fluency - colorado department of education · how do you teach fluency? zstep one: assessment zstep...

Colorado Reading First Foundational I – Summer 2004

FluencyFluency

Colorado Reading First

Reading Component: Fluency

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Reflection Activity

What is your current understanding about fluency instruction in the classroom?



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Content Standards

Know the role of fluency in word recognition, oral reading, and comprehension.

Recognize the sequence of instructional strategies to build fluency at the word recognition and oral text reading levels.



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Bridge to ComprehensionFluency forms the bridge between word recognition and comprehension

Identifying Words

ConstructingMeaning

FLUENCY



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What is Reading Fluency?Fluency is the ability to read a text quickly, accurately, and with proper expression.

National Reading Panel, 2000

… the ability to read connected text, rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading such as decoding.

Meyers & Felton, 1999

Why is Fluency So Important?

Larger Vocabulary

Increased Comprehension

More Words Greater

Motivation

Fluency leads to…

Smaller Vocabulary

Limited Comprehension

Fewer Words Lack of

Motivation

Lack of Fluency leads to…

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Fluency and Reading Volume

8,0000.110%106,0001.330%282,0004.650%622,0009.670%

1,823,00021.190%4,358,0006598%

Words Read Per Year

Independent Reading Minutes Per Day

Reading Percentile

Cunningham and Stanovich, 1998



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In Other Words…

10th Percentile Reader

90th Percentile Reader



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Working Memory and Automaticity

Processing Task

Processing Task

Less Fluent Reader More Fluent Reader

Working Memory



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Automaticity

The ability to accurately and quickly recognize many words as whole units.Fast effortless word recognition comes with reading practice.Overlearning



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How We Learn Words

Slower, sound it out route

Word AnalysisDirect, automatic route



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What is Accuracy?

When words are decoded correctly.The idea that practice makes perfect .



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Calculating Percent Reading Accuracy

To determine the appropriate level of text for a student

% of Words Correct / Minute

Total Words Read

Number of Words Read Correctly

Example: 145 (words correct) divided by 156 (total words read) = 93%

Reading Materials

Level

Accuracy and Reading Levels

Hasbrouck, 1998

0%

20%

40%

60%

80%

100%

90% Fluency and Below: Frustration Level

91 to 96% Fluency: Instructional Level

97% Fluency and Up: Independent Reading

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Problems with Accuracy

Weak phonemic awarenessWeak phonics skillsLack of vocabularySkills have not been taughtText too hardNot enough opportunites for practice

When a student misreads words, the teacher must identify whether it is because of:



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1. Work with a partner. One participant is the student and one is the teacher.

2. Teachers and students read your own directions at the top of your handout.

3. Don’t peek at the passage.4. Teacher times for one minute as student

reads the passage orally.

Activity: Teacher/ Student Fluency



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5. Teacher removes the student’s passage.6. Teacher asks comprehension questions

and calculates the student’s accuracy.7. Teacher calculates the number of correct

words read per minute (CWPM).

Activity: Teacher/ Student Fluency (cont.)



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Reflection Activity

What personal observations did you gather from this fluency activity?



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How Do You Teach Fluency?

Step One: AssessmentStep Two: Teaching FluencyStep Three:Ongoing Assessment/ Monitor Progress

Step One: Assessment



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Big Ideas About Assessment

Individual AssessmentScreeningDiagnosisProgress MonitoringOutcome



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What Do Fluent Readers Do?

Adjust reading rate Read with prosodyDetect known spelling patterns to aid in decoding wordsActivate vocabularyAttend to meaning as they read



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What Do Less Fluent Readers Do?

Have slow, halting decodingRead word-by-wordDisplay difficulty with sight wordsHave slow, inconsistent, laborious speedRead with poor phrasing and expression Ignore punctuation



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How Fluent Do You Need to Be?

Require a high standard of accuracy– 95-100% accuracy for grade level comprehension

Proper expression is critical– Voice, prosody and punctuation all support meaning

RATE guide (Hasbrouck & Tindal)

120 wcpm90 wcpm60 wcpm

Grade 3Grade 2Grade 1

Curriculum-Based Norms for Oral Reading Fluency

(J. Hasbrouck & G. Tindal, 1992)

92897225118112995041431331257587706525114937950314212310775654623259478535021241068275

WCPMWCPMWCPMSpringWinterFallPercentileGrade



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Tracking Errors

MispronunciationsSubstitutionsHesitations/No Attempt (3-5 seconds)OmissionsReversals

girl



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Noted, But Not Counted As Errors

InsertionsRepetitionsSelf-correctionsPunctuation Errors



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Activity:Fluency Error Analysis

Work with a partner and take turns being student and teacher.Student reads each sentence.Teacher observes errors. Use the error key and analyze errors.



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Activity: Rapid Automatic Naming



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Activity: Rapid Automatic Naming

b s a g i s b a i s g a b i s b a g s bb s i a g b i a b g a i g a s b a s b i



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Step Two: Teaching Fluency



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Big Ideas About Fluency Instruction

Focus on a child’s oral readingGive opportunities for practiceProvide ongoing feedback as a child reads

Sally Shaywitz

Sequence of Fluency Instruction

Sounds

Letters

Words

Phrases

Sentences

Text Reading

Comprehension

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Without the Building Blocks…

Sounds Letters Words

Comprehension

Text Reading Sentences

PhrasesHelp!



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Strategies for Enhancing Fluency

Speed DrillsPhrase ReadingGuided Oral Reading with a student

Guidelines for Repeated Reading– Classroom level

Partner ReadingAssisted Reading


Sounds

Letters

Words

Phrases

Sentences

Text Reading

Comprehension

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Rapid Automatic Naming Drills

One minute drillsPicture, color, number and letter listsSimilar to the DIBELS – Letter Name FluencyCount and record # of items stated successfullyChart data

Goal: Read random stimuli efficiently


Sounds

Letters

Words

Phrases

Sentences

Text Reading

Comprehension

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Word Level: Speed Drills

One minute drillsSight word drill lists (5-6 irregular words)Regular patterned word listsCount and record # of words read successfullyChart data

Goal: Read words efficiently

Patterned Word Lists

capecappanepanpalepalcapecap

panepanpalepalcapecappanepanpalepal

cophotjobrobbobcophophotcopbobrobhotjobcophoprobjobcophotbob

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Sight Word Drill

saidyouhavethewasthewassaidhaveyou

havethewassaidtheyouhavethehasyouwastheyouhavehasyousaidhavewasthe

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Activity: Speed Drill

Teachers make phonics speed drill and sight word


Sounds

Letters

Words

Phrases

Sentences

Text Reading

Comprehension

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Read this aloud

It isn’t as if the words are difficult to

identify or understand, but the spaces make you pause between words, which means your

reading is less fluent.



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Prosody:Punctuation is the Frame

InflectionSmoothnessVoiceRhythm

.

,



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Phrase Reading

Builds a bridge between word-by-word reading and connected readingPhrases carry meaning which leads to increased reading comprehensionIncreases prosody



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Steps to Reading Connected Text

The frog jumps in the pond.

Word Readingpond the in frog

the frog jumpsPhrase Reading

jumps

in the pond

Sentence Reading


Sounds

Letters

Words

Phrases

Sentences

Text Reading

Comprehension

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Guidelines for Oral Reading With a Student

Use materials at an appropriate level.

Sound it out, if regular and have learned skill.

If sight word or student has not learned the skill, provide the word.

Check for understanding

Note errors for reteaching.



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Guidelines for Repeated ReadingChoose a passage of interest that is slightly above the student’s instructional level.Take a 100 word excerpt from the passage and time the student reading aloud.Mark and share the miscues.Mark the wcpm and record the data on a chart.Student rereads the selection independently or with a partner.Process is repeated, charted until mastered.



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Repeated Reading (Classroom)

Have children read from the same text. Have them start reading orally.After 3 minutes, say “Stop.”Have them mark last word they read.RepeatChildren should read further down the page with each repeated reading.



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Partner ReadingPaired Repeated ReadingStudents read in pairs

One student reads orally and the other student follows along silently

Children take turns reading orally



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Assisted Reading

Teacher and children read passage together.

Teacher and children re-read until adequate level of fluency is attained.



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Additional Strategies for Enhancing Reading Fluency

Use of Decodable TextEcho ReadingChoral ReadingReaders’ TheatreComputer Assisted Fluency PracticeBooks on Tape



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Thinking About ELL

The same good instructional practices Emphasis on:– Listening to models of good language– Repeated readings– Choral reading– Partner reading



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Reflection Activity

What is Guided Oral Reading?

Why is it important for good and poor readers?

Why is it important for the teacher?



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Step Three: Ongoing Assessment/ Monitor Progress



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Big Ideas About Progress Monitoring

Observe student’s skills Measure progress in skill developmentAdjust instruction, if necessary, based on:– Progress monitoring assessments– Observational data

Oral Language

Literacy (Reading/Writing)

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

The Essentials for Beginning Reading



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Reflection Activity

Reflecting on your initial thoughts, what have you learned today in fluency and how do you envision implementing your new learning?



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Bridge to ComprehensionFluency forms the bridge between word recognition and comprehension

Identifying Words

ConstructingMeaning

FLUENCY



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Thank you! This concludes the presentation.

fluency - colorado department of education · how do you teach fluency? zstep one: assessment zstep...

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