Transcript Fluency
Developing Fluent Readers and Writers by Barb Kotelnicki FLUENCYISTHEABILITYTOREADMOSTWORDSINCONTEXTQUICKLYAND ACCURATELYANDWITHAPPROPRIATEEXPRESSIONITISCRITICALTO READINGCOMPREHENSIONBECAUSEOFTHEATTENTIONFACTOROUR BRAINSCANATTENDTOALIMITEDNUMBEROFTHINGSATATIMEIFMOSTOFOUR ATTENTIONISFOCUSEDONDECODINGTHEWORDSTHEREIS LITTLEATTENTIONLEFTFORTHECOMPREHENSIONPARTOFREADING PUTTINGTHEWORDSTOGETHERANDTHINKINGABOUTWHATTHEYMEAN FLUENCY “Fluency is the ability to read most words quickly, accurately, automatically, and with expression. Fluency is critical to reading comprehension because of the attention factor. Our brains can attend to a limited number of things at a time. If most of our attention is focused on decoding the words, there is little attention left for the comprehension part of reading-putting words together and thinking about what they mean.”-Patricia Cunningham Fluency: accuracy, speed, and prosody According to Rasinski (2003) to promote reading fluency teachers should: Model fluent reading for students Provide oral support while students are reading Have students do repeated readings of brief texts Focus students’ attention on chunking words into meaningful phrases Grade 1= 60-90 wpm Grade 2= 85-120 wpm Grade 3=115-140 wpm Grade 4=140-270 wpm Adult = 250-300 wpm Rereading Develops Fluency Echo Reading: short easy text, plays http://www.youtube.com/watch?v=5EzNk7en6iI&feature=related Choral Reading: poetry, refrains and books with conversation (try using Fluency Cards) http://www.youtube.com/watch?v=dnF8sYsmWo8&feature=related I used all my money, for shoes that were funny, and broke them in two seconds more! –Emma K. Readers’ Theatre: Give students a copy of a script and read aloud, do an echo read, practice it aloud and then choose students for parts. Here are some websites with scripts: www.timelessteacehrstuff.com/, www.proteacher.com/070173.shtml, http://www.thebestclass.org/rtscripts.html http://www.youtube.com/watch?v=nloCR6APfAc&feature=related Taped Reading/Listening: read along with audiotape/CD of a book or story Timed Repeated Reading: passage of no more than 150 words at a student’s instructional level. Read silently first, then aloud and count errors and time the reading (more than 5 mistakes per 100 words=too difficult. Correct errors and have student repeat process 3-4 times. http://www.youtube.com/watch?v=rrrLJR7Zbq0&feature=related Paired Repeated Reading (like repeated reading but not timed): Work with a partner and make corrections after reading. Joyful Noise: Poems for Two Voices by Paul Fleischman (HarperCollins) Poetry These poems introduce various insects and their lives; ideal for sharing aloud and for relating to informational books on insects. You Read to Me, I'll Read to You: Very Short Stories to Read Together by Mary Ann Hoberman, illustrated by Michael Emberley (Little Brown, 2006 ed) Fiction Short, funny tales are color coded for reading in tandem and as one voice. http://www.youtube.com/watch?v=kM_2Ta9t61U Fluency Development Lessons by Rasinski & Padak from Tim Rasinski’s (2003) The Fluent Reader Choose short passage/poem to read aloud to children several times to model fluent reading. Discuss vocabulary with students. Choral reading of poem several times, often having children read different parts/verses Pair children to take turns reading poem to each other 3 times, offering praise, support & encouragement Gather class and children can volunteer to read passage aloud (to another class or adult too) Each child chooses 2-3 words to add to their word bank and practice through various word sorts and games Children put 1 copy of text in their poetry folder and take one home. Encourage children to read passage to whoever will listen! Next day read the passage again and begin whole cycle with a new passage. (FDL take about 15-20 min. each day) Try this poem: Easter Bunny Hugs And Kisses That cute little bunny has hopped all day, delivering baskets for the holiday. His paws are so tired and his nose how it itches, He left you something special to fulfill all your wishesLots of cute little Easter bunny hugs and kisses. Read more at http://www.theholidayspot.com/easter/easter_poems1.htm#EZuXdcQsk Czo4OZU.99 Daily Writing Develops Fluency Encourage students to invent spell using patterns they know Students should spell high-frequency word wall words correctly Establish daily writing time and model in mini-lessons Encourage children to write about what they want and accept whatever they can do! Promoting Reading and Writing Fluency Reading Enhancing Accuracy: students learn to accurately and automatically recognize high frequency and phonetically regular words Improving Reading Speed: reread text at their independent level 3-5 times, timed readings, echo reading and reading along at a listening center Teaching Prosody: teach students how to chunk parts of sentences into meaningful units and read with expression, choral reading Reading Practice: assisted practice and independent practice, readers theatre, choral reading, and buddy reading Developing Reading Stamina: time to read silently for extended periods of time each day, SSR (K-5-10 min, 1st 1020min, 2nd/3rd-30 min) Writing Varied, daily writing activities to build stamina and rehearse those high frequency words Quickwriting: students write rapidly and without stopping as they explore an idea several times a week, teacher corrects misspellings Interactive Writing-use dry erase boards while class is composing on chart paper High Frequency Words “One hundred words account for almost half of all the words we read and write (Fry, Fountoukidis, & Polk, 1985).” “Ten words- the, of, and, a, to, in, is, you, that and it-account for almost one-quarter of all the words we read and write (Cunningham, 2009).” Build Meaning for High-Frequency Words Attach pictures and labels to function words and display on posters (ex. For the word “of” display labeled pictures: a piece of cake, a box of cookies, a bowl of soup) A slice of cake. A bowl of soup. Chant, clap and spell the word: of, o-f, of Use children’s names in your examples “ Amy is from London.” Word Walls Choose common words that children need for their writing Add words gradually-5 week Display where all students can see them. Write them in big black letters, cut out around shape of word, display confusing words in different colors (for, from) Practice words by chanting, clapping and writing them Do many activities with the words so that students can read and spell them automatically Be sure students are spelling the word wall words correctly in their writing High Frequency Word Wall Word Wall Activities “On the Back” activities: spend 10 min. each day, Rhyming: choose a word from the front (ex. it) and list 5 words that rhyme and have the same phonogram (bit, sit, hit, fit, spit). Change a word from the front by adding affixes (play-plays, played, playing, player) Create riddles: It’s one of the words on the wall, it has 4 letters, it begins with th, the vowel is an e, It completes the sentence I gave my book to ___. Play “WORDO”: like BINGO, students choose the words from the word wall to write on their grid. Word Sorts: choose 10-15 words from the wall and write on index cards. Have students sort the words (open or closed sort). They could sort words with a certain number of letters, all words that begin with a certain letter or all words that have a letter in them. Portable Word Wall: make individual copies of word walls on file folders or sheets of paper that students can add to throughout the year. (ideas are from Phonics they use: Words for reading and writing by Patricia M. Cunningham, 2009. Word Identification Phonic Analysis: Students apply their knowledge of soundsymbol correspondences, phonics rules, and spelling patterns to read or write a word (short vowels, long vowels, blends). Decoding by Analogy: Students use their knowledge of phonograms to deduce the pronunciation or spelling of an unfamiliar of word. Syllabic Analysis: Students break a multisyllabic word into syllables and then use their knowledge of phonics and phonograms to decode the word, syllable by syllable (vc/cv: plas-tic, v/c/v: bo-nus or doz-en, cv/vc: li-on) Morphemic Analysis: Students apply their knowledge of root words and affixes to read or write an unfamiliar word (centi-pede, de-rail-ed) 5 Step Word Attack Strategies Blank it! Read to the end of the sentence. Or start the sentence again. What word makes sense in the sentence? Frame it! Look back at the word. Look at the beginning sound. Use the sounds you know. Blend it! Still don’t know it? Use your strategy for sounding out. Break it! Is it a big word? How can you break it up? Look for prefixes, suffixes, root words. Ask it! Do you need it? Ask a friend or teacher. Look it up. Developed by the University of Maryland Reading Clinic Another idea to try… The Wheel: Select a word from a text or topic and use it in a sentence. Draw the lines for each letter in the word. Go around the room and allow each student to guess a letter. Students may not guess the word until all the letters have been filled in to reinforce spelling and common spelling patterns. They must use context as well as known letters. Ex. If you were to travel to Antarctica, you would be struck by its almost unbelievable _ _ _ _ _ _ _ _ _ _. (desolation) *The Wheel comes from Classrooms that Work: They All Can Read and Write by Patricia Cunningham and Richard Allington, 2011. The Nifty Thrifty Fifty Older students (4th-8th grade) need to learn to decode larger (polysyllabic) words. Since English is very complex, students need to learn a core vocabulary that will help them figure out what unfamiliar words in text mean. The Nifty Thrifty Fifty store of words contain common roots, prefixes and suffixes. To help students learn a system for decoding and spelling big words, they will learn to read, spell and understand common spelling patterns of the following 50 words. Once students know the spelling patterns of these words, they can apply that knowledge to help them to spell and build meaning for many other words. Patricia Cunningham, author and respected educational lecturer, writes that for each Nifty Thrifty Fifty word a reader knows, she or he can read at least 7 more words. That means that by mastering the Nifty Thrifty Fifty words listed, students can use at least 350 additional words when reading and writing. (http://lrs.ed.uiuc.edu/students/rtrieger/490i/niftyfifty.htm) Nifty Thrifty Fifty List by Patricia Cunningham antifreeze beautiful classify communities community composer continuous conversation deodorize different discovery dishonest electricity employee encouragement expensive forecast forgotten governor happiness hopeless illegal impossible impression independence international invasion irresponsible midnight misunderstand musician nonliving overpower performance prehistoric prettier rearrange replacement richest semifinal signature submarine supermarkets swimming transportation underweight unfinished unfriendly unpleasant valuable Learning to read and write words Word Recognition High-Frequency Words (K24/50, 1st-100, 2nd/3rd – 300) Word Walls Introduce words in context, chant and clap words, create and write sentences on strips/boards, read-around the room, use highlighters to point out where they read/wrote a high frequency word Assessment: ask students to read and write words from lists Word Identification Phonic Analysis-apply rules and patterns Decoding by Analogy-word families Syllabic Analysis- break words into syllables Morphemic Analysis-apply knowledge of root words and affixes Assessments:The Names Test: A Quick Assessment of Decoding Ability, DRA, running records, “Kid Watching” Reading Fluency Assessments DIBELS: Oral Reading Fluency Subtest IRIs and Running Records: check for accuracy, prosody and expressiveness, record the time it takes a student to read a passage ( words read correctly per minute) Writing- Observe students and consider these questions: How easily do students think of writing topics? Do students write quickly/slowly/easily? Do students spell most words automatically? http://www.youtube.com/watch?v=PN9sE_b7j7o&feature=related