riverside county office of education reading for meaning go “a. p. e.” for fluency john e....

Riverside County Office of Education

Reading for Meaning

Go “A. P. E.”for Fluency

John E. Allen, Presenter Jurupa Unified School District


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Objectives

Content Objective:• We will learn the three elements of

fluency instruction

Language Objective:• I will describe the three elements of

fluency instruction to a partner


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Language Function: Description• One of the three elements of fluency is _____• The three elements of fluency are ______,

_____, and _______. • The three elements of fluency are

___________. They are important because _________.

• Fluency is comprised of ___________. These elements are important because ___________. We must always remember ___________.


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What Am I Learning? - KWLATopic What I Know What I Want to

KnowWhat I Learned How I will

Apply What I Learned

Fluency


Why Teach Fluency?

• “40 % of a representative sample of the nation’s fourth graders were low in fluency. ” (NAEP, 2002, 2005)

• “Fluency is a neglected skill in many American classrooms, affecting many students’ reading comprehension.”

• “Fluency provides a bridge between word recognition and comprehension.”

Put Reading First 2001, pp. 22-23


What Skills Do Students Need To Be Fluent?

• Decoding Skills

• Comprehension Skills


Decoding Component

Deep orthographic knowledge:–An understanding of the patterns

of language

–Practice with words and phrases


Comprehension Component

• Comprehension Component:–Ability to combine textual information

with personal knowledge and experience

–An understanding of how punctuation works within text


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Fluency is the bridge between the sound-spelling system and comprehension.


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Automaticity and FluencyAutomaticity: • Fast, effortless word recognition

without expression.Fluency: • The ability to read accurately, at a

proper pace, with appropriate intonation and expression.

(Put Reading First 2001, p. 22)

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• Framework for Reading •• Framework for Reading •

Voca

bula

ry

Phonem

ic A

ware

ness

Phonic

s

A

uto

mati

cit

y

Sig

ht

Word

s

Conce

pts

of

Pri

nt

DECODING COMPREHENSIONWord

Recognition Strategies

Fluency (A.P.E.)

Academic Language

Comprehension Strategies

MOTIVATION

Back

gro

und K

now

ledge

Synta

x &

Text

Str

uct

ure

Com

pre

hen

sion

Mon

itori

ng

(Re)o

rganiz

ing T

ext

John Shefelbine, CSU Sacramento/Developmental Studies Center/CA Reading Framework 1997, p. 20


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Fluency is derived from the Latin word fluens, which means “to

flow”.


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Fluency Defined• Fluency is the ability to accurately and

effortlessly decode written words while recognizing meaning in those words through appropriate phrasing and oral expression. (Fluency: An Oft-Neglected Goal of the Reading Program; Rasinski, 2006 )

• In reading aloud, fluent readers read accurately, effortlessly, and with expression. Their reading sounds natural, as if they are speaking.


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When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, thereby leaving little room for comprehension.

Dysfluency


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3 DIMENSIONS OF FLUENCY“Readers must be able to sound out the words in a text with minimal errors. this refers to phonics and other strategies for decoding words.”

Rasinski (2004)Creating Fluent Readers

“Readers need to expend as little mental effort as possible in the decoding aspect of reading so that they can use their finite cognitive resources for meaning making.”

LaBerge & Samuels

“The reader must parse the text into syntactically and semantically appropriate units”.Rasinski (2004)


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Go “APE”The Three Dimensions of Fluency

• Accuracy

• Pacing

• Expression


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Accuracy

• Explicit phonics instruction• Developing automaticity with

decoding and recognition of words• Developed through blending routines • Practice with decodable text• Connection to Sound Spelling Cards


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Pacing

• Appropriate pacing is explicitly taught and modeled

• Students are given time to read text multiple times to practice appropriate pacing… …not speed reading!

• Daily practice


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Expression• Prosody-the music of language• Explicit instruction and modeling on how to

read text with appropriate expression• Daily practice• Focus on different aspects of expression

– Pausing, Phrasing– Inflection– Cadence


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Objectives

Content Objective:• We will learn the three elements of

fluency instruction

Language Objective:• I will describe the three elements of

fluency instruction to a partner


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Practice is the Key to Building Automaticity!

But . . .

Practice implies that instruction has happened. As with all other skills, fluency must first be directly taught and demonstrated before students are expected to practice.

Fluency where to find it…

• Phonics Library K-2

• Reader’s Library 3-6

• I Love Reading Books: 1-2

• Decodable Books: K-2

• On My Way Practice Readers: K-2

• Theme Paperbacks: 1-6

• Practice Readers

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How do I directly teach fluency?• Think-alouds:

-Analyze text for clues to “prosody” (melodic, rhythmic speech)

• Expressive Modeling: -Discussion of choices when reading

• Phrase Cued Reading: -Adding “signals” to text


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Think-Aloud for Fluency

I notice that there are commas in this text. I will need to put short pauses there. I also notice that there is a

dash. That means that I need to add in a

longer pause to get me ready for the exciting

ending where the exclamation point is.


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Expressive Modeling

• Teacher models fluent reading daily.• Teacher reads with expression and prosody.• Teacher discusses prosodic features of text.• Teacher guides students in reading with

expression and prosody.• Teacher guides children in discussion of why

they read something as they did.


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Phrase-Cued ReadingInstructional Sequence:

– Teacher marks phrases and models reading• Chorally read—exaggerate prosody• Reread in pairs—teacher monitors• Reread as homework to parents, siblings, etc.

– Reread same passage with no marks the next day• Choral and partner practicing

– Students mark new passages by the phrase• Partner reading practice• Individual performance


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Phrase-Cued Reading• Divide text according to natural pauses within & between

sentences. • Help students recognize the syntactic chunks that are formed

by: –prepositional phrases–verbal phrases–other meaningful chunks (ideas that cluster together).

• Passages should be: –brief (100-250 words)


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The Fourth of July ParadeEvery Fourth of July, / there is a parade in our town. // It is so much fun! // There are marching bands and floats. // There are horses, / ponies, / and pets. // There are clowns and jugglers. // There are wagons and fire engines. // And most of all, / there are people, / people, / people! //


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How do I directly teach fluency?

• We will also explore: –Repeated Reading–Echo Reading–Cloze Reading –Choral Reading


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Repeated Reading

• Children read in pairs.• One child reads the text three times.• The other child reviews errors and rates

the reader on fluency on the third reading.

• The children reverse roles.

(Koskinen & Blum 1986, 70-75)


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Why Repeated Reading?

• Fluency rate increases with each reading.

• Word recognition errors drop.• Improves rate on the next passage.


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Why Repeated Readings?

• Fewer fixations (stalls) per line, taking in larger chunks of text (eye span) with each fixation

• Shorter duration of fixations, mental processing becomes faster

• Fewer regressions, moving through passage freely

Samuels, Schermer,& Reinking


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Continuum of Teacher to Student Support for Student Reading of Grade Level Text Developed by John E. Allen, Jurupa Unified School District 2005

Low Support

High Support

Student Individual Independent Reading

Teacher Read Aloud

Teacher- Directed Smaller Flexible Reading Groups

Student- Selected Text

Teacher- Selected Text

Partner Reading

Cloze Reading

Whole Class Reading

Echo Reading

Choral Reading

Student-Directed Literature Circles

Student -Selected Text

Teacher- Selected Text


Modeling Fluency: The Continuum of Teacher Support

• Echo Reading –High level of support

• Cloze Reading–Medium level of support

• Choral Reading–Low level of support

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Let’s Practice Echo-Cloze-ChoralThere are many plants on our earth. Plants can be big. Plants can be small. We can’t even see some plants. They are too small. Plants need many things to grow. They need sunlight. Some plants need a lot of sunlight. Others need very little sunlight. Plants also need water to grow. Just like sunlight, some plants need a lot of water. Other plants need very little water. A cactus can live without a lot of water.


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Your Turn• Use the passage and practice fluency

instruction with a partner:–Think-alouds–Expressive Modeling–Phrase Cued Reading–Echo Reading –Cloze Reading–Choral Reading


Assessing Reading Fluency

• Formally and informally• Timed grade-level passages• Accuracy and speed• Monitoring progress


Assessing Fluency• Select a grade-level passage• Student reads for one minute• Compute the number of words

read in one minute• Count the number of errors• Subtract the number of errors

from the number of words read

Rate and Fluency Guidelines

Silent and Oral Words Per Minute (WPM)

Grade 2 Grade 3 Grade 4

70-100WPM

95-130WPM

120-170WPM

66-104WPM

86-124WPM

95-130WPM

Taylor, Harris, Pearson & Garcia, 1995

Silent

Oral

Rate and Fluency Guidelines

Silent and Oral Words Per Minute (WPM)

Grade 5 Grade 6 Grade 7

160-210WPM

180-230WPM

180-240WPM

108-140WPM

112-145WPM

122-155WPM

Taylor, Harris, Pearson & Garcia, 1995

Silent

Oral


How To Monitor Reading Fluency

Daily practice Timed repeated readings Set goals Graph fluency progress


Identifying Appropriate Text

• Independent reading level:–95% accuracy–Misread one of every 20 words

• Read 50–200 words• Various genres

Put Reading First 2001, p. 27


Organizing Repeated Reading

• Student fluency folders:– Graphs– Laminated text– Color coded

• Structures and routines:– Teach routines and expectations– Where to get materials


What Do I Do for Students Who Do Not Reach Fluency Targets?

Determine whether the problem is accuracy or fluency• Look for possible patterns:

o More than 1 error every 10 words indicates a need to look at accuracy

o Few errors but low rate - work on fluencyo Rates less than 30–40 wpm typically indicate a need for

word recognition instruction• If students are not firm on word recognition skills,

focusing on increasing speed will be counter-productiveSimmons & Kame’enui 1998


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Objectives

Content Objective:• We will learn the three elements of fluency

instructionLanguage Objective:• I will describe the three elements of fluency

instruction to a partner


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What Did I Learn? - KWLATopic What I Know What I Want to

KnowWhat I Learned How I will

Apply What I Learned

Fluency

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Automaticity

Fluency

Fluency Formula

Rate

Phrase

Prosody

Inflection

Academic Vocabulary

Fluency Think-AloudRepeated

Reading


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riverside county office of education reading for meaning go “a. p. e.” for fluency john e....

Documents

text slide

fluency automaticity

fluency john

partner slide

dysfluency slide

daily practice slide

decoding words

recognition of words