1 improving fluency citrus: literacy, learners, & leaders developed by becky smith, debbie...
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1
Improving Fluency
Citrus: Literacy, Learners, & Leaders
Developed by Becky Smith, Debbie Stanley, and David Jackson
2
Literacy is…
ListeningViewingSpeakingThinkingReadingWritingExpressing
using multiple symbol systems
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Daily Non-negotiablesMaintain a print-rich classroom
Use the seven processes of literacy
Read to and with students
Teach,model,practice strategies of expert readers and writers
Provide independent reading with accountability
Instruct phonics & phonemic awareness for K-1, and for others who have reached mastery.
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What is fluency?
Reading with …
PaceAccuracyProsody
…resulting in automaticity
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Why is fluency important?
Fluent readers have better comprehensionFluent readers perform better in content areasFluent readers score higher on FCATFluent readers read for fun
Citrus County Schools, Florida 6
What are the reading, language, and cognitive abilities that are most important in explaining individual differences in performance on the FCAT at 3rd, 7th, and 10th grades?
What kinds of skills and knowledge are particularly low in students who struggle on the FCAT?
The Florida Center for Reading Research recently conducted a study of the FCAT to answer several important questions:
FCRR Study
7
10
20
30
40
FluencyVerbal Abilities
Per
cent
of
varia
nce
acco
unte
d fo
r
50
60Non Verbal
Memory
7th Grade
43%
51%
22%
5%
What skills are particularly deficient in level 1 and level 2 readers at 7th grade?
FCAT Performance Level
1 2 3 4 5
Skill/ability
SAT9 percentile
Fluency percentile
Phonemic decoding
Verbal knowledge/ reasoning
31st 51st 68th 86th 94th
7th 25th 45th 82th 95th
27th 53rd 53rd 74th 84th
34th 45th 64th 88th 93rd
WPM on FCAT 8888 113113 122122 144144 156156
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Fluency and comprehension
Shinn (1992), reviewing twenty-eight studies, found a median correlation of 0.82Fuchs (1988), focusing on middle school, found a correlation of 0.91
Citrus County Schools, Florida 10
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How do we assess fluency?
DIBELSElementary
FORFMiddle School
FORFHigh School
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Basic Procedures for WCPM
Provide two copies of a grade-level textMark the place ] after one minuteMark errors / (skipped words, mispronunciations, substitutions, reversed order, struggles lasting three seconds)*Count the Words Correct Per Minute
*Don’t count self-corrections, insertions, or correct repetitions as errors.
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How do we improve fluency?
Teacher model
Partner reading
Reader’s theater
Student presentation
s
Listening & recording
Choral reading
Echo reading Match student with
text
Chart results to motivate
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Partner Reading Practice
Pair studentsProvide appropriate textRead for one minuteChart results
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Matching student with text
Independent > 94% accuracyInstructional 90-94%Frustration < 90%
Lexile match / Fountas & Pinnell
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3-2-1 Evaluation
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