17
Fluency Helping students achieve not only accuracy, but also comprehension

Fluency presentation

Embed Size (px)

DESCRIPTION

Educators Fluency Workshop

Citation preview

Page 1: Fluency presentation

Fluency

Helping students achieve not only accuracy, but also

comprehension

Page 2: Fluency presentation

Reading Fluency at all tiers

*Accuracy *Automaticity (Rate) *Prosody *Comprehension

Page 3: Fluency presentation

Universal Instruction In order to improve student outcomes- increased

reading accuracy (fluency), teachers need to systematically work with students on this skill.

All students will be screened with AIMS Web, CBM

•Then, proficient students will continue to be instructed at grade level on word decoding, word meaning, and speaking. •These students will continue to be progressed monitored to ensure success.

Page 4: Fluency presentation

Fluency Oriented Reading Instruction (FORI) Primary Grade Uses core reading program

selections Students read a selected text

orally and repeatedly over the course of a week

1st day- teacher reads a selected text aloud, students follow along

Over next days- students orally read the selected text several times using echo-, choral-, and partner read, also practice at-home

Final day- extension activities Research Studies have shown an

increase of 2 years on an informal reading inventory

More information on FORI

Echo Reading with class

Peer Evaluation form

Page 5: Fluency presentation

Oral Recitation Lesson (ORL)

Direct Instruction› Read story aloud › Construct a story

map› Select portion of

story for part 2› Mini-lesson on

expressive reading-model reading

› Student practice a part for performance

Indirect instruction › Daily 10 minutes› Student choose a

story (or portion)› Students practice

their story › Check in to see if

students have mastery

Page 6: Fluency presentation

Fluency Development Lesson (FDL)

Poems work great! Read the text aloud several

times/different voices Discuss meaning of the text Read the text with the class several

times Pair up students and have them take

turns reading the text to each other (3x each), with the listener offering support

Page 7: Fluency presentation

Tier 2Small Group Instruction

Page 8: Fluency presentation

Phrased Text Lesson (PTL) Small groups Each lesson is over two consecutive days, 10-15

minutes each day Day 1› Give students copy of phrased-cued text› Discuss importance of reading in phrases› Explain phrase markings / slight pause //longer pause› Read text with students 2-3 times in choral fashion,

emphasizing good phrasing› Students practice with partner (2-3 times each)› Students perform orally for the groupDay 2Repeat procedure from Day 1, but with unmarked text.

Page 9: Fluency presentation

Phrased Text Example

Page 10: Fluency presentation

Neurological Impress Method (NIM)

Select an instructional-level text Sit next to the student so that you can speak into the

student's ear. Move your finger under each word as you read it. The

student rests his or her finger on top of yours. As you read the text aloud together, set the pace by

reading slightly faster than the student. Model fluency and expression, chunking words in meaningful phrases and pausing for punctuation.

Gradually release the "lead" to the student as the he or she becomes more comfortable with the text.

10 minutes per day, four days a week

Page 12: Fluency presentation

RAVE-O Retrieval, Automaticity, Vocabulary Elaboration, Orthography

Small group intervention 3 goals, develop fluency, develop sub-

lexical/lexical decoding strategies, building success and confidence

30 minutes of phonological training and 30 minutes of RAVE-O

Learn core words around a rime, segment and compose words

Play games with words to build automaticity

Page 14: Fluency presentation

Retrospective Miscue Analysis (RMA)

Using Smart Recorder to improve Reading Fluency

Students integrate recordings of their reading into their fluency practice

Make recordings of themselves, listening to those recordings and then reflecting on them

Gives both the student and teacher evidence of the three critical factors of fluent reading: speed, accuracy, and expression.

Teachers can also give feedback on their progress

Page 16: Fluency presentation

Classroom Fluency Chart

Student Name

FallAccuracy

WinterAccuracy

SpringAccuracy

FallRate

WinterRate

Spring Rate

Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992

Page 17: Fluency presentation

Fluency Grade Levels

Grade Words Correct Per Minute (Spring)

1 30-602 70-1003 80-1104 100-1405 110-150

Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm.