(Enclosure No. 6 to DepEd Memorandum No. 044, s.
2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Session Guide Form
Title of the Session Direct Fluency Instruction: A Strategy in Teaching Reading
Professional Standards Domain 1: Curriculum Content and Pedagogy
Covered (Domain/s,
Strand/s, and Strand 1.4 Strategies for promoting literacy and numeracy
Indicator/s) Beginning Teachers: 1.4.1
Demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills.
Proficient Teachers:1.4.2
Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Strand 1.5 Strategies for developing critical and creative
thinking, as well as other higher-order thinking skills
Beginning Teachers 1.5.1
Apply teaching strategies that develop critical and creative
thinking, and/or other higher-order thinking skills.
Proficient Teachers 1.5.2
Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
Session Schedule and Session 3
Duration 1 hour and 45 minutes
Objectives Session Objectives:
A. Define fluency;
B. Describe the challenges and importance of fluency;
C. Develop instructional strategies in building fluency;
D. Demonstrate the process of assessing reading through
fluency; and
E. Apply the strategies and methods in teaching fluency in
lesson planning.
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Session Guide Form
Expected Outputs
● Lesson Plan with Rubrics
● Feedback Mechanism form
Key Content Fluency Instruction
Learning Resource
● Phenomenal Woman by Maya Angelou;
Materials
● Speed Reading video;
● The Chaos of English Pronunciation by Gerald Noist
● PPT, manila paper, meta cards, pentel pen
References
● Cotter Cotter, Jennifer, and St Fisher College.
Understanding the Relationship between Reading Fluency
and Understanding the Relationship between Reading
Fluency and Reading Comprehension: Fluency Strategies
as a Focus for Reading Comprehension: Fluency Strategies
as a Focus for Instruction Instruction. 2012.
● “Elementary School Reading Apps and Websites.”
Common Sense Education, 4 Nov. 2014,
www.commonsense.org/education/top-picks/elementary-
school-reading-apps-andwebsites.
● “Fluency: Concepts and Research.” Reading.uoregon.edu,
reading.uoregon.edu/big_ideas/flu/flu_what.php#definiti
ons. Accessed 23 Aug. 2023.
● Hasbrouck, Jan. Developing Fluent Readers. “What Is
Fluency? Why Is Fluency Important? :: Read Naturally,
Inc.” Readnaturally.com, 2019,
www.readnaturally.com/research/5-components-
ofreading/fluency.
Schedule Detailed Detailed Description of Learner’s Materials
(Time Content Methodology/Activities Output (Slide Number)
distribution) Outline
10 minutes Preliminaries Presentation of Session 1-4
objectives, session flow
1:00-1:10
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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National Educators Academy of the Philippines
Session Guide Form
PM
15 minutes Activity Engage participants in Sharing of 5-14
1:10-1:25 exercises that directly experiences
pm involve them in the
learning process.
Metaphor reading
-Organize the participants
into groups.
-Illustrate the importance
of reading in our lives
through artistic
expressions.
-Present each work.
-Invite the audience to
guess the metaphor created
by each group before the
reporter reveals the answer
Advise participants to look
at their outputs.
Ask questions like the
following:
1. Why does reading
matter?
2. How is reading
related to fluency?
Group participants and ask
them to brainstorm:-
Students – What it feels like
to me if I have difficulties
in fluency
- Parents – What I see at
home when my child
- Teachers – What I see in
the classroom when
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Session Guide Form
students have difficulties in
fluency
This activity will explore
different lenses on the
problems/signs when a
learner is having
difficulties in fluency.
Say:
Fluent readers can focus
their attention on
understanding the text and
therefore are better able to
comprehend what they
read. They are better able
to interpret the text and
make connections among
the ideas presented in the
text. When students read
fluently, they are more
likely to be motivated to
read. When students find
reading enjoyable, they
read more. Thus, they
increase their word
recognition skills. Students
who labor with reading
tend to pause frequently.
The result is slow and
disconnected oral reading.
Poor word-reading fluency
inhibits working memory
and interferes with the
reader’s ability to process
information at the content
level.
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Session Guide Form
Analysis Encourage participants Group 15-28
20 minutes to analyze their reading Activities/
performance and identify Feedback
1:25-1:45 challenges in achieving
PM fluency among Filipino
learners in areas for
improvement
Non-fluent readers must
decode words, access
their meanings
separately, and then
struggle to connect the
words to what they
already know. Decoding
and trying to figure out
the meaning of text on a
word-by-word basis can
be mentally exhausting.
Students who are not
fluent readers often lose
interest in reading,
which results in their
reduced exposure to new
vocabulary, negatively
impacting their ability to
comprehend text.
Encouraging students to
read independently isn't
the most effective way to
improve reading
achievement. Too often,
simply encouraging at-
risk students to read
doesn't result in
increased reading on
their part. During
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Session Guide Form
sustained silent reading,
at-risk readers may get a
book with mostly
pictures and look at the
pictures, or they choose a
difficult book so they
will look like everyone
else and then pretend to
read. Even if at-risk
students do read, they
read more slowly than
the other students. In a
10-minute reading
period, a proficient
reader who reads 200
words a minute silently
could read 2,000 words.
In the same 10 minutes,
an at-risk student who
reads 50 words a minute
would only read 500
words. This is equal
reading time but
certainly not an equal
number of words read.
These students need to
read more, but just
asking them to read on
their own often doesn't
work. The National
Reading Panel has
concluded that a more
effective course of action
is for us to explicitly
teach developing readers
how to read fluently,
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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National Educators Academy of the Philippines
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step by step or
explicitly.
How do you calculate
students’ fluency scores?
Answer the Fluency
Guide Activity Sheets -
Determining students’
reading levels helps match
students to appropriate
texts for fluency instruction
To build fluency, students
need to practice fluent
reading in more than one
text at the appropriate level
of difficulty. Examine
student fluency-progress
data to determine when
students need a different
level of difficulty. If
students are making
adequate and steady
progress on one level of
text but are not
approaching their fluency
goals (words correct per
minute) on their first,
unpracticed readings, have
them continue reading at
that level.
If students meet their
fluency goals when they
read texts for the first time,
move them to texts at the
next higher level of
difficulty (e.g., from Grade
1.3 to 1.4) or have them
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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continue in the current
level and raise the fluency
goal. If students are having
difficulty achieving their
fluency goals, move them
to texts at an easier level of
difficulty (e.g., from Grade
1.4 to 1.3) or continue in the
current level and lower the
goal.
Independent- and
instructional-level texts are
most often used to build
fluency. Texts at a student’s
instructional level are used
when the teacher or others
provide assistance and
support before, during, and
after reading.
There is no consensus
about what level of texts
should be used for fluency
building. But some of the
most successful fluency
practices have involved
texts at a somewhat
challenging level—not too
hard but not too easy.
During one-on-one teacher-
led fluency instruction, a
student can be challenged
with text that is difficult, or
at the frustration level
(student misses more than
1 in 10 words). When the
accuracy level is less than
90%, the student needs
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
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extensive, ongoing support
from the teacher.
Determine a student’s
reading level by calculating
the student’s percent
accuracy for a specific text.
30 minutes Abstraction 31-41
Extract key principles or Sharing of
1:45--2:15 strategies from their experiences
PM analysis to apply to
future reading tasks.
· Highlight the
importance of reading
with expression and
provide specific
strategies, such as
paying attention to
punctuation cues and
practicing varied
intonation.
Fluency Building
Instructional
Strategies
1. Model Fluent
Reading- A teacher reads
aloud to his/her students
daily. When a teacher reads
effortlessly and with
expression, he or she
models for his/her
students how a fluent
reader sounds during
reading
2. Use a PEER When
You Read Aloud-
P: Prompt your child with
a question about the story:
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
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E: Evaluate your child’s
response
E: Expand on what your
child said
R: Repeat or revisit the
prompt you started with,
encouraging your child to
use the new information
you’ve provided.
3. Repeated reading
of text is one of the most
effective ways to improve
reading fluency. Repeated
reading is an evidenced
based strategy that
increases reading fluency
and comprehension among
readers (Therrien, 2004).
Repeated practice of
reading will improve
accuracy and automatically
in word recognition.
Without the opportunity
to read, increasing reading
fluency is not attainable.
4. Chunking is an
approach that encourages
students to move beyond
word-by-word reading.
Chunking involves reading
phrases, clauses, and
sentences by parsing, or
dividing text into chunks.
For practice with chunking,
divide text into three- to
four-word chunks or
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
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phrases by placing slash
marks where students
should pause.
Chunking can help
students improve both
their prosody and their
comprehension.
Feedback is an important
aspect of fluency
instruction. Before
implementing
instruction that involves
students working
together, such as partner
reading, teach students
how to provide
appropriate feedback to
their partners. Model the
use of appropriate
feedback
5. Partner Reading -
Partner reading allows
small groups or an entire
class to work in pairs. Each
pair reads and receives
feedback from each other
and/or the teacher. For
choral reading, the teacher
and students read aloud
together, following the
teacher's pace, so students
get the benefit of a model
while they practice reading
aloud. The teacher can stop
at any time to ask
questions, comment on the
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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National Educators Academy of the Philippines
Session Guide Form
text, discuss a vocabulary
term, or remind the class
that s/he expects everyone
to be reading. If choral
reading is used with
heterogeneously grouped
students, it is possible that
the lowest performing
students may have
difficulty keeping up with
even a moderate pace.
Partner reading, computer-
based or tape-assisted
reading, and readers
theatre provide
opportunities for students
to reread texts several
times.
6. Choral reading is a
fluency-building practice
that can be used instead of
traditional round-robin
reading. Choral reading
actively involves students
as they read in unison, as a
whole class, in a small
group, or in pairs.
Choral reading works best
if the teacher directs all
students— regardless of
age or ability level— to use
a marker or finger to follow
along in the text as they
read.
7. Cloze reading is
similar to choral reading,
except that the teacher does
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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National Educators Academy of the Philippines
Session Guide Form
most of the oral reading
while the students read
along silently. Once or
twice every few sentences,
the teacher omits an
important vocabulary or
content word, not a simple
sight word, and the
students' job is to read it
aloud as a class. Notice that
with cloze reading, as
opposed to choral reading,
students spend less time
practicing oral reading.
Therefore, cloze reading is
best thought of as an
alternative to round robin
reading.
8. Jazz Chant-Texts used
for Jazz Chant usually have
repetitive words and
phrases (target words)
Poems with lines that have
uniform measures and can
be recited following a
steady beat and system
may be used for Jazz Chant
Illustrate the effect of
punctuation in meaning
and fluency by playing the
Youtube video
“Phonetically Speaking –
Story Time with Darlene
Davenport”. (video
uploaded in the drive)
20 minutes Application 42-43
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)
Republic of the Philippines
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National Educators Academy of the Philippines
Session Guide Form
·Perspectives “How to
2:15-2:35 Help” - What kids can do
PM to improve their fluency
- What parents can do at
Brainstorming
home to help learners
improve their fluency Sharing of
- What can teachers do to insights/
improve a learner's
fluency?
Group work/
Lesson
Apply the strategies and Planning
methods in teaching
fluency in lesson
planning.
10 minutes • Conclusion
2:35-2:45 Summarize the key
concepts covered during
the session. Summarizing
Invite participants to the concept 44-45
share their feedback and
any additional
questions.
