Secondary Literacy Guide

Language Launch Fluency Routines

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Routine

Overview

Steps

1. ​ Provide a rationale for multiple readings. 2. ​ Determine the most appropriate tracking method: finger, cursor (digital), or Reading Guide Card

Fluent teacher-mediated reading of a text at a manageable pace while students physically track words and phrases with their finger, cursor, or Reading Guide Card.

Tracked Reading

3. ​ Read aloud, while students track. 4. ​ Repeat and increase the pace.

*This often works best after you have used the Tracked Reading routine. 1. ​ Explain the purpose of the routine and the task. 2. ​ Students read along with you silently, then students echo back, imitating your pronunciation, emphasis, and pausing. 3. ​ Read short sentences or phrases, pausing in intervals to cue students to echo what you just read. 1. ​ Prepare the text by highlighting key words you plan to omit. 2. ​ Explain the purpose of the routine and explain the task. 3. ​ Read aloud while students silently read with you, modeling fluency. 4. ​ Do not read the words you identified in step 1. 5. ​ Using a hand gesture, cue student to read the word you omitted. 6. ​ Reread the passage and increase the pace.

Teacher-mediated, phrase-cued reading of a text, a response frame, or a model response to build fluency and communicative confidence. Read aloud a complete sentence, pausing at natural intervals after a phrase, and cueing students with a hand gesture to “echo back,” imitating your pronunciation and expression.

Echo Reading

Fluent teacher-mediated readings of a text with an active, accountable student role. Read aloud a single paragraph and omit a few pre-selected words while students follow along silently and chime in chorally with the missing words.

Oral Cloze

Last Updated April 14, 2025 ​

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Literacy, Page 78