Fluency at the sentence and text level slide outlines

1. Fluency at sentence and text level

Extract from a Literacy Hub professional learning webinar.

2. Supporting fluency development – sentence level

Word-level reading and spelling fluency lead to sentence-level fluency.

3. Sentence fluency

Explicit direct instruction [Image: screenshots of two sample resources for the ‘I do’ and ‘We do’ parts of a lesson, showing an ‘I do’ slide, with the sentence ‘The ship is at the dock’, and a ‘We do’ slide, with the sentence ‘The fish was on the dish’.]

Daily review [Image: Screenshot of three sample resources for the Daily review section of a Literacy Hub phonics lesson. The first resource shows the sentence, ‘Pat sat in the pan’. The second resource shows the sentence, ‘The ant is in the pan’. The third resource says, ‘Dictation sentence’.]

Independent practice [Image: Screenshots of three sample resources for fluency development for the Independent practice section of a Literacy Hub phonics lesson. The first two resources show phonemes for Phases 1 and 5 of the Literacy Hub’s phonics progression, as well as some decodable words. On the right-hand side of the resources is a word pyramid showing the gradual building of a sentence using the decodable words to build to fluency. Phase 1 sentences from top of the pyramid to the bottom read: Pat. Pat the. Pat the ant. Pat the ant is. Pat the ant is in. Pat the ant is in the. Pat the ant is in the tin. The Phase 5 sentence builds in the same way to form the sentence, ‘The wet fox went on the quick jet’. The third resource shows a word ring with laminated sentences using the target decodable words for Phase 1.]

4. Sentence fluency: Independent practice

[Image: Screenshots of three sample resources for fluency development for the Independent practice section of a Literacy Hub phonics lesson. The first two resources show phonemes for Phases 1 and 5 of the Literacy Hub’s phonics progression, as well as some decodable words. On the right-hand side of the resources is a word pyramid showing the gradual building of a sentence using the decodable words to build to fluency. Phase 1 sentences from top of the pyramid to the bottom read: Pat. Pat the. Pat the ant. Pat the ant is. Pat the ant is in. Pat the ant is in the. Pat the ant is in the tin. The Phase 5 sentence builds in the same way to form the sentence, ‘The wet fox went on the quick jet’. The third resource shows a word ring with laminated sentences using the target decodable words for Phase 1.]

5. Supporting fluency development – text level

Sentence-level reading and spelling fluency lead to text-level fluency.

6. Text fluency

Explicit direct instruction / Modelled and guided practice [Image: Two screenshots to demonstrate these elements of the phonics class. The first image says Decodable text: whole grade, and shows the decodable text, Sant the ant, and a number of icons representing two rows of 7 to 8 children, to indicate the teacher working with a whole class listening. The image below says Decodable text: teacher focus group, and shows icons of four children, each with their own copy of the decodable book, Sant the ant, and alongside the image is a six-step guide to the sequence of the focus group: 1. Review letter–sound correspondences; 2. Practise word-level reading (including irregular words); 3. Read the title and make a brief prediction; 4. Listen to each student read individually, while other students read aloud to themselves; 5. Discuss the text with students; 6. Allow students to keep their copy for Independent practices if they are ready.]

Independent practice [Image: Two screenshots, the first says Decodable text, Independent practice, and shows the icon of a student with a copy of Sant the ant. The second screenshot shows icons of two students, each with a copy of Sant the ant, demonstrating paired reading fluency work.]