rev up for reading - fluency - teaching...

REV UP FOR READING - Fluency

Angela Toyebo, Reac3h Instructional Coach

Atoyebo.reac3hcoach@gmail.com 4055175381

Agenda

• What is fluency?

• How and why do you assess fluency?

• How do you instruct fluency?

Reading Fluency

Discuss with those around you a definition of reading fluency.

Consider…

What are the important characteristics?

What are the components?

What does it take to be good at it?

Reading Fluency

Definition: The ability to accurately and effortlessly decode with reasonable pace and prosody demonstrating appropriate pragmatics and comprehension.

Prosody – rhythmic & intonational aspect of language

Pragmatics - how the transmission of meaning depends not only on structural and linguistic knowledge of the speaker and listener, but also on the context of the utterance, any pre-existing knowledge about those involved, the inferred intent of the speaker, and other factors.

Fluency

• The correlation between ORF in beginning of 2nd grade and silent reading comprehension in 3rd grade are as high at .91 (Fuchs et al., 2001)

• Fluency includes automaticity with skills as well as connected text

• Fluency is not speed reading automaticity – spontaneous, robotic

Why??

Most people find that reading printed words is automatic and naming colors in print is very slow and effortful.

Automatic word-reading allows more attention to be allocated to comprehension, and it facilitates memory for major ideas in the text.

If decoding occupies too much of our working memory, there is little room left over for comprehension.

Automatic decoding, or fluency, allows more working memory to be available for comprehension.

Why assess?

• Measure student learning

• Measure student growth

• Change outcomes for students

“The goal is to turn data into information

and information into insight.”

– Carly Fiorina

Why assess?

• The key to improving literacy outcomes for at-risk learners is to identify them early and then provide intensive, research-based instruction.

• Research tells us to identify early & intervene intensively! (Good, et al., 2001; Hall, 2006; NICHD, 2000; Snow et al., 1998, 2005; Torgeson, 2004; National Early Literacy Panel Report.)

Assessing Fluency

• Screen first…

– DIBELS

– Literacy First

– CBM

• Progress monitor those students who did not meet benchmark

Assessing Fluency • Consider the roles of both accuracy and fluency

– Words Correct Per Minute =

total words:_______ - errors:_______= WCPM____

• Always compute the accuracy rate. # of words read correctly

total number of words read

• Instructional level passages should be read with 90 – 95% accuracy.

Instruction Sight Words

Timed & Untimed Drills

Modeling

Shared Readings

Sight Words

In 1948 book Edward William Dolch, PhD. published a list of 220 "service words" that must be easily recognized in order to achieve reading fluency in the English Language. Many of the words on the list cannot be "sounded out" phonetically and have to be learned by sight. These "sight words" occur so frequently that mastering them is essential for early readers to maintain the confidence they need to continue developing their literacy skills.

Flash Cards, Games, Drills, Wear-A- Word

Sight Word Poetry Little Books

Sight Word Aerobics

Students spell out sight words with motions.

For the word from, for example, the students would raise their hands above the shoulder for the f, then arms would be pointed out to sides for the letters r, o, & m. If a word contains a letter that “drops down below the bottom line,” like p, then the students would bend down and touch their toes. Students should call out word before spelling and after spelling the word.

Timed & Untimed Drills

These drills can include letter naming,

letter sounds, phrases, and sentences.

Caution – the goal of using timed drills is not to focus the student on reading as fast as they can, it is to help them recognize printed words, spacing, word meanings, and punctuation conventions rapidly.

Fluency Drills

Read the sound that the letter c makes.

ci ce co cu ca cu ca ci

cy co ce ce cy co cu ca

Read the sound the dipthong or digraph makes.

au oo aw ou oy th oy ch oi ai ea ow ay sh oo oy

At the word level.

cite cent cart cups calf cell cede cost

More Drills

At the phrase level.

in the city when I camp

within the cup around the cyst

At the sentence level.

When the girl from the city went to summer camp, she had a great time.

Modeling

• Teacher Read Alouds

• Books on tape, e-books, digital books, etc.

• Poetry, chants, songs, charts using punctuation

Alphabetic Prosody

A? B! C? D? E. F. G! H! I?

Dog! Dog? Dog.

Shared Readings

Partner Poems

Reader’s Theater

Phrases

Short Stories Whisper Phones/Phonics Phones

Tape Recorders, iphones, ipads, etc.

Phrase Reading

The boy likes to hike with his dog.

The boy likes to hike * with his dog.

Can you come to my birthday party?

Can you come * to my birthday party? Sentence strips

Activities

Wrapping Up

Students that read fluently are free

to address issues of comprehension.

Students need opportunities to improve skills related to fluency.

Comprehension is difficult if not impossible for non-fluent readers!

Resources Getting Up to Speed: Developing Fluency. Louisa Moats, Marcia Davidson., LETRS, 2009 Sopris West.

50 Nifty Activities for 5 Components and 3Tiers of Reading Instruction. Judith Dodson, 2008, Sopris West.

Florida Center Reading Research