1,2,3 Fluency!. Today We Will… Identify current practices/resources in SCCSD for fluency Identify essential components of fluency Explore new ways

1,2,3 Fluency!

Today We Will Identify current practices/resources in SCCSD for fluency Identify essential components of fluency Explore new ways to instruct on fluency Collaborate with colleagues to expand our fluency tool belt

What do you do in your class?

Fluency is the ability to read with comprehension, accuracy, speed and expression. Pertains to both oral and silent reading Decoding becomes relatively effortless Students who are fluent readers are better able to devote time to comprehension. Classroom practices that encourage repeated oral reading with feedback and guidance lead to meaningful improvements in reading expertise for students. p.12 Read widely and often (Fluency Strategies and Assessment book by J.Johns)

Third Grade: Amy Oleson Kindergarten: Tina Brennan Fifth: Lindsey Nelson

Kindergarten Expression Lesson Tina Brennan

Read Aloud The Pigeon Needs a Bath BY MO WILLEMS

Reading with EXPRESSION You are learning to be good readers, and what it means to read fluently, so you sound like you are talking. Today we are going to talk about reading with expression. Reading with expression means you add feeling in your voice. I know that as a good readers, if I read with expression, the listener is going to enjoy my reading more, plus it will help me understand what I am reading. The secret to reading with expression is to look at the punctuation marks that the author gives us in the text, like exclamation marks, and then change your voice to make it sound happy, sad, excited, scared, or other feelings. I DO

Reading Using Periods I am going to read you a few pages of The Pigeon Needs a Bath. (**Read without any feeling**) Then a second time paying attention to punctuation marks.

Reading With Exclamation Points and Great Feeling

Changing Your Voice Using Question Marks

REREAD using EXPRESSION Remember to pay attention to the punctuation I am thinking that I need to read that again. I will use the punctuation marks that the author added and put some feeling in my voice. **Read again with excitement** I think that sounded better, dont you? I understand how important these jobs are, so I want to read to get my listener to understand their importance too. I bet you liked hearing it more the second time.

WE DO Students will echo read sentence strips form the text The Pigeon Needs a Bath adding appropriate expression. Discuss why your voice needs to change with reading sentences with different kinds of punctuation like periods, question marks, and exclamation points. EXCLAMATION POINTS (voice goes up) No way! QUESTION MARKS (voice goes up and pauses) Do you like pizza? SENTENCE ( voice stays the same) I like dogs.

YOU DO Now student will read guided reading books and other Mo Williams texts with expression, such as big books during shared reading, noting punctuation marks such as exclamation points to give clues to show feeling. Other Mo Willems books: The Duckling Gets a Cookie! * Dont Let the Pigeon Stay Up Late! * The Pigeon Finds a Hot Dog! * The Pigeon Has Feelings Too! * The Pigeon Loves Things That Go! * The Pigeon Wants a Puppy!

Changing your voice using question marks

Round Robin What are some ways you can incorporate this information in your classroom? 30 second think time 3 minute Round Robin share What are some ways you can incorporate this information in your classroom? 30 second think time 3 minute Round Robin share

Third Grade Fluency Lesson Amy Oleson

What do good readers do? Before Reading Think about what you already know. Make predictions Retell what you read the day before. During Reading Eyes on text- follow along as others read. Read the whole time. Read fluently with accuracy, rate and phrasing. Make connections Ask questions as you read to check for understanding. After Reading Check for Understanding

Fluency Reading text smoothly so that you sound like you are talking. Phrasing (grouping words together) Rate (not too fast or too slow) Accuracy (saying each word correctly) Expression (use your voice to show feeling)

Before Reading. Access your Prior Knowledge The title of our poem today is, Pumpkin Pals. Think, Pair, Share What do you know about pumpkins ? What do you know about pals ? What might happen in this poem?

Check for understanding by asking questions. I will read the first stanza. Think about any questions you might have about the poem.

Learner Target: Be able to ask and answer questions as you read to check for understanding. Two pumpkins in pumpkin patch argued and debated which one of them deserved to be carved and decorated. What were some questions you had as I read this sentence to you?

During Reading. Check for Understanding Be able to tell who the poem was about and what happened.

Pumpkin Pals Two pumpkins in pumpkin patch argued and debated which one of them deserved to be carved and decorated.

After Reading. Check for Understanding Think, Pair, Share Tell your partner who the poem was about and what happened.

Phrasing Group words together to make reading sound more natural, like you are talking and to help us understand what we are reading. One secret is to..pause at punctuation. !. ?, - I really like hamburgers, pizza and milk.

Some words just go together to form a phrase like peanut butter and jelly or .. time for lunch have a good day be right back I would like a peanut butter and jelly sandwich.

Lets Try It! Matt loves spaghetti and meatballs. With a partner, practice reading the sentence by pausing in different spots. Be able to share the way you and your partner think it sounds the best and explain why. What does the author really want us to remember about his phrase?

Groups words together to help us understand what we are reading and to sound more natural, like we are talking.. Two pumpkins in a pumpkin patch // (what about them?) argued and debated // (about what?) which one of them deserved to be // carved and decorated. // How are we going to remember where to pause?

Partner Read First person reads twice. Partner gives feedback. Accuracy: Did they read all the words correctly? Phrasing : Did they pause in the right spots and groups words together to make meaning? First person reads one more time. Switch When Done : Tell about a time you argued and debated with someone. What was it about? Did you come to an agreement? Read to Self Use good phrasing by pausing at punctuation. Check for understanding by asking questions as you read and tell who and what after each page. If you cant, go back and reread.

Readers Theater Weekly Template

All Write Round Robin! All write: Ways that we could use this information in our class next week. Round Robin Share Pause after each teammate shares to record an idea you like, on your own paper. All write: Ways that we could use this information in our class next week. Round Robin Share Pause after each teammate shares to record an idea you like, on your own paper.

Grade 5 Fluency Phrasing Lindsey Nelson

Phrasing Haunted House

Phrasing Marks. I plan ahead where the natural phrases are for chunking together. I mark them on my paper ahead of time. I put an unmarked copy of the passage on doc cam for students to see (they also have their individual ones). Model and remind students what phrasing means and how some words sound more natural when they are chunked together (peanut butter and jelly). Read the passage orally (I usually just start with the first paragraph.) As you read orally, emphasize the phrases chunked together. Stop after a few sentences or at end of the paragraph and ask students what phrases they heard. Model the first one: Did you hear when I read the words were chunked together? This is a phrase and I want to keep those words together. That helps it sound more like natural talking. Have students share where they hear the phrasing that you read orally. Mark it on doc cam passage and have students mark on their individual copies too. You can continue this process into the second paragraph as needed or as time allows.

Phrasing with Punctuation. Yesterday we listened to the passage and determined where we heard natural chunks of words, or phrases. Then we marked those phrases with phrasing marks. Authors have helped us do this work though through punctuation. Authors when they write, do the same thing we did yesterday. They determine what words sound natural when chunked together and places where a break or pause is needed. Authors use periods and commas to signal those pause places. Look at paragraph ___. Highlight the every place you see a period or comma. Now listen as I read this paragraph. When I am done reading, I am going to ask what you noticed I did at each period and/or comma. Read the paragraph, being sure to phrase the words together between punctuation marks. Discuss how this helps students sound and read fluently, just like natural talking.

Phrasing with Commas. Yesterday we looked at how punctuation: periods and commas are used to help us phrase. Today we are going to look more specifically at commas and how/why each comma is used. Three purposes for commas: i.Separate a list of items/objects ii.Aid in the flow on long sentences iii.Slow the reader down on descriptive sentences to allow visualizing Point out sentences in the passage that model each type of comma use (or at least 1 of the types of comma use). Discuss: why the comma was important there, how it helps the reader sound more fluent, etc Formative Assessment Question: Find at least one (other) place a comma was used in this passage and identify the purpose for that comma.

Stand Up! Hand up! Pair up! What is one strategy for teaching phrasing that I could use in my classroom next week? 5 minutes What is one strategy for teaching phrasing that I could use in my classroom next week? 5 minutes

How can I fit it all in?? OVERLAP Fluency Vocabulary Comprehension (tied to the power standards)

Rally Robin with a shoulder partner. How could we use this passage throughout the week to teach: Fluency Vocabulary Comprehension Develop a plan

Example Weekly Plan Monday Fluency Cold Read (1 min timing) Vocabulary (pitiful) Read to determine the main problem (stated info)

Example Weekly Plan Tuesday Fluency (Phrasing Marks) EI Vocabulary (emerged) Read to determine the solution to Traviss problem (infered info)

Example Weekly Plan Wednesday Fluency (Phrasing with Punctuation) EI Vocabulary (wounded) Read to determine meaning of, But the sound that emerged was a pitiful honk, like a wounded goose. (Determine meaning of words and phrases, including figurative language -simile)

Example Weekly Plan Thursday Fluency (Phrasing with Commas) EI Vocabulary (astonished) Read to answer questions, referring explicitly to the text for justification.

Example Weekly Plan Friday Fluency (1 min Hot Read) Vocabulary (constant) Read to summarize passage (Read on-level text fluently and accurately, with understanding.)

Explore and Collaborate with Colleagues Resources Poetry, Readers Theatres, Short Stories, Excerpts from books Partner Reading, Choral Reading, Echo Reading, Repeated Readings, Teacher Read Aloud, Timed Readings Readers theatres and poetry for Science/Social Studies DC folder Quick Reads Websites A to Z passages (Requires a Membership - Some schools have a membership or check with your principal about getting one.) www.newsela.com: Great resource if you use current events in your classrooms! It allows you to use the same news story with your students, but adjust the reading level to meet their needs while still having access to content area reading! www.newsela.com www.iowalearns.org: This website is a digital repository of teaching and learning resources. The repository provides an environment for educators and students to search for, use and share quality educational resources. You can search by grade and subject to find lessons and resources for just about anything. Username: 6039sxirel Password: drnwaea www.iowalearns.org www.iowaaeaonline.org There are a wide variety of online books, information, and visual resources. www.iowaaeaonline.org Username: 6039sxirel Password: nwaea http://www.fcrr.org/curriculum/SCAindex.shtm http://www.fcrr.org/curriculum/SCAindex.shtm Apps Running Records Calculator Apps (Running records calculator by Von Bruno) Need Something? Sioux City Foundation Grants, Donors Choose Grants, SINA funds, Intervention funds, Internet freebies, PTAs

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1,2,3 Fluency!. Today We Will… Identify current practices/resources in SCCSD for fluency Identify essential components of fluency Explore new ways