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Developing fluency with rich texts

Unit 4


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To be a fluent reader requires both word recognition and language comprehension, and James Clements begins this session by looking at how this is illustrated by The Simple View of Reading. From here we move on to looking at types of activities that build fluency while using rich texts. These range from simply reading aloud to children on a regular basis through to choral reading, echo reading, paired reading and reader’s theatre. Some strategies, such as situational expressions, focus on how intonation can vary depending on context. For example, “What do you want?” will sound different depending on whether a character is puzzled, angry or terrified. James looks at how, when as a class you come across such an expression in a book, it can be useful to pause and play around with it. Finally, James suggests questions that can be used to assess how fluency is covered at your school. Is it modelled? Are there opportunities for children to practise fluent reading (throughout all the year groups)? And is there time made in a busy curriculum to read aloud?

Course Materials:

Presentation Slides - Download

.pptx file

Training Handout - Download

.pdf file

Course Creator

Image of James Clements

James Clements

While working as a senior leader in an outstanding inner city primary school, James was instrumental in developing effective reading provision, and was also consulted on the 2014 National Curriculum. A former local authority lead teacher, he is now an English advisor supporting schools and LAs to improve the teaching of reading, writing and drama - and an author for Oxford Owl.

About the Course

In this set of films, education adviser James Clements explores how teachers can develop a text-based approach to the English curriculum. The films take a detailed look at selecting texts, structuring units of work and practical classroom ideas for using rich texts in the classroom.

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