Academic Master

Education, English

Fluency Scenario

The first strategy that will help Chloe reach her goal is letting Mrs. Clifton read passages aloud to her. Before doing this Mrs. Clifton should establish a favourable environment that is free from distractions. The reason behind this is to help Chloe have a maximum concentration of how her teacher is pronouncing the words. When doing this, Chloe should follow along the passage reading silently. This is the only way she will get to know how to pronounce problematic words. If however the teacher will allow her to look at her while she is reading, little result will be achieved. The teacher should read with a slow speed to allow Chloe master the desired fluency.

The second strategy that will help Chloe reach her goal is allowing her listen and follow along audio recording of different passages. Audio recording of different passages can be obtained by downloading them from the internet. Caution should however be taken when using this strategy since not all audio recording adhere to the standard way of fluency. What this therefore means is that Chloe’s teacher and parents should first listen to the audio recording obtained from the internet just to ensure that it is okay. Chloe should not be exposed to substandard audio recordings.

One more strategy that will help Chloe reach her goal is doing repeated reading. The significance of repeated reading in this case is that it will help Chloe master the pronunciation of certain words that are proving to be problematic. After mastering the correct way of pronouncing the words in the passage, she will obviously not pronounce them wrongly when she meets them in a different passage. Just to ensure that Chloe is exposed to a lot of vocabulary, it will be necessary that she read and repeats many passages. The importance of doing this is that it will expose her to a lot of vocabulary.

My fifth-grade passage of choice from the basal series is “The seven ancient wonders of the world”. To effectively use this passage at home, I will direct Chloe’s parents to do a paired reading. One way in which this can be accomplished is letting Chloe follow along while their parents are reading loud a passage. Following along in this case means that the parents should give their daughter an opportunity to read sentences after them. After finishing reading, I will direct Chloe’s parents to give their daughter an opportunity to read the passage loud while they are listening. If they will find that Chloe has a problem, they should repeat the process until the challenge is eliminated.

Other than doing paired reading, I will direct Chloe’s parents to perform the passage that is being read. The significance of reading loudly to Chloe is that it will give her an opportunity to hear how the words are being pronounced. The second importance of this step is that it will enable Chloe to learn the tone of reading. I will instruct Chloe’s parents to give their daughter a chance to read each time they have finished reading. While reading, I will instruct Chloe’s parents to listen carefully and note the words that she is making mistakes with regards to pronunciation. Upon finishing reading, they should revisit the affected sentences and then teach their daughter appropriately.

Lastly, I will direct Chloe’s parents to partner with Chloe’s age mates to motivate her achieve her goal. In their 2013 published article, author Gideon and Charles explains that fifth graders are easily influenced by their peers than their seniors. According to these particular authors, fifth graders tend to think that the reason why their seniors are perfect in what they are being taught is because they are grownups. They further explain that partnering with young peers will counter this kind of thought. As per their explanation, partnering with young individuals will help convince the student in question that age does not matter when it comes to reading fluently.


Gideon, I. L., & Charles, M. G. (2013). Learning words well: A program to enhance vocabulary and comprehension. The Reading Teacher36(7), 622-625.

Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.



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