Fluency
Explore articles, free downloads, and practical instructional resources to support fluency instruction that builds a bridge to comprehension.
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1,2,3 Draw: Decodable Sentences (Final e)
A read, repeat, and draw routine using final-e decodable sentences to bring decoding, fluency, and comprehension together in independent practice.
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1,2,3 Draw: Decodable Sentences (CVC)
A read, repeat, and draw routine using CVC decodable sentences to bring decoding, fluency, and comprehension together in independent practice.
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What Fluency Is (and What It Isn’t!)
Reading fluency is more than fast reading. Explore the accuracy, automaticity, and expression that help reading sound like talking and...
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Go Deeper, Together
The Six Shifts taught by Kari and Jan, with classroom video and practical routines.
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Shifting the Balance: Developing Readers
Grades 3–5 teachers, coaches, and teams strengthening upper-elementary reading.
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What is Word-by-Word Reading, and Why is it Okay for Beginning Readers?
Explore why word-by-word reading can be a productive part of beginning reading development, and consider what it tells us about...
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Looking for a bit of ✨magic✨in your sight word instruction? Start here!
Explore the thinking behind effective high-frequency word instruction and how connecting sounds and spellings helps make words stick.
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Bricks & Mortar: Filling Literacy Gaps 3–5+
Grades 3–5+ teachers, interventionists, specialists, and teams supporting unfinished foundations.
Explore the online class →Tools & Classes for Teaching Fluency
Explore classroom tools and professional learning designed to support fluency instruction.
Shifting the Balance: Developing Readers
Grades 3–5 teachers, coaches, and teams strengthening upper-elementary reading.
Explore the online class →Bricks & Mortar: Filling Literacy Gaps 3–5+
Grades 3–5+ teachers, interventionists, specialists, and teams supporting unfinished foundations.
Explore the online class →The Shift in a Nutshell
In Shifting the Balance (Grades 3–5), Shift 5, “Revisiting Fluency Instruction,” names a common practice to reconsider: “We think too narrowly about what fluency instruction can look like.” The shift it recommends: