Read With Fluency
Grade 1 - Reading - Building Confidence
Which reading sounds smoother for: Maya looked for her green lunchbox.
- Maya / looked / for / her / green / lunchbox.
- Maya looked / for her green lunchbox.
- Maya / looked for her green lunchbox.
A reader skips a word in "Maya looked for her green lunchbox." What should the reader do?
- use the words to make meaning
- keep guessing
- ignore the sentence
What helps a reader make "The small dog ran to the red ball." sound like talking?
- skipping short words
- phrasing and punctuation
- reading backward
Which goal belongs to fluent reading of "A bright star shines over the hill."?
- fast guessing
- counting letters only
- accurate and smooth reading
When should a reader reread "We can see three ducks in the pond."?
- when the words do not make sense
- after every single letter
- never during reading
Which reading sounds smoother for: A bright star shines over the hill.
- A bright star shines over the hill.
- A / bright / star / shines / over / the / hill.
- A bright star / shines over the hill.
A reader skips a word in "A bright star shines over the hill." What should the reader do?
- ignore the sentence
- keep guessing
- read with a natural pause
What helps a reader make "Maya looked for her green lunchbox." sound like talking?
- phrasing and punctuation
- reading backward
- covering the sentence
Which goal belongs to fluent reading of "We can see three ducks in the pond."?
- accurate and smooth reading
- counting letters only
- silent copying
When should a reader reread "Maya looked for her green lunchbox."?
- when the words do not make sense
- never during reading
- after every single letter