Transcript Fluency Assessment - CI209

Using Data to Inform Instruction
September 13, 2011
Today’s Class
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Review Fluency
Analyzing data
Use data to determine goals
Explore resources for strategies
Introduce Tutoring Goals and Plans
and Inquiry Assignments
National Reading Panel
• NRP was formed in 1997 to research and
assess effective literacy instructional practices
• Research was conducted over a period of 2
years
• In 2000, the NRP published a report outlining
the findings
NRP Findings
Concluded that there are five key components
to an effective reading instruction program:
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Elements of Fluent Reading
• Automaticity of decoding
• Appropriate reading rate
• Appropriate volume, pitch, stress, juncture or
stress in one’s voice
• Appropriate phrasing
Fluency
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Accuracy
Rate
Volume
Expression
Prosody (appropriate stress and intonation of
language)
(National Reading Panel Report, 2000)
Assessing Oral Language
• Tools we have for assessing fluency and reading
rate:
– Oral reading rubric
– Multidimensional Fluency Scale
Choose one of the methods and practice using it
as we listen to Evan reading. (Video is posted on
the Wiki. You can also use any of the other
recordings as well). Or…
http://www.youtube.com/watch?v=xR0-aMLx6E0 or
http://www.youtube.com/watch?v=zChENpc87AA or
http://www.youtube.com/watch?v=yIytn4NYPj4
Oral Reading Rate
Let’s try it for Evan (See pkt page for
instructions)
1. Words in the passage= 250
2. 250x60= 15000
3. Time the reading (150 seconds)
4. 15000/150= 100
5. Use the table (for “C(orrect)WPM, subtract
the number of miscues=12, from #4) So 88
Behaviors that Negatively Impact
Fluency
Choppy, word-by-word
reading
Hasty reading, ignoring
punctuation
Lack of sight word
vocabulary
Failure to attempt
unknown words
Meaning-changing
substitutions
Meaning-changing
omissions
Non-meaning changing
omissions and
substitutions
Excessive us of phonics
 Excessive use of
background knowledge
Repetitions
Strategies for Developing Fluency
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Model Fluent Reading (Read-aloud)
Shared Reading
Repeated Readings
Work with High Frequency Words to
develop Automatcity
Strategy Ideas:
• Improving Reading
• Busy Teacher Café
http://www.busyteacherscafe.com/literacy/fluency.html
In the Classroom
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Read Aloud
Audio Recordings and Videos
Shared Reading
Repeated Readings
Using Books with Repetitive Text
Reader’s Theater
Choral Reading
Echo Reading
Work with High Frequency Words (develop
automaticity)
• Work with High Frequency Phrases
What do we do with the data
What assessment have we used with Evan?
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Miscue Analysis
Retell
Multidimensional Fluency Scale
Reading Rate (Word Count per Minute)
Informal Anecdotal Observations while reading
(Kidwatchng)
Turn and Talk: What have you learned about Evan?
Developing Goals and Selecting
Strategies
Reading Goal: Evan will use high frequency root
words, prefixes, and suffixes to understand
word meaning.
• Create a personal dictionary of words containing prefixes,
suffixes and root words (Strickland, 2005)
• Flip a Chip: Use poker chips to combine prefixes, suffixes and
root words to make words (readwrite think.org)
• Word Tree: Draw a word tree using the parts of the words that
he’s studied and add new words learned using those parts
You Try It
Student scenarios
• In groups of 4:
– Discuss each scenario (answer the
questions on the sheet)
– For each one, determine the child’s
strengths and needs
– Using the Johns/Lenski text, select
strategies that might help your reader (You
can also look at other books for ideas)
• Whole group share
Tutoring Goals and Plans for Instruction
• Assignment Guidelines are posted on the
Wiki
Inquiry Exploration
We will go over this assignment next Thursday
• Select a literacy topic that you want to know
more about (Ex. Comprehension, Writing,
Fluency, Writing, etc.)
• You will select an “anchor text” and find other
materials related to your topic
• Research the topic, try out ideas, discuss with
others in your group
Planning for Tutoring Sessions
• Template is posted on the Wiki
• Look at examples
• With a partner, discuss what you think
you might do for the first three sessions
• What might your goals be for the sessions?
• What books might you use?
• What materials might you use?
• What learning activities?
Dropbox
• I’ll send you a request to join
• Make a folder just for 209 and name it, Your
Name 209 FA 11
• Save your lesson plan to this and share it with
me
Next Time….
• Meet in Milner, 6th Floor TMC
• Bring your Tutoring Kit and the scoring rubric
• Bring the Read Around Milner sheet that is
posted on the Wiki
• Put Draft of your 1st lesson plan in Dropbox
• Look over Guidelines for Inquiry Assignment
and think about a literacy topic you would be
interesting in exploring (I will have books
available there)