Flash Fluency Glows and Grows: Flash Fluency Example.pdf

 
 
 
Flash Fluency Example.pdf
Student Data
 
 
This artifact is an example of the running record and student responses after a one minute flash fluency. The notes listed at the bottom are quick observations (grows and glows) that I could address with the group.
  • Flash Fluency Example.pdf
Student Data
 
 
This artifact is an example of the running record and student responses after a one minute flash fluency. The notes listed at the bottom are quick observations (grows and glows) that I could address with the group.
 
Assessment & Data

Flash Fluency Glows and Grows

Flash Fluency Glows and Grows is a debriefing of a student's one-minute reading fluency check during guided reading. It provides immediate feedback to the student about their reading by addressing highlights in their reading as well as skills that still need practicing. This brief feedback session allows teachers to address the immediate needs of not just the student, but potentially that group of students. 

Strategy Resources (2)
Student Data
 
 
This artifact is an example of the running record and student responses after a one minute flash fluency. The notes listed at the bottom are quick observations (grows and glows) that I could address with the group.
 
Student Data
 
 
This artifact is an example of the running record and student responses after a one minute flash fluency. The notes listed at the bottom are quick observations (grows and glows) that I could address with the group.
Raul Gonzalez
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
First grade
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Assessment & Data
Flash Fluency

Flash Fluency is a strategy I use during guided reading sessions to make immediate adjustments to my instruction, based on my students' needs. To gather the information I need, I give a reading fluency check to one student from the group using a current or cold read text. The student reads for one minute while I keep track of miscues and make observations. It is followed by a quick comprehension check. Once this is completed, I address the student's needs immediately with the entire small group. Since my reading groups are homogenous, one student's needs are generally reflective of the needs of the other students in the group. 

 
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