reading in hand fluency presented by april kelley
TRANSCRIPT
Reading In Hand Fluency
Reading In Hand Fluency
Presented by April KelleyPresented by April Kelley
IntroductionsIntroductions Name School Grade Level Looking forward to…
Name School Grade Level Looking forward to…
Round the Room SurveyRound the Room Survey
What do you want toknow about fluency?
What do you know
about fluency?
Round the Room SurveyRound the Room Survey Put aside your pencil and paper. When I say,
“Go”. Move around the room, sharing your responses from “What do I want to know about fluency?” and listen to the responses of others. Meet as many as possible.
When I call “TIME” return to your seat and write as many of the responses as you can remember.
Put aside your pencil and paper. When I say, “Go”. Move around the room, sharing your responses from “What do I want to know about fluency?” and listen to the responses of others. Meet as many as possible.
When I call “TIME” return to your seat and write as many of the responses as you can remember.
Round the Room SurveyRound the Room Survey
At your table, pool and extend your lists. Designate one recorder and one reporter.
At your table, pool and extend your lists. Designate one recorder and one reporter.
Text RenderingText Rendering
Read the Text Underline one sentence, one phrase, and one
word that you feel are important.
Read the Text Underline one sentence, one phrase, and one
word that you feel are important.
OutcomesOutcomes The participants will…
Learn about the relationship between fluency and comprehension and the research behind it.
Learn about appropriate times to begin fluency and new ways to teach fluency.
Learn how to use the ipod touch for fluency instruction and assessment.
The participants will… Learn about the relationship between fluency and
comprehension and the research behind it. Learn about appropriate times to begin fluency and
new ways to teach fluency. Learn how to use the ipod touch for fluency
instruction and assessment.
Modeled Fluency LessonModeled Fluency Lesson
Modeled Fluency Lesson- I’ll teach you as if you were my students
- This is what I’ll model for you on my first day in your classrooms
- See Lesson Plan for future reference
-Objectives: Help students fully understand fluency through the use of fluency samples and the fluency rubric
Modeled Fluency Lesson- I’ll teach you as if you were my students
- This is what I’ll model for you on my first day in your classrooms
- See Lesson Plan for future reference
-Objectives: Help students fully understand fluency through the use of fluency samples and the fluency rubric
Modeled Fluency LessonsModeled Fluency Lessons
Dorchester - Sept. 2nd, 2010
McCool - Sept. 17th, 2010
York - Sept. 20th, 22nd, 23rd, 2010
Milford - Oct. 1st, 7th, 8th, 2010
Sign up for a time!
Dorchester - Sept. 2nd, 2010
McCool - Sept. 17th, 2010
York - Sept. 20th, 22nd, 23rd, 2010
Milford - Oct. 1st, 7th, 8th, 2010
Sign up for a time!
What is it?
NAEP defines fluency as the easeof naturalness of reading.
What is it?
NAEP defines fluency as the easeof naturalness of reading.
The key elements include: Grouping or phrasing of words Adherence to authors syntax Expressiveness of the oral reading
The key elements include: Grouping or phrasing of words Adherence to authors syntax Expressiveness of the oral reading
Fluency is defined as:Fluency is defined as:
The ability to read orally or silently with appropriate levels of word recognition,
accuracy, phrasing, expression, and good comprehension of the text.
The ability to read orally or silently with appropriate levels of word recognition,
accuracy, phrasing, expression, and good comprehension of the text.
The definition of fluency is tied to comprehension.
Fluency must include textual understanding or it cannot be
called fluently read text.
-Tim Rasinski
The definition of fluency is tied to comprehension.
Fluency must include textual understanding or it cannot be
called fluently read text.
-Tim Rasinski
ESPESP
E - Expression
S - Smoothness
P - Pacing
Reading Fluency Rubric
E - Expression
S - Smoothness
P - Pacing
Reading Fluency Rubric
Attention to Fluency has GrownAttention to Fluency has Grown 1983 - Richard Allington calls it the neglected goal of
the reading program. 1984 to present - Rasinski, Zutell, Samuels, Carbo,
Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.
1995 - NAEP assesses fluency for the first time. 2000 - NRP dedicated 1/3 of it’s report to fluency
instruction as a gateway to comprehension. 2002 - NCLB incorporates fluency as 1 of 5
components of a researched based reading program.
1983 - Richard Allington calls it the neglected goal of the reading program.
1984 to present - Rasinski, Zutell, Samuels, Carbo, Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.
1995 - NAEP assesses fluency for the first time. 2000 - NRP dedicated 1/3 of it’s report to fluency
instruction as a gateway to comprehension. 2002 - NCLB incorporates fluency as 1 of 5
components of a researched based reading program.
Why is it important?Why is it important? In 1995, the NAEP (National Assessment of
Education Progress) conducted a large study of the status of fluency achievement in American education. The study examined the reading fluency of a nationally representative sample of 4th graders and found 44% of the students to be disfluent even with grade level stories that the students had read under supportive conditions. Moreover, that study found a close relationship between fluency and reading comprehension and overall proficiency scores in reading.
In 1995, the NAEP (National Assessment of Education Progress) conducted a large study of the status of fluency achievement in American education. The study examined the reading fluency of a nationally representative sample of 4th graders and found 44% of the students to be disfluent even with grade level stories that the students had read under supportive conditions. Moreover, that study found a close relationship between fluency and reading comprehension and overall proficiency scores in reading.
Bottom line from the NAEP study:Bottom line from the NAEP study:
Students who are low in fluency may have difficulty getting meaning of what
they read.
Students who are low in fluency may have difficulty getting meaning of what
they read.
The Theory of AutomaticityThe Theory of Automaticity
Fluency helps enable reading comprehension by freeing cognitive resources for
interpretation.
(National Reading Panel Report, 2000)
Fluency helps enable reading comprehension by freeing cognitive resources for
interpretation.
(National Reading Panel Report, 2000)
Can you think of examples in your learning that support the
theory of automaticity?
Can you think of examples in your learning that support the
theory of automaticity?
Learning to drive…Learning to drive…
What is it that caused that skill to become automatic for you?
What is it that caused that skill to become automatic for you?
Because you’ve practiced that skill over and over, what else can your mind do or think of while
you’re doing that activity?
Because you’ve practiced that skill over and over, what else can your mind do or think of while
you’re doing that activity?
That’s the intention of fluency. We want reading to become so
automatic that students can begin focusing their energy on other
things while reading(such as comprehension).
That’s the intention of fluency. We want reading to become so
automatic that students can begin focusing their energy on other
things while reading(such as comprehension).
Research Based Instruction that Supports Fluency
Research Based Instruction that Supports Fluency
Repetition Modeling Direct Instruction and Feedback Support or Assistance Phrasing Practice Use of Easy Materials
FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!
Repetition Modeling Direct Instruction and Feedback Support or Assistance Phrasing Practice Use of Easy Materials
FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!
Research about Time with TextResearch about Time with Text In a study of 500,000 students, children in the 98th
percentile on a standardized achievement test spent 90.7 minutes per day engaged in reading, and read a total of more than 4,000,000 words in books per year.
Students at the 60th percentile spent an average of 18.1 minutes per day and read 432,000 words in books per year.
Students at the 2nd percentile read .2 minutes per day, computing to 0 words in books per year.
Anderson, Wilson and Fielding (1988), “Growth in Reading and How Children Spend their Time Outside of School”
In a study of 500,000 students, children in the 98th percentile on a standardized achievement test spent 90.7 minutes per day engaged in reading, and read a total of more than 4,000,000 words in books per year.
Students at the 60th percentile spent an average of 18.1 minutes per day and read 432,000 words in books per year.
Students at the 2nd percentile read .2 minutes per day, computing to 0 words in books per year.
Anderson, Wilson and Fielding (1988), “Growth in Reading and How Children Spend their Time Outside of School”
Research in AssessmentResearch in AssessmentStudents show greater gains when: The criteria are clear They have models The feedback is immediate They have time and opportunity to practice skills They are involved in self-assessment They can tell you why and how they improved Their parents are involved Their teacher provides multiple opportunities to learn
Let them tell you…
Students show greater gains when: The criteria are clear They have models The feedback is immediate They have time and opportunity to practice skills They are involved in self-assessment They can tell you why and how they improved Their parents are involved Their teacher provides multiple opportunities to learn
Let them tell you…
What does this research mean for us?What does this research mean for us?
When should we start providing fluency instruction?
When should we start providing fluency instruction?
When a student is reading with 95% accuracy. (words correct/total words)
Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.
Does mean we shouldn’t emphasize it.
Accuracy, THEN Fluency
When a student is reading with 95% accuracy. (words correct/total words)
Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.
Does mean we shouldn’t emphasize it.
Accuracy, THEN Fluency
Practice ScoringPractice Scoring Student #1
Listen Rate Individually Discuss w/ Partner Share
Repeat with student #2 and student #3
Student #1 Listen Rate Individually Discuss w/ Partner Share
Repeat with student #2 and student #3
Which student should receive fluency
instruction? Why?
Fluency Instructional IdeasFluency Instructional Ideas
Six-Minute SolutionsA research-based, highly effective instructional procedure to help K-12 students become more fluent readers.
Video
Six-Minute SolutionsA research-based, highly effective instructional procedure to help K-12 students become more fluent readers.
Video
Fluency Instructional IdeasFluency Instructional Ideas
Poetry Café Kids choose own poetry they’d like to
practice for the week (different forms, pairs, sound companion)
Friday - sit around and read to each other (free style)
Snacks, dress special, invite others to participate (custodians, paras, etc.)
Poetry Café Kids choose own poetry they’d like to
practice for the week (different forms, pairs, sound companion)
Friday - sit around and read to each other (free style)
Snacks, dress special, invite others to participate (custodians, paras, etc.)
Fluency Instructional IdeasFluency Instructional Ideas
Reader’s TheaterOrally read performance of a script in which meaning is
conveyed primarily through the readers’ expressive and interpretive reading (not through movement,
memorization, props, and costumes).
http://www.youtube.com/watch?v=P6X6M-THp2I
Reader’s TheaterOrally read performance of a script in which meaning is
conveyed primarily through the readers’ expressive and interpretive reading (not through movement,
memorization, props, and costumes).
http://www.youtube.com/watch?v=P6X6M-THp2I
Fluency Instructional IdeasFluency Instructional Ideas
Lucky ListenerThis is another strategy that teachers can use
to encourage and motivate students to re-read text.
Lucky ListenerThis is another strategy that teachers can use
to encourage and motivate students to re-read text.
Fluency Instructional IdeasFluency Instructional Ideas
Poems for Two VoicesPartners present a poem, recited at times by
one partner, the other partner, or both.
http://www.youtube.com/watch?v=0uGojuhJN9I
Poems for Two VoicesPartners present a poem, recited at times by
one partner, the other partner, or both.
http://www.youtube.com/watch?v=0uGojuhJN9I
What other ways can we incorporate the use of the ipod
touches to motivate our students to read?
What other ways can we incorporate the use of the ipod
touches to motivate our students to read?
Stepping Out of the Box CHALLENGE
Stepping Out of the Box CHALLENGE
Fluency AssessmentsFluency Assessments
Task Description Assessment Schedule
Assessment Directions
Fluency Rubric
Task Description Assessment Schedule
Assessment Directions
Fluency Rubric
What questions do you have about how to record?
What questions do you have about how to record?
Tony Vincent’s InformationTony Vincent’s Information
Practice RecordingPractice Recording
Fluency PassagesFluency Passages
Grade Level Team: Find 3 fluency passages for your grade level
Use Microsoft Word (Flesch-Kincaid) to determine reading level See leveling directions
Type up passages, save them on April’s flash drive, and record the title on master passage sheet
Grade Level Team: Find 3 fluency passages for your grade level
Use Microsoft Word (Flesch-Kincaid) to determine reading level See leveling directions
Type up passages, save them on April’s flash drive, and record the title on master passage sheet
Questions about the fluency assessments???
Questions about the fluency assessments???
All information can be found on:
http://esu6rih.wikispaces.com/
All information can be found on:
http://esu6rih.wikispaces.com/
Exit SlipExit Slip
-Concern or ? I still have
+ Something I learned
Parting Thoughts…Parting Thoughts…
“Ask not what instruction in reading speed can do for reading fluency and reading achievement; ask what instruction in
authentic fluency can do for reading speed and achievement!”
-Rasinski & Lenhart Paraphrasing Kennedy’s Famous Quote
“Ask not what instruction in reading speed can do for reading fluency and reading achievement; ask what instruction in
authentic fluency can do for reading speed and achievement!”
-Rasinski & Lenhart Paraphrasing Kennedy’s Famous Quote