Transcript Fluency Module presentation - Oregon Reading First Center

Fluency Module
Oregon Reading First
Regional Coaches’ Meetings
February 19 and 21, 2008
Parts of today’s presentation is based upon an earlier
presentation by:
Sarah Mc Donagh
Western Regional Reading First Technical Assistance
Center
Objectives
1. Identify the Components of Reading Fluency.
2. Determine how to assess automaticity and
fluency development and establish the need
for fluency building.
3. Plan for automaticity and fluency instruction in
the classroom
What Skills Does Fluency Include?
1. Produces letter-sound correspondences (1 per second)
Begins in kindergarten and is a goal in grade1.
– Example: Given a set of letters, the student can
produce the associated sound within 1 second.
2. Reads sight words automatically. (Grades 1 and 2)
– Example: Given a set of irregular words in a set or in
a passage, can identify words in 1 second or less.
3. Reads connected text fluently
– Example: See DIBELS progressive benchmarks.
What Skills Does Fluency Include?
• Accurate and efficient skills in:
– Letter-sound correspondences (alphabetic
understanding)
– Blending sounds to form words (alphabetic
principle)
– Word identification (regular and irregular)
– Word knowledge or vocabulary
– Comprehension monitoring
Assessing Automaticity: DIBELS NWF
Examine Student Booklets for Patterns
•
How well does the child perform the skill?
– Accuracy
– Fluency
•
General performance patterns:
 Not Accurate: student makes many letter-sound/nonsense word
reading errors or is prompted by the examiner to move on to
additional items.
 Accurate but Slow: student reads letter-sounds/nonsense words with
over 90% accuracy; however, many hesitations, repetitions and slow
pace.
 Fast but Not Accurate: student is fast but makes many lettersound/nonsense word reading substitution errors.
 Fluent Reading: student reads letter-sound/nonsense words with
good speed and accuracy.
Assessing Automaticity: DIBELS NWF
Frank
•
•
•
16
•
What is Frank’s knowledge of
the alphabetic principle?
– Inconsistent on letter-sounds
– Does not blend any sounds
together
How accurately can Frank
perform the skill?
– 70% accuracy
Readiness for automaticity
instruction?
– Focus on accuracy
instruction
– Develop automaticity with
known letter-sounds
Instructional implication?
– He is in need of intensive
intervention to meet the end
of year goal of being a
reader.
Assessing Automaticity: DIBELS NWF
Tanya
•
•
•
58
•
What is Tanya’s knowledge of the
alphabetic principle?
– Accurately produces all letter
sounds
– Consistently blends sounds
together to read the word
How accurately can Tanya perform
the skill?
– 100% accuracy
Readiness for automaticity
instruction?
– Not required at the lettersound level
– Develop automaticity with
known words: regular and
irregular
– Provide opportunities for
connected text reading
Instructional implication?
– Has met mid year benchmark.
– Move to instruction on
connected text reading.
Assessing Fluency: DIBELS ORF
Examine Student Booklets for Patterns
• How well does the child perform the skill?
– Accuracy
– Fluency
• General reading patterns:
 Not Accurate: student makes many word reading errors or is
provided words after the 3-second wait.
 Accurate but Slow: student reads words with over 90%
accuracy; however, many hesitations and repetitions.
 Fast but Not Accurate: student is fast but makes many word
reading or word substitution errors.
 Fluent Reading: student reads with good speed and accuracy.
Assessing Fluency: DIBELS ORF
Terry
• How well is Terry
reading?
– Accurate but slow
• How accurately can he
perform the skill?
– 92%!
• Readiness for fluency
instruction?
– Fluency building and
sight word instruction
may be appropriate
Beginning of Second Grade
Assessing Fluency: DIBELS ORF
Dan
•
•
•
•
Beginning of Second Grade
How well is Dan reading?
– Making many word reading
errors.
– Reads at a slow pace.
How accurately can he perform the
skill? 70%
How easily can he perform the skill?
– Labored approach
Readiness for fluency instruction?
– Intensive instruction in decoding,
irregular word reading, and
advanced word reading.
– Check alphabetic principle skills
with NWF and the Phonics
Screener data. Automaticity
instruction may be appropriate.
Application Activity
Using Your Data to Plan for Instruction
•
Examine the Fall DIBELS benchmark booklets for each
of your students. Complete the following steps for each
student probe on the provided worksheet:
1.
2.
3.
4.
Select probe to examine for whole class (NWF or ORF)
Identify error patterns: specific sounds (e.g., stop vs.
continuous), substitutions, omission, hesitations, vowels, word
types, sight words, decoding strategies etc.
Calculate fluency score and accuracy score.
Determine instructional implication
•
•
•
Is the score in the Low Risk, Some Risk or At Risk range?
Is the performance: Not Accurate, Accurate but Slow, Fast but Not
Accurate, or Fluent
Determine whether automaticity/fluency instruction is appropriate
General Performance Pattern and Instructional Recommendations based on Nonsense Word Fluency Assessment
(list students in appropriate column -- only list students once!)
Sound by Sound
Sound by Sound
Sound by Sound
with Recoding
Sound by Sound
with Recoding
Whole Word
Reading
Whole Word
Reading
Not Accurate
Accurate
Not Accurate
Accurate
Not Accurate
Accurate
Description of
NWF
Performance
Student makes many
letter-sound errors (less
than 90% accuracy) or
is prompted by the
examiner to move on to
the next letter sound.
Student reads sound by
sound and has minimal
sound errors (over 90%
accuracy).
Instructional
Implications
 Focus on accuracy
instruction at the
letter-sound level.
 Identify known and
unknown lettersound
combinations.
 Continued Phonics
Instruction in
Reading Program
 Fluency with
known sounds:
*1-Minute Dash
*Rapid Read Sounds
 Focus on blending
fluency practice at
the word level.
 Instruction in
“reading words the
fast way”.
List Student
Names
Example
Activities
 Blending practice in
reading words
accurately “the fast
way”.
*No Peeps
 Fluency with
known words.
*5 x 5 Matrix
*Rapid Read Words
*Paired Peer Practice
Student reads lettersounds and then reads
nonsense words with
many letter-sound or
blending substitution
errors (less than 90%
accuracy).
 Focus on accuracy
instruction at the
letter-sound level
and then accuracy
instruction at the
blending level.
Student reads lettersounds and then reads
nonsense words with
over 90% accuracy.
May also have
hesitations, repetitions
and slow pace.
 Focus on blending
fluency practice at
the word level.
 Instruction in
“reading words the
fast way”.
Student reads whole
nonsense words with
good speed but makes
many letter-sound or
blending substitution
errors (less than 90%
accuracy).
 Focus on accuracy
instruction at the
letter-sound level
and then accuracy
instruction at the
blending level.
Student reads whole
nonsense words with
good speed and
accuracy (more than
90% accuracy).
 Continued Phonics
Instruction in
Reading Program
 First, Fluency with
known sounds:
*1-Minute Dash
*Rapid Read Sounds
 Then, blending
practice in reading
words accurately
“the fast way”.
*No Peeps
 Blending practice in
reading words
accurately “the fast
way”.
*No Peeps
 Fluency with
known words.
*5 x 5 Matrix
*Rapid Read Words
*Paired Peer Practice
 Continued Phonics
Instruction in
Reading Program
 First, Fluency with
known sounds:
*1-Minute Dash
*Rapid Read Sounds
 Then, Fluency in
reading words
accurately “the fast
way”.
*No Peeps
 Fluency building
activities in
connected text.
*Repeated Reading
Strategies
*Partner Reading
Strategies
 Focus instruction on
accuracy and
fluency in
connected text.
Plan for Fluency Instruction
 Effective fluency building instruction involves
three critical factors:
1. Selecting appropriate instructional tasks (i.e.,
letter sounds or words students can produce
accurately but not fluently).
2. Scheduling sufficient practice (brief, multiple
opportunities per day).
3. Systematically increasing the rate of response
(developing individual goals such as 20 wpm, 30,
40, etc).
Critical Elements in Automaticity
& Fluency with the Code
1. Regular practice at the skill (e.g., multiple times a
day/week) with short time intervals (15-30 minutes)
2. Corrective feedback from teacher/instructor
3. Ambitious goal setting
- A final response rate of 1.5 sounds/words per second is considered an
adequate minimum response time enabling transfer to reading
comprehension (Levy, B. A., Abello, B., & Lysynchuk, L., 1997)
4. Motivation (i.e., graphing/charting of learner
performance)
5. Modifying instructional materials as student
performance warrants
Lesson Design Considerations
• Include multiple examples of each letter sound/word in
the practice set.
• Provide two to three short practice opportunities per day.
• Decrease the amount of time per response (3 - 2 – 1
second). Students should be able to respond to each
letter-sound/word within one second.
• Remove letter-sounds/words students identified
accurately and automatically for 2 consecutive weeks.
• Review errors from previous lessons and provide
continued practice with sounds/words students find
difficult.
Fluency Activities
Letter-Sound Automaticity
Letter-Sound Automaticity Example:
The 1 Minute Dash
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Identify a set of letter sounds students can correctly identify.
Include multiple cards of each letter in the set.
Set a goal (i.e., 30 letter sounds correct).
Do a 1-minute small-group practice. Position cards so all can see.
Start the stop watch.
Present the first letter sound card so that all students answer.
Provide quick corrective feedback on errors.
Continue presenting letters.
Letter-sounds correctly identified go in one pile.
Place errors in a second pile.
At the end of 1 minute, tally the number of letter sounds correct.
Review errors and repeat activity for 1 more minute.
Letter-Sound Automaticity Example:
ERI Sound Dash Activity
1.
2.
3.
4.
5.
6.
7.
8.
Identify a set of letter sounds students can correctly identify.
Create a grid of sounds (see Rapid Reading Chart).
Do a 1-minute small-group practice.
Start the stop watch.
Have the students identify letter sounds going across the chart.
Provide quick corrective feedback on errors. After corrective
feedback, go back to the start of the chart and begin again.
At the end of 1 minute, tally the number of letter sounds the group
correctly identified (how far did they get down the chart of
sounds).
Repeat the activity with the goal of getting further down the chart!
Letter-Sound Automaticity Example:
Rapid Reading Sounds Chart
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify a set of letter sounds students can correctly identify.
Create a grid of sounds (see Rapid Reading Chart).
Do a 1-minute partner practice (individuals respond to a partner).
Start the stop watch.
Have one of the students identify letter sounds going across the
grid.
Partners can provide quick corrective feedback on errors.
At the end of 1 minute, tally the number of letter sounds the
individual correctly identified.
Repeat for the other partner.
Repeat the activity with the goal of getting further down the chart!
Rapid Reading Chart
Read the sounds on the chart.
If you finish, start back up at the start and read the chart again unil the timer says stop.
a
i
qu
a
ck
i
qu
a
ck
i
i
a
ck
i
i
a
a
qu
i
a
a
qu
i
ck
a
ck
a
i
qu
i
i
qu
i
ck
a
a
Mark the last sound you read.
How many sounds did you read? ______
Blending Automaticity
Blending Automaticity Example:
Blending Routine/Template Cards
Examples:
• Enhancement Templates:
– Card 8, Card 9, Card 10
• Core Program Blending Routines
No Peeps
Blending
Automaticity
Example:
No Peeps
Teaching
1. Model
“ You are going to learn how to sound out these words
without saying the sounds out loud.
Watch my mouth. I’ll say the sounds to myself. then
I’ll say the word out loud.”
Teacher mouths the sounds and then says the word out loud.
“ What word- man”
2. Instructions
“ You turn. When I point to the letters, sound out this word
without making a peep.”
3. Focus and think time
Point next to the word and check to see if students are looking.
4. Verbal cue
“ Get Ready “
5. Pause 2 seconds
6. Single
Loop under the first letter and hold for 1 1/2 sec., then loop under
the next letter and hold
for 1 1/2 sec.
7. What word?
8. Encourage
“All right, you sounded out, ----------“
Word Reading Automaticity
Word Reading Automaticity
Examples
1. Paired peer practice. Pair a higher performer with a
child who needs fluency practice. Use similar
procedures as in 1-Minute Dash. Each child may use
his/her set of known but not fluent words.
2. Word recognition grid. Prepare a 5x5 grid of 5
words. One word per row randomly ordered. Include a
short review of words. Then, do a timed recall of the
words.
Word Reading Automaticity Example:
5 x 5 Grid
•
•
•
•
Select a set 5 words students can accurately identify
Guidelines for selecting words to practice:
–
Select high-priority and high-utility words
–
Select words students are able to identify accurately
–
Separate highly similar examples
• very/every
• there/where/here
Make page with 5 X 5 matrix:
Do a 1-minute small-group practice. Position paper so all can
see.
Word Reading Automaticity Example:
5 x 5 Grid
•
•
•
•
•
•
•
•
•
•
•
Name the words
This word is “our”. What word? (pause, tap) ____Yes, “our”.
This word is “there”. What word? (pause, tap) Yes, “there”
Repeat for each word in the row.
Activity Directions
I am going to time us for one-minute. If we make a mistake, we will
have to go back to the beginning of the row. Answer together when I
tap the word. If we don’t answer together, we will go back to the
beginning of the row.
Let’s see how far we can get!
Activity
Start timer. What word? pause, tap What word? pause, tap
etc…eventually, you can omit “what word” and simply tap. Stop at 1
minute.
Correction procedure:
“That word is ____. What word? ____yes, ____. Let’s go back.”
Word Reading Automaticity Example:
5 x 5 Grid
the
a
to
you
he
a
he
you
to
the
to
you
he
the
a
you
the
a
he
you
he
to
the
a
he
(Modification of Region XIII Texas Educational Service Center)
Rapid Reading Chart
Read the words on the chart. If you finish, start back up at the start and read the chart again unil the timer says stop.
tan
tack
Mack
cab
can
pass
Mack
cab
can
tack
pass
tan
can
pass
tack
tan
cab
Mack
tack
tan
cab
Mack
pass
can
cab
can
tan
pass
Mack
tack
pass
Mack
tack
can
tan
cab
Mark the last word you read.
How many words did you read? _______
Word Reading Automaticity
Examples
Don’t forget to use activities from the Florida
Center for Reading Research Website at:
www.fcrr.org
• FCRR, Fluency F.016
Connected Text
Automaticity
Connected Text Automaticity
Instruction Reminders!!
• For fluency instruction to be appropriate, the student must
be able to complete the skill with a high level of accuracy
(>90%)
– Before focusing on TEXT fluency, ensure that the
student has adequate accuracy of the skill (e.g., knows
majority of words, text consists of words known to the
child).
• Not a replacement for beginning reading instruction.
• Not intended to constitute the reading curriculum.
• A short duration, frequently scheduled procedure to
increase oral reading fluency.
Connected Text Automaticity:
Planning Guidelines
• Select passages students can read with 90-95%
accuracy.
• Schedule repeated opportunities for students to hear
models of fluent reading and/or practice the passage.
• Set goals for students to improve their fluency.
• Aim to reduce the time and number of errors.
• Incorporate reading with expression once students reach
60 words correct per minute on grade level passages.
Connected Text Automaticity:
Set Ambitious Goals
• Identify starting words correct per minute (e.g., 30 wcpm
minute).
• Identify end of year grade level target (e.g., 90 wcpm)
• Subtract current wcpm from target & determine whether
this is a realistic target (i.e., 60 wcpm is highly ambitious).
• Set goal and define weekly learning targets (i.e., amount
of growth/number of instructional weeks).
• Monitor progress over time.
Connected Text Automaticity:
Repeated Reading Examples
1. Fixed-timed readings (1 minute) in which student reads the
same text repeatedly (e.g., 3 times).
2. Fixed-passage readings (e.g., 100 words) in which student
calculates the time it takes to read the same 100 words on
successive trials.
3. Tape-recorded repeated readings.
4. Peer preview.
5. Partner reading.
(modifed from Hasbrouck, 1998)
Connected Text Automaticity:
Previewing Strategies
• Preteach words that are difficult to read and
understand:
– Identify words that will be barriers to
student independent reading (e.g., content,
vocabulary, etc.)
– Teach difficult words prior to reading within
text
– Irregular words
Connected Text Automaticity:
Previewing Strategies
• Previewing text increases the likelihood of students
reading with good accuracy and rate
• Preview text and prime background knowledge
– Teach students to preview text and make predictions
about the text before reading
•
Teacher should model strategies by doing a “think aloud”
procedure (“Look at the title, pictures, …”)
– After preview, teach students to think about what they
already know about the topic and what more they would
like to learn
•
Teacher should provide a model of effective strategies for
prediction (“I think this story will be about…”
Connected Text Automaticity:
Repeated Choral Reading
The 3-Step Process:
1. Teacher Reads
2. Teacher and
Students
Read Together
3. Students Read
Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
Repeated Choral Reading:
Expanded Steps
•
Teacher reads: Read the passage, modeling good fluency
and expression and running your finger underneath the
words. The students follow along as the teacher reads.
–
–
•
Students and teacher read: After hearing the teacher read,
the students read the passage with the teacher running finger
smoothly under the words being read.
–
•
Keep a steady pace – Chunk the material
Teacher can strategically pause to ensure all are actively reading along
Teacher monitors to correct errors and provide feedback
Students read: The students read the passage with the
teacher monitoring and providing feedback.
–
–
Correcting errors
Modeling/Monitoring comprehension by pausing to ask questions or
making predictions
Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
Connected Text Automaticity
Individual Strategy: Repeated Reading
•
For individual students needing to increase reading
fluency use the following steps:
1.
2.
3.
4.
5.
6.
Identify short reading passages (approx. 150 words)
students can read with >90% accuracy
Have student read for 1-minutes as quickly and accurately
as possible and determine words correct per minute (cold
reading)
Identify and mark a target rate approximately 30% faster
than cold reading
Have student independently reread passage with
timer until they obtain target rate
Teacher repeats step 2 to determine if goal was determined
Graph progress
(Adapted from Howell & Nolet, 2001)
Connected Text Automaticity:
Repeated Reading Steps Example
1.
2.
3.
4.
5.
6.
Identify passages
student can read with
high accuracy
Collect cold reading
cwpm
Determine 30%
increase wpm and mark
Student practices
reading out loud with
timer to reach goal
Teacher does hot timing
again
Monitor and graph
progress
Connected Text Automaticity:
Partner Reading
• There are a variety of strategies/programs available:
– Classwide Peer Tutoring (CWPT)
– Peer Assisted Learning Strategies (PALS)
– Reciprocal Peer Tutoring (RPT)
• Each program has similar components
Connected Text Automaticity:
Partner Reading
• Can be incorporated within the regular part of
the reading program
• Complete 2-5 times a week
• Careful selection of reading materials
• Students must be trained on steps of approach
• Performance pairing of students
• Progress monitor all students to adjust pairing as
necessary
Connected Text Automaticity:
Partner Reading
Guidelines for Pairing Students
It is not necessary for the highest skilled readers to work
with the students of greatest need. When pairing students
consider the following:
• Rank order students according to reading fluency.
• Split the rank ordered list into the top and bottom halves.
• Pair the top ranked student in the upper half with the top ranked
student in the lower half (i.e., #1 with # 13 if class has 26
students). See Teacher Reports!
• Adjust pairings according to “personality” issues.
• Maintain pairs approximately 4 weeks.
(Modified from Hasbrouck, 1998)
Connected Text Automaticity:
Partner Reading Guidelines
1. Teacher needs to select appropriate reading
material for each student.
2. Teacher needs to model steps of partner reading.
3. The higher performing reader reads first as a
model.
4. Both students should have an opportunity to lead
the reading (coaches and players)
5. Teacher should monitor the group in the activity and
reinforce for appropriate behavior.
6. At the end of the activity, have both students
summarize what they just read (e.g., retell, main
ideas, characters, etc.).
7. Periodic progress monitoring to ensure progress and
to readjust pairs.
Connected Text Automaticity:
Whole Class Partner Reading Example
1.
2.
3.
Prepare Motivational Chart (on large poster board, or tag
board, write all of the students’ names down the left side of
the board) and place on the classroom wall (clearly visible).
Explain to the students that the focus is on accuracy!! The
student goal is to read their selection (a re-read of familiar
text that they have already read in their small reading
group) without making any errors (or with fewer than 3
errors per 100 words -- 97% accuracy).
The students whisper read independently, or with a partner,
their familiar text (partners need to be pre-determined by
the teacher and stay the same for 4-6 weeks).
Connected Text Automaticity:
Whole Class Partner Reading Example
4.
5.
6.
The teacher moves around the classroom listening to
individual students read their selection (one page if there is
enough text or the entire book if there is minimal text).
If the student reads with 100% accuracy (or less than 3
errors per 100 words if the text is large), the teacher puts a
star, sticker, etc. next to their name on the motivational
chart.
If the student reads with errors, the teacher immediately
uses error correction (my turn...your turn...), the student
finishes the page/story, and the teacher encourages
continued practice and makes sure to come back to that
student in the next day or two to check for accuracy again.
Connected Text Automaticity:
Whole Class Partner Reading Example
7.
8.
Work on the accuracy goal until ALL students understand
that this is the #1 expectation for reading!
When students are ready, switch to expression and rate
fluency practice (AND keep the goal of 100% accurate
reading). As the teacher moves around the classroom, they
will time individual students for 30 seconds to one minute
(depending on the length of the text). Count # of words
read correctly. If the student read without making errors,
record the number of words read next to their name on the
motivation chart (the motivation is to read more words each
time).
Connected Text Automaticity:
Slide and Glide
• Slide and Glide: Tell the students to move their finger under the words
in a sentence until they get to the chosen word. Have them put their
thumbs up when they get there. The students are not expected to read
the words, just quickly skim to find the word the teacher has chosen.
Once they have this skill have them slide and glide to a word on the
next line. This will help the students who are having difficulty tracking.
• Teacher Accelerated Reading: The teacher reads at a VERY
accelerated pace, while the students follow along (slide & glide). The
teacher stops occasionally and the students give the next word as a
unison response (Cloze reading). This can also be done individually
with a student who may be having difficulty tracking with the teacher
while in the group.
• Alternate Readers: Read the passage again. Have students slide
and glide. Teacher reads a sentence, a student reads a sentence,
teacher reads a sentence, a different student reads a sentence.
Expression Practice
• Incorporate reading with expression once students reach
60 words correct per minute on grade level passages.
• Don’t forget to use activities from the Florida Center for
Reading Research Website at:
www.fcrr.org
Expression -- Chunked Text
FCRR, Fluency, F.019
Expression -- Phrases
FCRR, Fluency, F.013
FCRR, Fluency, F.014
FCRR, Fluency, F.015
How Will I Use this Information In
My Classroom next week?
 Which strategy or approach will I use?
 Which students will I use the strategy
with?
 How will it benefit the students?
 What are possible roadblocks and steps
I need to take to make it happen (i.e.
materials, scheduling, etc.)?