six minute solution stephanie lemmer. agenda what is fluency? research and rationale assessments...
TRANSCRIPT
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Six Minute Solution
Stephanie Lemmer
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Agenda• What is Fluency?• Research and Rationale• Assessments • Selecting fluency partners and instructional groups • Introducing the fluency concept • Establishing partner behavior • Training students in the partnership model • Managing materials • Student progress and record keeping • Comprehension and writing strategies • Conclusion : more than six minutes a day.
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December 2006 3
Is automaticity the same thing as fluency?
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Automaticity is…
Performance of a skill without conscious thought.
• Necessary for proficiency.
• Improved through practice.
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Automaticity in Reading
• Frees up cognitive space for comprehension and critical thinking.
• Leads to enjoyable reading.
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Definitions of Fluency
“rate and accuracy in oral reading”(Hasbrouck and Tindal Davidson and Towner, Torgeson, et al., 2001)
“accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding”
(Hudson, Mercer, and Lane, 2000)
“ reading smoothly, easily, and quickly.”
(Carnine, Silbert, and Kame’enui (1997)
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Describe a dysfluent reader?
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Strategies for Fluency
• Phrase-cued Reading
• Alternate Oral Reading
• Simultaneous Oral Reading
• Repeated Readings
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Why could these be considered less effective strategies?
• Reader’s Theatre
• Choral Reading
• Round Robin Reading
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December 2006 12
Is automaticity the same thing as fluency?
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Six Minute Solution Overview (p.1)Time Materials Procedures
1 minute TimerFolder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth
Get ReadyTeacher announces that fluency timing will begin
1 minute Partner 1 Reads
1 minute Partner 2 Gives Feedback
1 minute Partner 2 Reads
1 minute Partner 1 Gives Feedback
1 minute Students put away materials
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Rereading to Build Fluency
• “Practice Makes Perfect”• Repeated Reading Research (Levy, Nichools,&
Kroshen, 1993; Meyer & Felton, 1999; Samuels, 1979)
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Partnering Students to Build Fluency
• One student reads while the other follows along and tracks the words read correctly.
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Decoding and Fluency
• In order to read fluently the reader must be able to decodes the vast majority of words automatically with approximately 95% accuracy.
• While fluency helps improve decoding it is not sufficient to remediate an underlying decoding problem
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Comprehension and Fluency• High correlation between reading
comprehension and reading fluency • Comprehension suffers when a student lacks
fluency– (Farstrup & Samuels, 02)
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Independent Reading & Fluency
• Students that are fluent generally find reading to be pleasurable and therefore read more
• Reading more increases reading related skills, vocabulary, background knowledge, decoding, and fluency skills
• The rich get richer and the poor get poorer
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In 10 minutes of independent reading… A fluent reader might
read 2,000 words. A struggling reader might
read only 500 words.
Equal practice time, unequal practice
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Work Completion &Fluency
• Think of the amount of reading assigned in upper elementary, middle school, and high school
• Both students are assigned the same amount of reading
• The student who reads 180 wpm will complete their work in 2 hours while a student who reads 60 wpm will need six hours to complete the same text.
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Reading Achievement and Fluency Practice
• The National Reading Panel found that Repeated oral reading accompanied by feedback and guidance, resulted in significant reading achievement.
• I do it, we do it, y’all do it, you do it
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Reading Achievement and Fluency Practice
• We have the tools to change the statistics! (44% of fourth graders were not fluent according to NAEP scores)
• Fluency improves----
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Assessment
• Give each student a one minute timing on a grade level passage to determine oral fluency rate
• Give each student a test to determine instructional reading level (91-96%)
- San Diego Quick, silent reading test or a passage placement accuracy test
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What do you need
• 1-2 hours• Two copies of a grade-level passage• Data sheet for the teacher to record correct
wpm• Timer• Materials to determine instructional reading
level
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Guidelines for Counting WCPM
Errors
• Mispronunciations and dropped endings
• Omissions
• Out of sequence (count as two errors)
• Words supplied by teachers
• Substitutions with synonyms
• Repeated errors are counted each time
Not Errors
• Mispronunciations or dropped endings due to dialect or speech problems
• Repetitions
• Insertions
• Self-corrections
Count a word read correctly as correct. Don't say the correct word after the student has said an incorrect
word. Wait three seconds before supplying a word to a student who is
stuck.
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Curriculum-Based Norms in Oral Reading Fluency
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G. A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636–644.
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Conducting a One-Minute Timing
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Selecting Fluency Partners
• Partnering appropriately is essential to the success of the program
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Selecting Fluency Partners
Materials:Fluency data for each studentA student ranking sheet
Estimated Time 1 hour
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Selecting Fluency Partners
• Fluency rates should be withing 10-15 words of each other
• Rank by fluency and by instructional reading level
• 1 and 2, 3 and 4 would be partners, and so on
You try it!
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Troubleshooting partners
• Absenteeism• Odd number of students• One child who is far below all the others in
reading ability• Students who read less then 40 cwpm• Noise Level
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Selecting Instructional grouping
• Small groups• Individual fluency programs• Parent-student partnerships• Cross-age partnerships
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Introducing the Fluency Concept (p. 25)
1. Set aside 30 minutes for lesson2. Select the Practice Passage (match lowest
level of readability)3. Introduce the concept of fluency page 26-30
using activity procedure or scripted procedure.
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Establishing Partner Behavior
• Set aside 10 minutes• Instruct on appropriate fluency behavior• Providing appropriate corrective feedback• Noise level• Use activity procedure or scripted procedure
page 32-33
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Training Students in the Partnership Procedure
• Set aside 30 minutes for 3 days at least!• Put students in any partnership• Model the fluency partnership using an
overhead with a student• Model the procedure of marking errors and
noting the stopping point• Model the error-correction procedure• Model how to calculate the cwpm
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Let’s talk about management• Materials• Page covers• Zip lock bags• Dry erase markers• Erasers• How to use these materials and put away
materials• The 6 minutes• Monitoring• accountability
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Student Progress and Record Keeping
• Check for reading progress at the instructional level not at grade level
• Check students Fluency Graphs for -Is adequate progress being made?-Do students have the appropriate passage?- Are the partnerships appropriate?- Is it an appropriate time to increase the difficulty level of the practice passage being used by partners?
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Let’s Practice
• Page 42-43• Example 1: Kevin’s Fluency Graph• Example 2: Sarita’s Fluency Graph
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How to help a student who is not making progress
• Check instructional reading level• Read the practice passage with the student to make
sure that the student is placed appropriately• Provide additional practice with the word lists• Go a grade level below• Check decoding skills• Carefully monitor• Consider a strategic partnership• Give extra untimed practice
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Comprehension and Summary Writing Strategies
• Summarizing• Paraphrasing• Retelling• Describing• Expository Sequence Structure• Summary Writing Strategies
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More than Six Minutes a Day
• On the first day of the week• Some students may need additional fluency
practice• Certain grouping configurations• Incorporating Comprehension and writing
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Mondays
• Distribute new Practice Passage• Preview the passage and underline unknown
words• Teacher supplies unknown words• Make sure students are accurate before
beginning
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Tuesday – Thursday
• 6 minutes a day• More if you want to include comprehension
and writing• More if needed
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Teacher Duties
• Change partners if necessary• Move students up or down in reading levels• Monitor student reading and provide
corrective feedback• Monitor progress
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Let’s Try it!Time Materials Procedures
1 minute TimerFolder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth
Get ReadyTeacher announces that fluency timing will begin
1 minute Partner 1 Reads
1 minute Partner 2 Gives Feedback
1 minute Partner 2 Reads
1 minute Partner 1 Gives Feedback
1 minute Students put away materials