Some pupils read connected text slowly or haltingly, so working out the words takes attention away from the meaning. Whole-class modelling helps, but they may need extra rehearsal of the same passage.

Fluency means accurate, increasingly automatic and naturally phrased reading. It is not speed in isolation.

Use an important class passage

Choose a short passage that has already been introduced to the class and matters to the lesson. Check that it is at a suitable level and clarify only essential vocabulary.

Model and rehearse the difficult section

1. Read one sentence or short section aloud.

2. Ask pupils to echo the phrasing while following the text.

3. Continue across the short passage.

4. Ask pupils to reread it with a partner.

5. Listen briefly to each pupil.

6. Give one useful correction about accuracy or phrasing.

7. Return pupils to meaningful use of the passage.

This usually takes five to ten minutes. It could run as a guided group while the rest of the class reads or works independently, or a teaching assistant could lead it once they have seen you model it.

Do not rehearse the text in isolation from comprehension. Ask one brief question to confirm that meaning has been maintained.

Fade the support

Reduce adult modelling when pupils can read the passage accurately and with natural phrasing. Use different passages to check transfer rather than repeatedly practising the same one.

Know when more is needed

This is additional classroom practice, not a structured reading intervention. Persistent errors with unfamiliar words may require decoding assessment. Continued substantial fluency difficulty across texts may require fuller assessment and additional provision.

Further guidance

EEF: Improving Literacy in Key Stage 2 covers developing fluent reading through guided oral reading and repeated reading.