils read together, they should find a place to sit that is away from other pairs.<br />
3. The reader reads aloud <strong>for</strong> five minutes and tries to read at a com<strong>for</strong>table rate, with expression and<br />
without making mistakes.<br />
4. The tutor is instructed to be a good listener and pay attention to the pupil’s reading rate, accuracy and<br />
expression.<br />
5. If a mistake is made by the reader, the tutor draws attention to the word, reads it aloud and asks the<br />
reader to repeat it.<br />
6. When the reader completes reading <strong>for</strong> five minutes, the two exchange roles and repeat the process.<br />
7. On page 82, you will find an instruction sheet that can be displayed to assist tutors and readers as<br />
they work together.<br />
Viewing sample<br />
Prim-Ed Publishing – www.prim-ed.com 79 <strong>Reading</strong> <strong>for</strong> success
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