Building Fluency: Do It Well and Do It Right!
description
Transcript of Building Fluency: Do It Well and Do It Right!
![Page 1: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/1.jpg)
Building Fluency:Do It Well and Do It Right!
1
![Page 2: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/2.jpg)
From Timothy V. Rasinski: Oral reading can be an enjoyable
experience. Listening to an expressive and meaning-filled
voice can draw students into the magic of reading.
The Fluent Reader, 2006
2
![Page 3: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/3.jpg)
Session OutcomesTeachers will:Understand the role of fluency in word
recognition, oral reading, silent reading, and comprehension
Define and identify examples of text at a student’s frustration, instructional, and independent reading levels
Understand the stages of reading development and the consequences of practice and instruction
3
![Page 4: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/4.jpg)
Why Fluency?
“44 % of a representative sample of the nation’s fourth graders were low in fluency. (NAEP)”
“Fluency is a neglected skill in many American classrooms, affecting many students’ reading comprehension.”
“It provides a bridge between word recognition and comprehension.”
4
Put Reading First 2001, pp. 22-23
![Page 5: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/5.jpg)
What Is Fluency? Speed + Accuracy + Prosody = Fluency Reading quickly and in a meaningful way
(prosody) Decoding and comprehending simultaneously Freedom from word identification problems Fluency is derived from the Latin word fluens
which means “to flow” Smooth and effortless reading
5
![Page 6: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/6.jpg)
Automaticity or Fluency?Automaticity: Fast, effortless word recognition without
expression
Fluency: The ability to read accurately, quickly and
with appropriate intonation and expression
6
Put Reading First 2001, p. 22
![Page 7: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/7.jpg)
Runny Mets Guddy
Runny Babbit mot all guddy.Makin’ puddy mies.His wamma mashed him with the clothesAnd hung him out to dry.Toe Jurtle said, “What are you doin’So high agrove the bound?”Runny Babbit sinned and graid,“I’m just rangin’ hound.”
8
![Page 8: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/8.jpg)
Indicators of Fluency
Words per minute
Reading with expression
Recall/Retelling
10
![Page 9: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/9.jpg)
Some Factors That Inhibit Fluency... Unfamiliarity with text
Limited vocabulary
Difficulty with syntax
Decoding breakdown
11
![Page 10: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/10.jpg)
Assessing Reading FluencyFormally and informally
Timed grade-level passages (100 – 200 words)
Accuracy and speed
Monitoring progress
13
![Page 11: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/11.jpg)
Assessing FluencySelect a grade-level passage
Student reads for one minute
Compute the number of words read in one minute
Count the number of errors
Subtract the number of errors from the number of words read
14
![Page 12: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/12.jpg)
What Skills Do Students Need To Be Fluent?
Decoding skills
Comprehension skills
15
![Page 13: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/13.jpg)
Decoding Component
Deep orthographic knowledge:An understanding of the patterns of language
Practice with words and phrases
16
![Page 14: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/14.jpg)
Comprehension ComponentAbility to combine textual information with personal knowledge and experience
An understanding of how punctuation works within text
17
![Page 15: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/15.jpg)
When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, and thereby leaves little room for comprehension
18
Dysfluency
![Page 16: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/16.jpg)
19
Oral Words Per Minute (WPM)
Grade 1 Grade 2 Grade 3 Grade 4
53-82 WPM
89-117 WPM
107-137 WPM
123-152 WPM
82-110 117-142 137-162 152-180
Oral
Silent
![Page 17: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/17.jpg)
20
Oral Words Per Minute (WPM)
Grade 5 Grade 6 Grade 7
139-168 WPM
150-177 WPM
150-177 WPM
168-194 WPM
177-204 WPM
177-202 WPM
Taylor, Harris, Pearson & Garcia, 1995
Oral
Silent
![Page 18: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/18.jpg)
What Do I Do for Students Who Do Not Reach Fluency Targets?
Determine whether the problem is accuracy or fluency• Look for possible patterns:
o More than 1 error every 10 words indicates a need to look at accuracy
o Few errors but low rate - work on fluencyo Rates less than 30–40 wpm typically indicate a need
for word recognition instruction
• If students are not firm on word recognition skills, focusing on increasing speed will be counter-productive
21Simmons & Kame’enui 1998
![Page 19: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/19.jpg)
Rapid Naming
Onset
Phonemes
Nonsense Words
22
/l/ /e/ /t/ /p/ /a/ /ss/ /o/ /k/ /s/ /s/ /ai/
Which picture begins with ‘gl’?Which picture begins with ‘s’?What sound does ‘lamb’ begin
with?
sim lut poc tobhef vog mid fub
DIBELS - Univ. of Oregon
![Page 20: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/20.jpg)
Short Vowels
A
E
I
O
U
Long A
a__e
ai
___ay
a
eigh
Long E
e
ea
ee
e___e
___y
Long I
i
i___e
ie
igh
___y
/oi/
oi
Oy
/OO/
oo
ew
ue
ou
Long U
u
u__e
Long O
o
o___e
oo
ow
Sample Vowel Patterns
23
![Page 21: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/21.jpg)
Word Recognition Instruction Identify word recognition error types
Provide systematic word recognition instruction on specific skills
Pre-teach word types in the text prior to reading
Structure time for student to practice the text with a peer, adult, or tape
24
![Page 22: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/22.jpg)
High Frequency Word Instruction
High frequency/sight words: is, be, to, us, am, in
High frequency phrases: •by the dog•for the day •on the bed•over the top
25
![Page 23: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/23.jpg)
Reading Decodable Text and Phrases
The bad cat
The bad cat sat
The mad cat sat
The mad cat’s hat
The sad cat’s black hat
The black cat’s sad dad
26
![Page 24: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/24.jpg)
Fluency and Beginning Readers Rapid naming
Explicit phonics instruction
Sight word practice
Rebus books
Decodable text
Teacher modeling27
![Page 25: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/25.jpg)
If the Problem Is Fluency...
Students who read significantly below fluency targets will require:
Fluency instruction and modeling
Daily fluency practice
28
![Page 26: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/26.jpg)
Teacher Instruction and ModelingRead aloud
Think aloud
Echo reading: Let’s practice!
Choral reading: Let’s practice!
29
![Page 27: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/27.jpg)
ProsodyTeacher reads the text with and
without prosody
Students analyze text for clues to prosody
Students add “signals” to text
Students practice reading
30
![Page 28: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/28.jpg)
How To Build Reading FluencyDaily practice
Timed repeated readings
Set goals
Graph fluency progress
32
![Page 29: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/29.jpg)
Identifying Appropriate TextIndependent reading level:
95% accuracyMisread one of every 20 words
50–200 words
Various genres
33
Put Reading First 2001, p. 27
![Page 30: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/30.jpg)
Repeated Readings Read the same passage several times until the
desired rate is reached Keep reading at the same level until the same
rate is reached (three times), then move on to a new level and repeat procedure
Do daily Perform at least 3-4 repetitions of the text
each day Read with a partner Graph progress
34
![Page 31: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/31.jpg)
Repeated Readings (RR)Assisted RR (student or adult):
Child and fluent reader read aloud together
Fluent reader pushes finger along rapidlyChoral RR:
Child listens to fluent reader, then reads passage together
Tape-assisted: Listen to the tape Read with the tape
35
Put Reading First 2001, pp. 27-28
![Page 32: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/32.jpg)
Partner ReadingChildren read in pairs
One child reads the text three times
The other child reviews errors and then rates the reader on fluency after the third reading
The children reverse roles
36
Koskinen & Blum 1986, pp. 70-75
![Page 33: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/33.jpg)
Organizing Repeated ReadingStudent fluency folders:
GraphsLaminated textColor coded
Structures and routines:Teach routines and expectationsWhere to get materials
37
![Page 34: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/34.jpg)
38
Graphing Fluency
![Page 35: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/35.jpg)
39
Fluency Work Station
![Page 36: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/36.jpg)
Why Repeated Reading? Fluency rate increases with each reading
Word recognition errors drop
Improves rate on the next passage
40
![Page 37: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/37.jpg)
Let’s Model:Practice repeated reading
Use the text provided
Graph the rate for three readings
41
![Page 38: Building Fluency: Do It Well and Do It Right!](https://reader035.fdocuments.us/reader035/viewer/2022070414/56814e24550346895dbb88aa/html5/thumbnails/38.jpg)
In Closing: Let’s apply what we’ve learned!With a partner …
Imagine a student that you are working with is struggling with reading fluency
Select two or three instructional strategies that you learned today that would be helpful in improving the student’s fluency
What else would you do?
43