Dr David Paige Bellarmine University UnboundEd Standards Institute July 12 2016 We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards ID: 572684
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Slide1
Developing Fluent Readers in Kindergarten Through Third-Grade
Dr. David Paige, Bellarmine University
UnboundEd
Standards Institute
July 12, 2016Slide2
We
know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards.
We are dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institute, and the option of support through our website offerings
.We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors.
2Slide3
About Me
3
I’m Associate Professor of Education at Bellarmine University in Louisville, Kentucky. After 20 yaears in business, I began my educational career as a special educator teacher in an urban middle school in Memphis. My research interests are framed around literacy issues, particularly those concerning the role of oral reading fluency in children in urban settings. Slide4
Raise your hand if…
you are an ELA teacher
you are an ELA teacher coach
you hold a different roleyou teach in a district schoolyou teach in a charter schoolyou teach or work in a different type of school or organizationIntroduction: Who You AreSlide5
Introduction
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
5Slide6
Workshop Agenda
Part I Foundational Knowledge
: What cognitive processes facilitate fluent reading?
Part II Pedagogical Knowledge: How do we encourage fluent reading in K-3 readers?K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.166Slide7
Foundational Knowledge
What is reading fluency?
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
7Turn to your partner and discuss a definition …Slide8
Why Engage Students in Fluency Practice?
Reading fluency is necessary to become a proficient reader
Students who are not fluent readers struggle with reading the words – this gets in the way of understanding what the text means
Students who are not fluent readers struggle with finishing tests on timeHelping students become fluent readers is not difficult and delivers big dividends – it’s “low hanging fruit”K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.168Slide9
Foundational Knowledge
What is reading fluency?
1. The effortless recognition of connected words in text:
Conversational rate or pacing (automaticity)Accurate pronunciation K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.169
Accumaticity
Accumaticity is not “fluency”Slide10
Foundational Knowledge
What is reading fluency?
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1610AccumaticitySlide11
Foundational Knowledge
What is reading fluency?
Prosody or expression when reading:Use of inflectionAppropriate use of stressAble to chunk words into phrasesK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1611
AccumaticitySlide12
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
12
Accumaticity
ProsodyReading Fluency
Oral and silent reading – no differenceSlide13
Oral Reading is For M
ore
Than J
ust Assessment….It’s important for developing readers to hear abundant oral reading:To hear the “rhythm of the language” that is prosodyTo build vocabularyTo hear new syntaxTo expand schemaTo appreciate the value of textK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
13Slide14
Why is Fluency Important?
Because of its Relationship with Comprehension!
The Tandem Theory
1K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1614Slide15
15
Accuracy
Prosody
Pacing
ComprehensionK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide16
The Tandem Theory
Given the purpose for reading is to
understand the text
and the reader sufficiently monitors their comprehension Then…The reader attempts to read the words correctly and with prosodyK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1616Slide17
The Tandem Theory
Reading
pace can be intentionally
regulated up or down by the reader in direct relation to comprehension K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1617Slide18
The Tandem Theory
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
18
Comprehension
AutomaticityDirect relationship between comprehension and automaticity:
When comprehension is easy, the reader may choose to
increase
their automaticity;
When comprehension is
difficult
, the reader may intentionally
slow down
their automaticity (also re-read, perhaps even stop briefly to think)Slide19
So, is Fluency Important to Comprehension
2
?
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1619FluencyComprehension
Academic Achievement
50%
82% to 94%
Likely to comprehend well
Highly likely to be proficient on high-stakes testsSlide20
Those who are fluent readers may not comprehend well
But ….
Those who are disfluent readers are very likely to suffer from at least, some diminished comprehensionK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1620This Means That….Slide21
Questions???
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
21Slide22
Objective #1: What cognitive processes facilitate fluent reading?
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
22Slide23
In Groups of 4:
Draw a sketch or model showing how you think a good student reads
(If reading were a machine, how would you adjust it?)When finished, post your model on the wall (put names on paper)When finished, take a “gallery walk” and view the various modelsThree groups will do a “flash” presentation of their model (Dr. Paige will choose the groups)K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1623Slide24
How the Brain Processes Text: An Overview
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
24Slide25
25
The Reading System (
Perfetti
, 19993)Visual Input from PrintK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide26
26
The Reading System (
Perfetti
, 19993)Visual Input from Print
Phonological Units
Orthographic
Units
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide27
27
The Reading System (
Perfetti
, 19993)Visual Input from Print
Sounds
Letters
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide28
28
The Reading System (
Perfetti
, 19993)Visual Input from Print
Phonological Units
Orthographic
Units
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide29
29
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide30
30
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide31
31
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Meaning and Form Selection
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide32
32
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Parser (text reading)
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide33
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
33Slide34
34
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Text Representation
Parser
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide35
35
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Text Representation
Parser
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide36
36
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide37
37
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide38
38
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
DecodingSlide39
39
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
Decoding
200- 450
msSlide40
40
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
FluencySlide41
41
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
Fluency
ComprehensionSlide42
42
The Reading System (
Perfetti
, 19993)Visual Input from Print
Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
General Knowledge
Linguistic System
Phonology
Syntax
Morphology
Lexicon
Syntax
Morphology
Meaning
Orthography Mapping to Phonology
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
Fluency
ComprehensionSlide43
43
The Reading System (
Perfetti
, 19993)Word Representation
Phonological Units
Orthographic
Units
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide44
44
The Reading System (
Perfetti
, 1999)Word Representation
Phonological Units
OrthographicUnits
Word
Identification
Comprehension Processes
Meaning and Form Selection
Inferences
Situation Model
Text Representation
Parser
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
Where are the “
Critical Processes
” in reading that may become
Root Causes
for later reading difficulties?Slide45
Part II: Pedagogical Knowledge
How do we encourage fluent reading in K-3 readers?
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
45Slide46
A Look at the Standards for Reading Fluency
Foundational Skills
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
46KindergartenFirst - FifthRead
emergent-reader texts with purpose and understanding.Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Slide47
Get T
he Right
Text in Front of the Right S
tudent …K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1647Slide48
Measuring Text Complexity (Appendix A)
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
48Slide49
Measuring Text Complexity
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
49
Levels of meaning, structure, language conventionality and clarity, and knowledge demandsReader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures and other scores of text complexitySlide50
Measuring Text Complexity
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
50
Levels of meaning, structure, language conventionality and clarity, and knowledge demandsReader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures and other scores of text complexityA knowledgeable professionalSlide51
Measuring Text Complexity
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
51
Levels of meaning, structure, language conventionality and clarity, and knowledge demandsReader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures and other scores of text complexityA knowledgeable professional
Best done through machine scoringSlide52
Measuring Text Complexity
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
52
Levels of meaning, structure, language conventionality and clarity, and knowledge demandsReader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures and other scores of text complexityA knowledgeable professional
Best done through machine scoringSlide53
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
53
320L
94 words 11.75 words/sentence FK1.2 89%narrativity 95%SS Sunlight comes through my window. It wakes me up. My mom says “Justin, breakfast is ready!” I get dressed for school. The school bus picks me up at the corner. At school I get to see my friends. In science class we learn about bugs. In the morning we go outside to play. The sun is high and bright and feels warm. I like playing kickball with my friends. Our team is very good and we win a lot. Later we eat lunch. Today we had hot dogs, they are my favorite! I like the carrots too. I wash it all down with milk. The rest of the day goes by fast. After school I play with my friends. The sun is getting lower in the sky. Later I eat dinner with my family. The sun is all the way down now and it’s dark outside. I can see the moon outside my window. It is time for bed.
1340L 162 words 18 words/sentence FK16.6 14%narrativity 24%SS Although reading fluency has been identified as a critical element in successful literacy
curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition
automaticity
(one
component
of fluency) is strongly associated with overall reading
proficiency
among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previously studied with secondary students. The present study examines the relationship between oral reading prosody and silent reading comprehension among secondary students. Findings indicate a strong association between prosody and silent reading comprehension. Moreover, a significant number of students have not achieved even a minimally acceptable level of
prosody
in their reading. Based on these and previous studies into fluency and secondary students’ reading, we argue that fluency be made an
integral
part of reading instruction for secondary students struggling in reading. We recommend fluency instruction methods and materials that would work well to develop both automatic word recognition and
prosodic
reading.
Lexile Analyzer: https
://www.lexile.com/analyzer
/
Coh
-Metrix Text
Easability
Analyzer: http
://141.225.42.101/cohmetrixgates/Home.aspx?Login=1Slide54
The Lexile Leap: A Model for Fluent R
eading
Development
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1654Slide55
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
55
Lexile “Bands” specified by the standards for 2
nd through 12th grade5Slide56
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
56
1
st- through 5th-GradeSlide57
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
57
Lexile Leap
1st- through 5th-GradeSlide58
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
58
Lexile Leap
1st- through 5th-Grade
740L – 420L = 320L76% increase!Slide59
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
59
740L – 420L = 320L
76% increase!How can we purposely plan to insure students will Summit the Lexile Leap
?Slide60
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
60
Developmental “Green Zone”
(Continual, appropriate, & steady progress)Slide61
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
61
Developmental “Green Zone”
(Continual, appropriate, steady progress)Slide62
Fluency
Development Table
(Grade by Season by Lexile)
Grade
1
st
2
nd
3
rd
4
th
5
th
Season
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Accumaticity
Prosody
40
7-8
40
8-9
70
9-10
75
10-11
72
11-12
80
12
95
12
80
12
100
12
110
12
100
12
115
12
125
12
Lexile
Range
900L
925L
975L
800L
825L
850L
825L
850L
900L
675L
700L
750L
700L
750L
775L
525L
600L
650L
575L
610L
650L
450L
450L
525L
550L
350L
CCSS Lexile
Grade-Bands
NA
420L to 820L
740L to 1010L
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
62Slide63
Assessing for Fluent Reading
Accumaticity
(reading pace and accuracy)
Two things to know:Accumaticity for Grade/Season-Appropriate Lexile LevelAccumaticity for Instructional Text LevelProsody (Multi-Dimensional Fluency Scale4 [MDFS])K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1663Slide64
Fluency Assessment:
Reading Rate or Pacing:
Should be conversational – sound like speaking (no speed reading!)
Word Identification Accuracy: Looking for 95% accuracy; 90% - text is too difficultIs a reflection of what the reader knows about sound-to-letter(s) combinations and time spent practicing. For very early readers be sure you’re assessing what the reader has been taught (scope and sequence is critical)K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1664Slide65
Fluency Assessment:
Prosody:
The MDFS – four domains
PacingSmoothnessExpression/VolumePhrasingK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1665Slide66
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
66
MDFS
1
2
3
4
Expression and
Volume
Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend.
Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.
Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend.
Reads with varied volume and expression.
The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.
Phrasing
Reads word-by-word in a monotone voice.
Reads in two or three word phrases, not adhering to punctuation, stress and intonation.
Reads occasionally with a mixture of run-ons, mid sentence pauses for breath, and/or some choppiness. There is reasonable stress and intonation.
Reads with very good phrasing; adhering to punctuation, stress and intonation to preserve the meaning of the text.
Smoothness
Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage.
Reads with extended pauses or hesitations. The reader has many “rough spots.”
Reads with occasional breaks in rhythm. Reader has difficulty with specific words and/or sentence structures.
Reads smoothly with very few breaks, but self-corrects with difficult words and/ or sentence structures.
Pace
Reads slowly and laboriously.
Reads moderately slowly or excessively fast; not natural like speaking to a friend.
Occasionally breaks from a conversational pace.
Reads at a conversational pace throughout the reading.
Score
of 12 or more
suggests
well developed
fluency
Scores of 10-11
suggest developing
fluency
Scores
<
9 suggesting struggling
fluencySlide67
Recommendation for Fluency Assessment
B
eginning Winter of 1
st Grade:Summative Fluency Assessments: Fall, Winter, SpringAssess Accumaticity and ProsodyLexile level per the “Leap”Instructional level (if student is not fluent with developmental Leap level)Formative Fluency Assessments: Every 3-4 weeksAccumaticity and ProsodyInstructional levelClosely monitor student for text complexity development per the Leap
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1667Slide68
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
68
Fluency Development
Chart
Developmental Criteria
Grade
Level
Lexile
Range
Minimum Accumaticity
Minimum
Prosody (MDFS)
1
st
-100L to 450L
Fall
None Specified
None
--
Winter
250L – 350L
20
5 - 6
Spring
350L – 450L
40
7 - 8
2
nd
420L to 650L
Fall
450L - 525L
40
8 - 9
Winter
525L - 600L
70
9 - 10
Spring
550L – 650L
75
10 - 11
3
rd
575L to 750L
Fall
575L – 675L
72
11 - 12
Winter
600L – 700L
80
12
Spring
650L – 750L
95
12
4
th
750L to 850L
Fall
700L – 800L
80
12
Winter
750L – 825L
100
12
Spring
775L – 850L
110
12
5
th
850L to 975L
Fall
825L – 900L
100
12
Winter
850L – 925L
115
12
Spring
900L – 975L
125
12Slide69
Fluency Assessment: Data Collection Example
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
69
StudentGrade/SeasonCriterionLeap
Lexile LevelAccumaticity ProsodyInstructional Lexile LevelAccumaticity Prosody
Jannetta2nd/fall
40
475L:
35/8
385L: 43/9
Jannetta
2
nd
/winter
70
575L: 59/9
475L: 68/10
Jannetta
2
nd
/spring
75
600L: 68/10
525L: 73/11
Jannetta
3
rd
/fall
72
575L-656L:
Jannetta
3
rd
/winter
80
600L – 700L:
Jannetta
3
rd
/spring
95
650L - 750L:Slide70
Fluent Reading Strategies:
Read Aloud
Whole-Class Choral
ReadingPaired (Partner) ReadingRepeated ReadingReader’s TheatrePhrased Text LessonJuicy SentencesShared ReadingText SetsK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
70In K/1
st the goal is to foster automatic decoding and word recognition; Beyond 1st fluent reading becomes importantSlide71
Fluency Strategies: Whole-Class Choral Reading6
Grade Level: end of 1
st
grade and beyondPowerful, assisted reading strategyCan implement with above grade-level text7Use daily in a repeated or wide-reading implementationChoose a text related to the curriculumAbout 2 to 2.5 minutes longFollow implementation procedures recommended by Paige (2011)6K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1671Slide72
Let’s Play!A Model Choral Reading
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16Slide73
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
73
‘Twas
brillig, and the slithy toves
Did gyre and gimble
in the wabe
;
All
mimsy
were the
borogoves
,
And the
mome
raths
outgrabe
.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the
Jubjub
bird, and shun
The
frumious
Bandersnatch!"
He took his
vorpal
sword in hand:
Long time the
manxome
foe he sought --
So rested he by the
Tumtum
tree,
And stood awhile in thought.
And, as in
uffish
thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the
tulgey
wood,
And burbled as it came!
One, two! One, two! And through and through
The
vorpal
blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O
frabjous
day!
Callooh
!
Callay
!'
He chortled in his joy.
`Twas
brillig
, and the
slithy
toves
Did gyre and
gimble
in the
wabe
;
All
mimsy
were the
borogoves
,
And the
mome
raths
outgrabe
.
Jabberwocky
By Lewis CarrollSlide74
Implementation of WCCR
Point out words that students may have difficulty with
Tell students to read with prosody
Read text aloud (walk the classroom)Must listen to neighbors to read in unison “with one voice”Praise and/or encourage the entire class3-2-1 startUse Gradual Release of ResponsibilityK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1674
Monday: model, 2 readings
Tuesday: 1-2 readings
Wednesday: 1 reading
Thursday: echo or antiphonal reading
Audio record on Monday and Thursday/Friday motivates classSlide75
Teacher Read Aloud:
All grades
Allow teachers to engage students in text
Build knowledge of story structureTo interactively model effective reading behaviors including appropriate pacing and prosody, active thinking about the textBuild knowledge and vocabularyBuilding schema Mythbuster: Fluency work is not just for fiction. Read-aloud, and other fluency building strategies are great to introduce new topics and genresK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1675Slide76
Read Aloud Implementation – Before Reading
Does the text lend itself to a relevant theme or big idea that can spur discussion?
Is the text accessible to students?
Insure text-based questions build to understanding of text and higher-order thinking.How will you quickly introduce new vocabulary?K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1676Slide77
Read Aloud Implementation – During Reading
Introduce the planned vocabulary but don’t make it a full-blown vocabulary lesson
Read the text aloud fluently with planned stops for student discussion using elbow partners
Selectively stop for the pre-identified vocabulary – emphasize how they are used in the context of the storyBe sure you’ve practiced reading the text aloudK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1677Slide78
Read Aloud Implementation – After Reading
Allow for deeper discussion of the text; work student connections around the “big idea”
Make the book available to students for shared, guided, and/or independent reading
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1678Slide79
Shared Reading
K-1
An instructional activity where the teacher involves a group of young children in the reading of a specific “
Big Book” to help them learn print conventions, concept of words, fluent reading, self-monitoring, and fix-up strategies demonstrated by the teacherK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1679Slide80
Shared Reading – Before Reading
Select a grade-level text (Big Book decodable readers work well)
Think about the print features in the text as well as opportunities for discussion and comprehension
Each student should have a copy of the textPre-read text; identify teaching points; focus on a purpose for comprehension Look for the most important points provided by the bookK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1680Slide81
Shared Reading –During Reading
Support fluent reading by reading the text aloud while students follow along
Occasionally stop to discuss the story;
For kindergarten this may involve one book with enlarged texts that everyone reads togetherUse think-aloud to model the instructional focus regarding comprehension Encourage discussion of the text K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1681Slide82
Shared Reading –After Reading
Students may re-read/revisit the book at a later time, e.g., independent reading
For students having difficulty, use the book for reading practice
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1682Slide83
Paired Reading
(also called partner or buddy reading)
All grades (decodable readers for K-1)
Students take turns reading aloud to each otherA reader is paired with one that is not quite as goodCan also make cross-grade pairingsA wide variety of texts are appropriateK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1683Slide84
Before Reading:
Pairing students: split-half method (list students in ascending order in terms of reading ability; split the list in half at the middle; place the top readers from each list with each other, then the next best two, and so on.
Decide what text students should read (very flexible)
How long will students read?Implement error correction system: Give your partner 3-4 seconds to attempt to pronounce the word Encourage problem solving cues (familiar letter-sound combinations, word analogies (van is like ran), words within a word (some/time
) Provide the wordMethod for changing who reads nextSystem for comprehension checks while reading (oral summary, relate to what came previously, unfamiliar words, etc.)K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
84Slide85
During Reading:
Walk the room
Keep students on task
Check for good implementationInformal comprehension checks with reader pairsSit in with pairs needing monitoringK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1685Slide86
After Reading:
Reinforce proper behaviors
Suggestions to students for next paired-reading
Recap reading contentMake connections to curriculum, etc.K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1686Slide87
Reader’s Theatre
2
nd
grade and upStudents “perform” by reading a role from a script without costumes, props, etc.Allows multiple students to performStudents practice their script before performingProvides an authentic reading experience and purpose for practiceChildren can visit other classrooms as guest readers providing further opportunities for readingK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1687Slide88
Before Reading:
Choose a script appropriate for your readers
Make sure scripts are fun with good dialogue
Don’t hesitate to modify a script to improve itA script with many readers and short lines is better than one with few readers and long lines – gets more students involvedAssign roles to specific studentsTo involve more students create two or three “casts”Resource sites for scripts:http
://www.thebestclass.org/rtscripts.html http://www.teachingheart.net/readerstheater.htm
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During Reading:
Reading occurs during rehearsal and then again at the performance
Emphasize the three indicators of fluent reading: 1) Pace 2) Accuracy, and 3) Prosody
Using prosody while reading is important so lines have meaning to the audienceWork with small groups of students as they rehearseBe sure students do not memorize their lines K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1689Slide90
After Reading:
Ask students how they can improve
Switch reader roles
If using more than one cast, mix roles and cast membersThe purpose is to have fun becoming better readers!K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1690Slide91
Phrased-Text Lesson8,9
2
nd
Grade and upA text that has intentionally marked the phrase boundariesPhrase boundaries are often invisible to readersPractice with phrases teaches students to become attuned to recognizing the natural pauses (syntactic sensitivity) that divide sentences into phrases.Phrasing is an attribute of prosodic reading, one of the three tenets of fluent reading that facilitates reading comprehension.Research has found that practice with phrase-cued text increases fluent reading which assists comprehension.The Phrased-Text Lesson can be done over 2 days, 10-15 minutes per dayK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
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Phrase-Text Lesson: Before Reading
Choose a short passage that lends itself to expressive reading that is about 100 to 200 words long
Text should be at the student’s instructional reading level (95% accuracy)
Prepare the text with a pen by lightly marking the natural phrases/ or breaks/ within the sentence. // Long pauses / like those at the end of a sentence / can be marked with double slashes//Emphasize with your students the importance of natural pauses while reading. Good phrasing helps comprehensionK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1692Slide93
Phrase Text Lesson: During Reading – Day 1
Read the text aloud to students while they follow along silently
Discuss the content of the passage and how meaning is conveyed through phrasingChorally read the passage with students putting emphasis on expressive readingK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1693Slide94
Phrase Text Lesson: During Reading
Have students practice the text on their own or they can partner read
with each student taking a turn to read the entire text while the other follows alongAfter practicing, students can read the text to each other in small groupsK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1694Slide95
Phrase-Cued Practice: After Reading
Discuss with students the differences in their reading
After students have become comfortable with the passage, have them read the unmarked passage
Discuss again with studentsK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1695Slide96
Phrased Text Lesson: Day 2
Provide a copy of the text to students
without
marked phrase boundariesProceed with the same steps as in Day 1As student gain familiarity with phrase boundaries, they can be given new texts where they mark the boundaries themselves.Example: http://www.sst6.org/attachments/article/1578/building_fluency_lessons.pdf
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1696Slide97
Example: Pass It On! By Bill E. Neder
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
97
All the kids/ were playing.//“It is my birthday!”/ Pam announced/ to them.//Meg whispered/ to Tom,// “Let’s get Pam/ a hat.// Pass it on.”//Tom whispered/ to Bev,// “We’re getting Pam/ a cat.// Pass it on.”//Bev whispered/ to Bob,// “We’re giving Pam/ a mat.// Pass it on.”//Bob heard,/ “We’re getting Pam/ a bat.”//After playing,/ all the kids/ went home.//Meg made Pam/ a neat hat.//
Tom found Pam/ a new cat.//Bev made Pam/ a small mat.//Bob got Pam/ a big bat.//Then they all/ went over/ to see Pam.//Pam got/ so many things!// She recited/ all their names.//“A hat,/ a cat,/ a mat,/ and a bat!”// Pam announced,// “I am/ so happySlide98
Repeated Reading
2
nd
Grade and Up (occasionally end of 1st)Repeated reading is a strategy where the student reads the same text several times under the tutelage of a teacher to build oral reading fluencyPoetry or short narrative passages lend themselves well to repeated reading. Poetry in particular is effective because of its rich, playful languageTexts should be appropriate for students – check it firstK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1698Slide99
Repeated Reading
Introduce the text to the class
Have students choral read the poem
Students then practice the poem independently or with a reading buddyStudents should read the text 5-6 times over the course of several daysRepeated reading is often incorporated into Whole-Class Choral reading and partner readingK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.1699Slide100
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
100
‘Twas
brillig, and the slithy toves
Did gyre and gimble
in the wabe
;
All
mimsy
were the
borogoves
,
And the
mome
raths
outgrabe
.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the
Jubjub
bird, and shun
The
frumious
Bandersnatch!"
He took his
vorpal
sword in hand:
Long time the
manxome
foe he sought --
So rested he by the
Tumtum
tree,
And stood awhile in thought.
And, as in
uffish
thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the
tulgey
wood,
And burbled as it came!
One, two! One, two! And through and through
The
vorpal
blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O
frabjous
day!
Callooh
!
Callay
!'
He chortled in his joy.
`Twas
brillig
, and the
slithy
toves
Did gyre and
gimble
in the
wabe
;
All
mimsy
were the
borogoves
,
And the
mome
raths
outgrabe
.
Jabberwocky
By Lewis CarrollSlide101
Tier II Fluency Practice
Many students in early elementary who are not fluent readers will have extensive difficulties with sound-letter features
These students require thorough assessment using a well-defined phonics scope and sequence
Re-teaching of sound-letter patterns should take placeK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16101Slide102
Fluency in the Content Areas
Which of these strategies can be in content areas outside of the ELA block?
Share the context and one strategy you will use outside of the ELA block.
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16102Slide103
UnboundEd Fluency Guides
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
103Slide104
Tier II Fluency Practice
Practice with Phrases:
Follow Phrased-text protocol reviewed earlier
on a one-to-one basisShould be done in conjunction with whole-sentence and passage readingCan set up a repeated reading phrased-text protocol K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16104Slide105
Tier II Fluency Practice
Time Repeated Readings
Choose a text at the reader’s instructional level
One-with-One practiceBegin by reading text with studentStudent reads again on own while miscues are markedReview miscues by practicing words individually, student should read words individually 4-5 timesRe-read passage over course of weekGraph progress – student should see they are improvingOver time scaffold text complexityK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16105Slide106
Tier II Fluency Practice
Students need extensive practice at all three levels:
Independent: re-read mastered text to increase automaticity and experience with text, boost confidence
Instructional level: as often as possible, put student in a position with a more knowledgeable reader to assist with miscue pronunciation (repeated reading is best)Above-Grade Level: Use assisted-reading practice (whole-class choral reading). Students in need of Tier II will have fewer strategies with which to “bootstrap” their readingK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16106Slide107
Conclusion
Fluent reading brings together the multitude of reading sub-skills to produce conversational-sounding reading that facilitates comprehension
Students must be frequently monitored across the school year for fluent reading development
All students, not just younger or struggling benefit from fluency practiceThe “Lexile Leap” is real – students who are not able to proficiently read text at the 650L to 750L level by the end of 3rd grade may not be sufficiently prepared to “bootstrap” their reading as they progress through schoolFluency work can take place with grade-level textsThese students will have developed “mind shame” about their reading ability and will find ways to avoid it at all costs. This will greatly reduce their chance at educational achievement.
Developing fluent readers is not a guarantee of comprehension, but it greatly helps!All teachers, ELA and content area, should be committed to improving reading fluencyK-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
107Slide108
Take Away
Fluency practice can be incorporated into your day with your existing resources in 10-15 minutes per day.
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
108Slide109
References
K-3 Fluency Workshop, UnboundEd Standards Institute 7.12.16
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1Paige, Rasinski, & Magpuri-Lavell (2012). Is fluent expressive reading important for high school readers? Journal of Adult and Adolescent Literacy, 56(1), 67-76. DOI: 10.1002.JAAL/001032Paige (2011). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation for reading, oral reading proficiency, comprehension, and academic achievement.
Reading Psychology, 32, 395-425.DOI: 10.1080/02702711.2010.4956333Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort
(Eds.), The neurocognition of
language
(pp. 167-208). New York, NY: Oxford University Press.
4
Zutell, J., &
Rasinski
, T. V. (1991). Training teachers to attend to their students’ oral reading fluency.
Theory Into Practice, 30
(3), 211-217.
5
Nelson
, J.,
Perfetti
, C.,
Liben
, D., &
Liben
, M. (2012).
Measures of text difficulty: Testing their
predictive value for grade levels and student performance
. New York, NY: Student
Achievement Partners. Retrieved from
http://achievethecore/content/upload/nelson_perfetti_liben_measures_of_text_difficulty
researchela.pdf
5
Paige, D. D. (2011). “That sounded good!” Using whole-class choral reading to improve fluency.
The Reading Teacher, 4
(6), 435-438.
doi
:
10.1598/Rt64.6.5
7
Morgan, A., Wilcox, B. R., & Eldridge, J. L. (2000). Effects of difficulty levels on second-grade delayed readers using dyad reading.
Journal of
Educational Research, 94
(2), 113-119.
8
Rasinski, T. V.,
Yildirim
, K., &
Nageldinger
, J. (2011). Building fluency through the phrased-text lesson.
Reading Teacher, 65
(4), 252-255.
9
Rasinski, T
.
V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts.
Intervention in School and Clinic, 29
(3), 165-168.
10
Faver, S. (2008). Repeated reading of poetry can enhance reading fluency.
Reading Teacher, 62
(4), 350-352.
Retrieved from
https://
quest-esu.wikispaces.com/file/view/Repeated+reading+with+poetry.pdf