Read with sufficient accuracy and fluency to support comprehension. (a)Read on-level text with purpose and understanding. (b)Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings. (c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


  • fluency/fluently
  • prosody
  • accuracy
  • rate
  • automaticity
  • word recognition

  • expression
  • tone
  • phrasing/phrases/clauses/meaningful chunks
  • connected text
  • oral reading
  • choral reading

  • partner reading
  • repeated reading
  • Reader’s Theater
  • running record
  • words correct per minute (WCPM)
  • context

  • Student readability levels need to be matched to text readability levels at an instructional or independent level in order to increase fluency and comprehension in grades K-12 in all content areas. Readability level affects fluency and comprehension.
  • The rate of reading, or fluency, can affect comprehension. Students need to learn how to adjust their reading rate to increase accuracy with decoding and comprehension.
  • The purpose for reading text can vary based upon the genre, mode, and per teacher instruction (for information, for enjoyment/pleasure, to increase decoding/fluency/comprehension, etc.).
  • Students need to understand the purpose for reading various texts before they read.
  • Students need to check for understanding/comprehension before, during and after reading. They need to learn how to self-monitor their comprehension and make repairs to their comprehension by using various strategies

what's this
  • How do you find the readability level of a text?
  • How does the readability level of the text affect fluency and comprehension?
  • What should fluent reading sound like?
  • How do you assess fluency and comprehension?
  • What is the purpose for reading the text?
  • How do you check for understanding before, during and after reading?


Go to RF.2.4 to see skills mastered prior to this.