RED 4519CHAPTER 10 FLUENCYDR. MICHELLE KELLEY

Diagnostic & CorrectiveReading

Housekeeping Reminders

Re-Submits of First AIP Due 10/18- may be delivered to my office 315 N with original work too.

Mid-Term – 10/18 (Carillon Project does not take)

Teacher Interview- Due 10/25 (Review requirements)

Play Review Game on Paper or Do as a Poll on IWB

Course Review

What is Fluency?

Rate Automaticity Accuracy Prosody/phrasing Understanding of Punctuation and

Expression (Feeling) based on author’s syntax

Why Fluency is Important

Most readers have reading difficulties in one or more components of fluency.

Fluent vs. Disfluent Readers

With an elbow partner, discuss the traits of fluent and disfluent readers (figure 10.2, p. 260).

Why do these matter?

How Rate is Determined

WPM WCPM

One Minute Reading Total words read- errors = words correct per minute

(WCPM)

Example:

62 words read – 5 errors = 57 wcpm

(Review Figure 10.3, p. 261)

How would you describe these WCPM to a parent?

1. 1st gr. 60 WCPM, Spring?

2. 3rd gr. 60 WCPM, Winter?

3. 5th gr. 150 WCPM, Fall?

(pp. 260-262) Automaticity

Recognize Sight Words

Familiarity with sounds/letter combinations

Recognizes chunks/syllables within words

Recognizes meaning of words

Phrasing or Prosody(pp.262-)

Readers divide (parse) text into meaningful chunks when they read with expression.

These chunks include phrases and clauses.

Fluent readers know when to pause for expression and emphasis.

Good Readers Phrase for…

Punctuation- expression

Conjunctions

Prepositional Phrases

Subject/Predicate

Reading in Phrases

Simply embedding slash marks into a passage / at phrase and sentence junctures / can have a positive effect / on student’s own phrasing, / fluency, / and comprehension. /For students who do not have a good understanding / of how sentences are phrased or chunked /, the slash marks provide direct visual cues / that enable students’ own phrased reading. – Tim Rasinski

Sample Poem with Marked Phrases

Read with a partner Figure 10.4 a poem with natural phrasing and then 10.5. p. 263 with the slash marks.

Expression & Punctuation

Punctuation PowerWith a partner read the following sentences using the appropriate

punctuation and intonation.

I Pledge Allegiance to the flag.

I Pledge Allegiance to the flag!

I pledge Allegiance to the flag?

I Pledge Allegiance to the FLAG!

I Pledge Allegiance to the flag.

Fluency Teaching Guidelines (pp. 266)

Text selection is CRITICAL! Model, model, model! Students need to hear fluent rdg

Repeated readings (choral reading and reader’s theatre with a purpose and goal).

Utilize a variety of genres. Explicit instruction may be necessary (such as

phrasing skills). Scaffold support- time & practice (unison

reading, read along, paired reading, etc…).

Compare the Instruction

Review p. 266 Figure 10.7

What do you think?

Informal & Formal Assessmentpp. 260-262

Informal Assessment Running Records

WPM & WCPM

Self-evaluation (App. C.43, p. 472)

Fluency Checklist (App. C. 41, p. 469)

Fluency Checklist for narrative text (App. C. 42, p.470)

Oral Reading Fluency Rubric C.43 p. 268

Formal Assessment Stanford Diagnostic

Reading Test, Third Edition

DIBELS

Testing of Reading Fluency (TORF)

Fluency Assessment(Tyler, 1st grade- Spring)- HO p. 34-35

1s will time and mark on the text copy when one minute is done.

2s will listen and do the appendix (stage) p. 469, C.41

3s will listen and do checklist appendix p. 470 C.42 4s will do WCPM, listen to Tyler and mark the word

if it is incorrect, this does not require coding like for a running record. 1s will tell you when a minute is complete. Compare WCPM and grade level to chart p. 261.

5s will use p. 471 C.43 to score Tyler’s fluency.

Fluency Passages

http://www.readinga-z.com/assess/fluency-passage.html?context=fluency

Grade 1 http://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/index.html

T-Chart Activities to Support Fluency

Make a t-chart at the bottom half of your Anticipation Guide (for fluency)- p. 33 HO.

Technique to Promote Fluency/What I Want To Remember About the Technique

Partner Reading and Readers Theatre

http://learn.nefec.org/login.aspx

http://www.readinga-z.com/book/scripts.php

Repeated Readings

http://www.readinga-z.com/samples/preview.html

More Activities to Support Fluency

With an elbow partner work through and discuss the following activities and add to t-

chart.

Do Echo Reading (p. 270) Record, Check, Chart (pp. 272) Fluency Development Lesson (FDL)- p. 273 Dyad Reading (p. 275)

Review Anticipation Guide

1. Choral Reading is an activity to improve fluency. Agree/Disagree

2. You should assess fluency regularly to ensure that your students are making progress. Agree/Disagree

3. Fluency and automaticity are the same thing.Agree/Disagree

4. Fluency is a stage of development at which readers can read all words quickly and easily. Agree/Disagree

5. Fluency is the ability to read a text accurately and quickly. Agree/Disagree

6. WCPM stands for words counted per minute. Agree/Disagree

Homework

Turn in AG- p. 33

Read chapters 8 & 9 on Comprehension!!