1. Running head: ORAL READING FLUENCY INSTRUCTION 1
Implementing a School-Wide Literacy Strategy: Oral Reading Fluency Instruction for ELL
Learners Using an RtI Model of Intervention
Timothy D. Irish
American College of Education
Author’s Note
Timothy D. Irish, ED520
Tim Irish is the Elementary Curriculum Coordinator and Assistant Principal at the Universal
American School in Hawally, Kuwait.
Correspondence concerning this paper should be addressed to Tim Irish at his personal email
address. Contact: tdirish11@yahoo.com

2. ORAL READING FLUENCY INSTRUCTION 2
Implementing a School-Wide Literacy Strategy: Oral Reading Fluency Instruction for ELL
Learners Using an RtI Model of Intervention
Literacy Need:
In the first paper of this series, the identified area for growth in the author’s school was
the infrastructure to support implementation of a balanced literacy program. Without a
systematic approach to identifying and addressing students’ academic needs, individual teachers
will find it challenging to have lasting impact on their students’ academic achievement. In the
United States, the intervention model that has become most prevalent is Response to Intervention
or RtI. (Linan-Thompson, Vaughn, Parker, & Cirino, 2006; Mesner & Mesner, 2008).
In 2004, the Individuals with Disabilities Education Act (IDEA) revised the method for
identifying students with disabilities. Rather than rely on testing to demonstrate discrepancies
between IQ and achievement, schools were given the option to consider student response to
instructional interventions to determine the need for additional services. The 2004 IDEA revision
also allowed federal special education funds to be spent on preventative instructional
interventions. Thus, students did not have to be identified as special education students in order
to receive support from a special education teacher. (Linan-Thompson, Vaughn, Parker, &
Cirino, 2006). In order to address these changes in the written law, RtI developed as an
alternative education model that placed more emphasis on classroom teachers and resource
teachers working together to provide early intervention to address student needs. (Mesner &
Mesner, 2008).
Most RtI models are structured with three “tiers” of intervention. Tier I focuses on
research based instruction, which if done well, statistically provides sufficient support for 80% of
school children to succeed. Tier II interventions – up to 30 minutes per day of additional support

3. ORAL READING FLUENCY INSTRUCTION 3
– are provided to 20% of students who require support beyond Tier I instruction. Student
response to Tier II interventions is closely monitored, leading ideally to a return to Tier I
instruction. Tier III interventions are provided for approximately 5% of the school population
who need more than what is offered through Tier II interventions. (Linen-Thompson et.al,
Mesner & Mesner).
Instructional Focus: Oral Reading Fluency
An RtI model must begin with effective Tier I instruction, using research-based
instructional approaches to address a wide range of student needs . If Tier I instruction lacks
integrity, the system will end up with too many students in need of Tier II and Tier III
interventions. In the last ten years, one area of reading instruction research has emphasized the
importance of reading fluency as a prerequisite to comprehension. (Hudson, Lane & Pullen,
2005; Kuhn & Stahl, 2003; Kuhn, 2004; Rasinski, 2004; Stahl & Heubach, 2005; Turner, 2010).
Oral reading fluency research emphasizes the concept that before children can focus on making
meaning from complex text, they must move through the steps of phonological awareness,
phonics, and fluency. Fluency is broken into three component parts: accuracy, automaticity and
prosody. If students struggle to read with prosody, they have difficulty applying sufficient brain
power to comprehending as they slowly move through words, phrases, sentences and paragraphs
(Kuhn, Schwanenflugel & Meisinger, 2010; Rasinski, 2000; Stahl & Heubach, 2005).
The oral reading fluency lessons described in this paper are intended as Tier I instruction.
If research-based instructional strategies are used to develop oral reading fluency, an estimated
80% of the school population will develop sufficient levels of prosody to comprehend complex
text. The remaining 20% will need additional instructional support (Tier II interventions) from
classroom teachers, resource teachers and assistants. This structure speaks to the importance of a
school-wide structural system combined with effective instruction within individual classrooms.
(Mesner & Mesner, 2008).

4. ORAL READING FLUENCY INSTRUCTION 4
Practical Application: Practice Makes Permanent! A School-Wide Poetry Jam.
In order for students to apply sufficient energy to the challenging task of reading with
comprehension, they need to develop their ability to read with prosody (Rasinski, 2003; Stahl &
Heubach, 2005). Arab students find this particularly challenging for two reasons. First, Arabic
phonetics and spelling are significantly different than English. Spanish speaking students at least
have similar sounds and the same letters! Although young Arab students can and do learn
English letter/sound correlations, they struggle to develop automaticity and prosody, in part
because their first language is so different. Secondly, Arabic is written and read right to left,
which complicates the development of automaticity for some students. Research on ELL
students whose first language has a very different phonological base is limited, but Han & Chen,
(2010) found that repeated reading of English texts had positive effects for Chinese ELL
students.
By reading the same story or text to reach performance level, students can slow down and
learn to hear the words in their head, taking time to develop the phasing and rhythm required to
comprehend the text. Research indicates that multiple readings of the same text transfers to more
increased fluency and comprehension on new text. (Rasinski, 2004; Stahl & Heubach, 2005;
Turner, 2010). In order for repeated reading to be effective, instruction should include how
inflection and phrasing can help student interpret the text. Once students can read the lines, they
can put more energy into reading between the lines, asking and answering questions, bringing
out deeper meanings, as well as making connections to their own lives. A poetry performance of
favorite children’s poems creates motivation to rehearse, while addressing a number of reading
standards.

5. ORAL READING FLUENCY INSTRUCTION 5
Instructional Standards: From Common Core State Standards
Speaking and Listening 3.1: Engage effectively in a range or collaborative discussions
(one-on-one, group, and teacher-led) with diverse partners on grade level topics and
texts, building on others’ ideas and expressing their own clearly.
Speaking and Listening 3.2: Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
Speaking and Listening.3.3: Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
Speaking and Listening.3.5: Create engaging audio recordings of stories or poems that
demonstrate fluid reading at an understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details.
Foundation Skills 4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings
c. Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
Reader’s Strategies
Predicting, summarizing, inferring, visualizing, connecting, determining importance, word
solving, maintaining fluency, analyzing, synthesizing.
Self-correcting Skills:
Reread, read ahead, use visual and context clues, ask questions, retell, use meaningful
substitutions, clarify terminology, seek additional information, stop and think,
Objectives/ Learning Outcomes:
Short term objectives for the lesson focus on the Speaking / Listening and Foundation
Skills Standards listed above. Teachers will need to make professional choices about how to
include objectives for Reader Strategies, Self-correcting Skills, and comprehension. The intent
is for the poetry jam to set the stage for continued work throughout the year on the fluency /
comprehension connection. For students, the objectives are focused on performance goals
defined by the assessment rubric. The objectives below emphasize that the poetry jam connects
to broader long term goals:

6. ORAL READING FLUENCY INSTRUCTION 6
1. Students at all grade levels will make significant gains on DIBELS Oral Reading Fluency
assessment, measured in September, January, and June.
2. Students at all grade levels will make significant gains on Running Record assessments,
measuring independent reading levels for accuracy and comprehension, measured in
October, January, and June.
Materials, Resources and Technology:
The whole class reading of the same text, resources may include classroom sets of
literature books, science books, social studies texts, or multiple copies of songs and poems. For
this lesson, the teacher will provide multiple copies of poems or story books. Potential sources
include A.A Milne, Dr. Zues, Shell Silversteen, Bruce Lansky, Jack Prelutsky, Alan Katz , or
nursery rhymes. Additional resources could include on-line poems that students can read while
the computer “reads” out loud, or books on tape.
Research Base1: The National Reading Panel
In his review of the National Reading Panel Report, Shanahan (2006) indicates three
essential elements of effective fluency instruction: students need to read orally on a regular basis;
they need to read the same text repeatedly; and they need constructive feedback, preferably one-
on-one with an adult. Given the realities of an elementary classroom, one-on-one time for oral
reading feedback is difficult to schedule, but partner or small group oral reading can also be
effective. Shanahan cautions against the use of Readers’ Theater because students can end up
waiting too long for their part, but choral poetry readings can overcome this drawback. In order
for oral reading sessions with other students to be effective, students need a clear understanding
of what fluent reading sounds like, as well as clear expectations of how to structure practice.
Texts should be at instructional or frustration level. Flexible grouping is important so that strong
readers do not become “tutors” for less fluent readers. The lesson plan includes a mix of oral

7. ORAL READING FLUENCY INSTRUCTION 7
reading experiences, with the teacher modeling echo reading for the rehearsal of some poems,
followed by partner or small group practice of other selections. In order for students to fully
appreciate the concept of prosody, teachers need to carefully review the assessment rubric.
Before assessing their own performances, students should become familiar with the rubric by
assessing the teacher as she reads poems with different levels of prosody. Shanahan also advises
that poetry reading should be mixed with oral reading of fiction and nonfiction sources.
Research Base2: Fluency Oriented Instruction (FORI)
In the week two assignment, Fluency Oriented Instruction (FORI) was suggested as a
whole group instructional approach emphasizing repeated readings of the same text throughout a
school week. (Stahl & Heubach, 2005). The FLORI model allows teacher to model and promote
prosodic reading while encouraging higher percentages of time on task than round-robin or
reader’s theater models.
Turner’s (2010) study of the FORI model incorporated vocabulary, writing and a range of
literacy activities with oral reading practice as part of a balanced literacy program. He presented
a five day lesson plan that focused on repeated reading with the teacher followed by repeated
readings at home. For a unit that emphasizes oral reading fluency with poetry, Table 2 offers an
alternative form of daily oral reading fluency instruction with a stronger emphasis on partner
reading combined with additional literacy work on poetry writing and vocabulary development.
Table 2: The FLORI model applied to preparing a class for a poetry presentations.
Mon Tuesday Wednesday Thursday Friday
Pre-reading Echo reading warm- Class choral Mini lesson Morning
activities: Teacher up / review, but this reading or on using rehearsals
introduces the time students are longer passages context clues focus on the
concept of prosody: given a copy of the of echo reading. to determine finer points of
good readers read poem. The teacher Mini-lesson on the nuance of oral
not only introduces the oral how intonation vocabulary presentation,
automatically, but poetry rubric and and pitch can word organization,
with expression and familiarizes the change the meaning props, etc.
phrasing. Reading students, going over interpretation of within the Whole class
with prosody helps vocabulary within characters and context of choral reading

8. ORAL READING FLUENCY INSTRUCTION 8
the reader the rubric, then gives setting in poetry. and small
understand what the various levels of poetry. Students group poems
writing is about. The performance for the Students are work on are polished
best way to get children to rate. asked to finding and for “dress
really good at rehearse two defining rehearsal.
prosody is to read versions of their words in their Poetry Jam
the same story, poem to show selected performances
poem, or text many how their voice poems. scheduled in
times. can change the the afternoon.
interpretation.
Teacher shares a The teacher suggests Students Students are Continued
group poem, reading that beyond the rehearse group set up in triad options for
it with various levels individual poems, poems and groups, so literacy
of prosody so class will be individual that each activities:
children get a sense working on poems. Teacher group illustrations,
of the goal. The class preparing a poetry circulates and performs for word work,
rehearses the poem performance for a meets with once, then vocabulary
using echo-reading: given audience small groups listens to two development,
teacher reads the (parents, another according to group writing.
line, then the class class, or in-class need. performances
repeats from performance) – but . Rubric is
memory for that, we are reviewed and
going to have to groups self
practice a lot! The assess their
teacher models progress.
effective group
rehearsal
Students are given Students are paired Homework Continued
sets of three poems in pre-assigned includes having reading at
each and asked to small groups or pairs an experienced home for
read each one, then to rehearse poems reader read the students who
chose one that they that match the group text with the need
would like to and student ability child. additional
practice and perform levels. practice to
on their own, for the develop
teacher. prosody.
Research Base3: RtI Progress Monitoring
A third research-based instructional strategy that relates to the long term goals of the
lesson is to use DIBELS Oral Reading Fluency assessments to identify at-risk students, establish
Tier II interventions, then progress monitor those students to assess student response. Mesmer &
Mesmer (2008) provide a concise overview of the RtI model and the practical application of
benchmarking and progress monitoring using curriculum based measures (CBM). Beginning

9. ORAL READING FLUENCY INSTRUCTION 9
this year, all 1st to 4th grade students were assessed using DIBELS ORF probes in September.
Benchmark assessments will be given again in January and June. Students who scored below the
15th percentile according to DIBELS national norms for Fall assessment are being set up to
receive Tier II interventions to improve reading fluency. Classroom teachers, assistants,
intervention teachers, and specialist teachers with extra planning time are scheduled to provide
these students two-on-one oral reading support at least three times a week. These students are
progress monitored on DIBELS ORF assessments every two weeks in grades 1 and 2, and every
four weeks in grades 3 and 4.
It is important to note that DIBELS ORF assessments are only an indicator, not a
diagnostic assessment, of reading difficulties. Teachers need to understand that the instructional
approach should not be to drill students on oral reading so that they can read faster. Teachers
need to provide comprehensive reading instruction that includes vocabulary word work,
comprehension, phonics and writing instruction, with additional support for at-risk students to
address their specific needs. A positive response to these interventions may be reflected in
improved ORF scores, but a wide range of assessments must be considered to determine a
student’s response to interventions. Additional research is needed to explore the use of an RtI
model to determine the specific learning needs of ELL students. (Linan-Thompson, Vaughn,
Parker, & Cirino, 2006).
Student Groupings:
Students will be organized in mixed ability groups of variable sizes to match the assigned
poem. Stronger oral readers can support group members or partners during practice sessions.
Fluency lessons will begin each day with rehearsal of whole class poems, with the teacher
modeling effective phrasing and intonation through echo reading. After rehearsal of whole
group poems, students will move into small groups to rehearse their assigned poems. Group
leaders will be assigned to take the role of teacher, using echo reading and choral reading to

10. ORAL READING FLUENCY INSTRUCTION 10
develop fluent interpretations for the members of the group. In order to develop presentations,
students will need to assign parts for individual and choral lines. The teacher will model this
process with a small group while the rest of the class watches, emphasizing the values of mutual
respect and shared responsibility.
Presentation:
The culminating activity will involve inviting other classes or parents to a poetry jam.
The presentation can take on a variety of formats: evening performances in the auditorium;
traveling to other classrooms for reading buddy exchanges; grade level rotations; or a single-
class parent presentation.
Assessment/Evaluation:
A poetry reading rubric is presented in Table 3. The rubric was developed after
reviewing several on-line oral reading rubrics. Plans for developing student understanding of the
rubric are included in the FORI lesson plan for the week (Table 2). A more student friendly
rubric would be needed for grades 1 and 2.
Closing Reflection:
In my early years as a teacher, I was often guilty of focusing on learning activities for my
students without looking at my instruction from a backwards design perspective. What does it
look like and feel like when students are truly fluent readers? How do we assess their ability,
and what do we do when our assessments show they have not learned (or had already achieved
the standard before we taught it to them)? Poetry reading and readers’ theater were fun and
seemed to help students get better at reading, but without reading the research, I didn’t know
why. I also missed out on the finer points of instruction and did not provide clear expectations or
assessment rubrics. The more I learn about the science of teaching, the more I realize I still have
a lot to learn. The lesson plans outlined in this assignment are certainly an improvement over
my early years of teaching. Implementing these lessons with other teachers, in the context of a

11. ORAL READING FLUENCY INSTRUCTION 11
systematic approach to improved literacy instruction, will continue to be a significant challenge,
but it is a challenge I look forward to.

12. ORAL READING FLUENCY INSTRUCTION 12
Table 3: Poetry Reading Rubric for Grades 3-5

13. ORAL READING FLUENCY INSTRUCTION 13
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