Guided Fluency
In Guided Fluency, "the teacher essentially models successful task completion for the student while drawing the student’s attention to the key portions of the experience. " (Rasinski, p. 2) The example below shows how students can learn to sing the words of a song in kiSwahili with the assistance of native speakers who created this video with the text scrolling as they sing.
Throughout a music rehearsal choral directors provide numerous opportunities for students to hear spoken words or musical phrases sung fluently. By demonstrating phrasing, students benefit from knowing the style, rate of speed, intonation, and other nuances that make each phrase unique. Below is a stepwise suggestion for guiding fluency development in a choral setting. The teacher models the song by singing or playing an example of the excerpt, and gradually turns over responsibility to the student to practice fluency so the student can become independent when reading. In a choral music class, a sample application would be:
1. Play an example of an outstanding choir singing “Jabberwocky”.
2. Ask students pick out important words from the text.
3. Clarify the meanings of unknown words.
4. Identify the beginning and ending of each phrase by looking at symbols/musical notation.
5. Practice speaking the text chorally while conducting.
6. Divide students into small groups so they can practice a section.
7. Ask students to do a “Read Around” and demonstrate their fluency in speaking the text.
8. Teach the melody.
Some examples of modeling include:
1. Tongue Twisters
2. Echoing a text or melody
3. Scrolling words or music while singing a phrase.
4. Using a letter ladder or scale with solfa syllables while singing an excerpt of a song.
5. Clapping or speaking the rhythm of a poem or song text.
6. Reading a picture book to share the story of a song.
7. Choir singing the text of a famous poem, In Flander's Fields, arranged for choir of Men and Boys.
1. Play an example of an outstanding choir singing “Jabberwocky”.
2. Ask students pick out important words from the text.
3. Clarify the meanings of unknown words.
4. Identify the beginning and ending of each phrase by looking at symbols/musical notation.
5. Practice speaking the text chorally while conducting.
6. Divide students into small groups so they can practice a section.
7. Ask students to do a “Read Around” and demonstrate their fluency in speaking the text.
8. Teach the melody.
Some examples of modeling include:
1. Tongue Twisters
2. Echoing a text or melody
3. Scrolling words or music while singing a phrase.
4. Using a letter ladder or scale with solfa syllables while singing an excerpt of a song.
5. Clapping or speaking the rhythm of a poem or song text.
6. Reading a picture book to share the story of a song.
7. Choir singing the text of a famous poem, In Flander's Fields, arranged for choir of Men and Boys.
References and Resources for Guided Fluency
Gagen, M. (2007). The Importance of Guided Reading. Retrieved July 14, 2015, from http://www.righttrackreading.com/guidedreading.html
Rasinski, T. Guided Fluency Instruction: Moving Students to Independence.
What Is Guided Oral Reading? | Reading Rockets. (n.d.). Retrieved July 14, 2015, from http://www.readingrockets.org/article/what-guided-oral-reading
Gagen, M. (2007). The Importance of Guided Reading. Retrieved July 14, 2015, from http://www.righttrackreading.com/guidedreading.html
Rasinski, T. Guided Fluency Instruction: Moving Students to Independence.
What Is Guided Oral Reading? | Reading Rockets. (n.d.). Retrieved July 14, 2015, from http://www.readingrockets.org/article/what-guided-oral-reading