Building Comprehension with Fluency

EDC 423

Mount Everest(End of Grade 5)

DIBELS, Grade 5 Materials

GRADE 5

DORF Retellshould includeat least 25% of the words – 1 point yes; 1 point off if NOTin the text

DORF Sample

GRADE 2

Three Components of FluencyAccuracy in word recognition (word decoding)

◦Measure: 95% is considered adequate for instructional level reading

Automaticity in word recognition (effortless and automatic to free up brain power for comprehension) ◦Measure: Words Per Minute (WPM) which has grade

level norms Prosody/Expression: use new-found cognitive

energy to engage in interpretive and meaningful reading ◦Measure: Qualitative rubric

Measuring and Determining Accuracy

Automaticity – Grade Level Norms(Hasbrouck & Tindal, 2006)

Grade Oral WPM Goal

Silent WPM Goal

1 53 80

2 89 115

3 107 138

4 123 158

5 139 173

6 150 185

7 160 195

8 170 204

9 214

10 224

11 237

12 250

Ways To Build Fluency & Comprehension (Fluency Station Activities)

Choral Reading (with different types of texts)Practiced & Recorded Reading for

Audience (e.g., podcasting) Character Strips with Feeling CardsCooperative Repeated ReadingReader’s Theatre Tape reading - could record RT and then

follow along with scripts or have audio recordings of books

More ideas….see optional reading resources on the wikispace

Choral Reading (Review, discuss purpose and tone, then read together)

URI, URI

Choral Reading (Review, discuss purpose and tone, then read together)

Practiced & Recorded Reading (for An Audience)

Character Strips & Feeling Cards

Choose a feeling word and read the sentence with that feeling. Talk about ways each is similar or different.

SurprisedAngryPleasedDisappointedExcitedHopeful

Hollis (to Josie): “I thought maybe I’d stay for awhile.”

Turn and Talk: Ideas for guided reading groups and fluency station

Cooperative Repeated ReadingReader _________ Rater _________ Date ___How did your partner read? Rate him or her in each of

the following areas for the first and last reading.

Fair Good Outstanding

Decoding 1………..2………….3…………4…………….5

Pacing 1………..2………….3…………4…………….5

Expression 1………..2………….3…………4…………….5Try It Out with your selected text

Reader’s Theatre

WAV

Reader’s Theatre

Reader’s Theater

Groups 1-3: Reading Your Scripts and Recording using Audacity

Groups 4-6: Creating Scripts from the “best” (most fitting to be acted out) of your favorite selected passages from Hollis Woods

Homework

Read Hollis Woods p. 55-109 and complete summary chart

Book Activity 2◦NOW: Meet in your group to select a role◦THEN: Complete Literature Circles Role Sheet

for your selected group role; bring to class on Thursday for your literature circle

Extra Fluency Resources (optional) on the wikispace

Review Quiz

Mental Representation: What does it look like? (a network of nodes and connectors organized to match the logical structure of the text and the key ideas)

Right there questions (literal) should not require readers to make ANY inferences (even referential ones – e.g., “THEY are taking over and threatening nature’s food web”