Guided oral reading can be conducted with a small group or with an individual student. Because students need to know what fluent reading sounds like, the teacher or other proficient reader must model the correct method. Students must be given the opportunity to listen to a reader and pay attention to volume, phrasing, rate and emphasis, in order to improve reading fluency. The materials read must be at the student's independent reading level and should be read at least four times to be effective.
Partner reading is similar to guided reading in that a fluent reader is paired with a non-fluent reader to practice. In this activity, which is sometimes referred to as "buddy reading," one student is designated as the listener, while the other student reads. This activity gives the reader instant feedback on word pronunciation and meaning. Partner reading should only be done after receiving modeling from the teacher. There are several variations partners can choose from. Echo reading is when one student reads a line of text and the other repeats it. Choral reading involves both students reading the entire text together with the book placed between them. The readers could take turns reading a paragraph or page.
Preparing for a play or performance requires students to read and reread scripts in order to rehearse. The teacher introduces the script and assigns parts to individual students. The students then practice reading their lines with another student or group of students during the class period. The performance can be presented at the end of the class or scheduled for presentation the next day. Roles in plays encourage students to read with speed, accuracy and proper expression, which builds fluency and comprehension.
Reading games give students a break from the text, but give practice that improves fluency. One game that is simple, but effectively helps students decode words quickly is called, "Build Word Stacks." This game works best with small groups or pairs. A complete set of alphabet tiles is placed in the center of the table. Students take turns making CVC or consonant vowel consonant words. After each word is made, the students decide if it is a real or nonsense word. The game continues until all letters are used. Another game for practicing fluency is called "Oops," and works well in a small group of three or four. A container is filled with cards containing common words and several "Oops" cards. The students select a card from the container and read the word. If the word is read correctly, the card is kept by the student and put into his stack. If an "Oops" card is picked, the player loses a turn. The winner is the student with the most cards at the end of the game.