Professional Documents
Culture Documents
Pat Combo Tara Blowers Steve Warner Hali Plummer Julianne Batelli Cassandra McClurg
O Fluency is comprehension
O Fluency is irrelevant O Accuracy is fluency O Accuracy is meaning
Defining Accuracy
O I Can Read All the Words
O Accurate decoding is an important
foundation of reading comprehension, and is a skill that must be mastered if students are going to be able to read to learn.
Instructional Reading Level -approximately 95% word recognition accuracy Frustrational Reading Level - approximately 90% word recognition accuracy. Independent Reading Level - approximately 99% word recognition accuracy.
Defining Fluency
O I can read accurately, with expression,
and understand what I read O Fluency refers to the the ability of readers to read quickly, effortlessly, and efficiently with good, meaningful expressions. - Rasinski, 2003
- read in phrases, in a natural reading pace, much like the oral language. - read with automaticity process text automatically with little effort or attention. O Components of Fluent Reading - Automaticity - Prosody - Rate
Automaticity
O According to Rasinski, readers must be able
to decode words correctly and effortlessly (automaticity) and then put them together into meaningful phrases with the appropriate expression to make sense of what they read. O Quick and effortless word identification is important because when one can read words automatically, one's limited cognitive resources can be used for comprehension
O
Examples: Familiarity with which we shift gears in a car, play a musical instrument or play a sport.
Improving Accuracy
O Accuracy Improves:
- When students have decoding strategies
in place to decode unknown words. (CAF Menu) - When students practice reading words accurately. O Accuracy before fluency.
Sentence Repeat Word Attack Hierarchy Ladder Words Beanie Baby Decoding See and Say these words
O (Memory, Fred game, Popcorn
game)
O Words and Meaning Matching O Sound Family Building
sounds
Indicators of Fluency
O Words per Minute
O Reading with Expression O Recall/Retelling
heads to be able to monitor their own reading. O Choral Reading - Students read along as a group with a teacher/tutor. - Choral reading allows practice before reading alone.
Recorded Texts
O Students are able to listen to the text while
reading it simultaneously.
O Carbo Recorded Books
O These are audiotaped literature for
children and adolescents. These provide for a resource in audio-assisted repeated reading.
O Phonics Phones O PVC pipes connected to form a telephone. This shape amplifies the sound of the students voice, which focuses the students attention on reading and allows students to evaluate prosody and rate.
O Paired Reading O Readers Theatre O Beanie Baby Decoding
Your Prior Knowledge: How to Assess Fluency and Accuracy (all of these were found in both goals)
O Observations
O Discussions O Miscue Analysis O Listening to Students Read O Checking Words per Minute O Running Records O Many were not sure!!
Assessing Accuracy
O Listening to oral reading
O
For example, observation of a student's attempts to figure out an unknown word might yield evidence of phonemic blending, guessing based on context, or a combination of decoding and contextual analysis.
Assessing Fluency
O AIMSweb Standard Reading Assessment Passages
(RAPs)
O
These provide teachers with passages for quick but accurate formative assessment of students oral reading fluency
Students read a passage aloud for one minute. The number of correct words per minute is determined to provide the oral reading fluency rate.
Assessing Fluency
O National Assessment of Educational Progress Fluency
Scale (NAEP)
O The student's performance is rated on a four-point scale, emphasis placed on phrasing of words, adherence to syntax, and expressiveness. Accuracy and rate are measured and determined by calculating the correct words read per minute.
O Reading Fluency Monitor
O
This is an assessment instrument that allows teachers to monitor student progress. Fall, winter, and spring administrations are recommended.
blend sounds together, and knowledge of high-frequency words are required for word-reading accuracy. O
combinations O ) blend phonemes O read phonograms (common patterns across words) O use both letter-sound and meaning cues to determine exactly the pronunciation and meaning of the word that is in the text
word-level automaticity and the speed and fluidity with which a reader moves through connected text. O Automaticity is quick and effortless identification of words in or out of context
the rhythmic and tonal aspects of speech: the "music" of oral language.
O Prosodic features are variations in pitch
(intonation), stress patterns (syllable prominence), and duration (length of time) that contribute to expressive reading of a text
O These elements signal question, surprise,
exclamation, and other meanings beyond the semantics of the words being spoken
Modeling Fluent Reading: Teachers need to making students aware of fluency. This is done primarily through reading orally to students and then discussing how they gave gained meaning.
Fluency Coach: Teachers need to take on a coaching role as students read orally during fluency instruction. They need to listen to students read and give formative feedback to their reading. O Paired Reader: Teachers take on the role of a fluent reading partner for her students from time to time. O Resource Collector: Activities require resources that may not normally be available in a classroom. Teachers must provide to make the classroom ready.
to think about how they can allow students to perform their material. O Progress Monitor: Teachers can monitor in a way that is both quick and that detects small changes or no changes in a student performance.
accomplish fluency and stamina. And the kids love it! -Second Grade Teacher from School #42 O Just get the students reading. If they are reading at home, reading to a friend, reading to a dog! They will only get better with practice! First Grade Teacher from Livonia Central School District O If students can understand how words work and decoding strategies, it will solve half a teachers problems!-First Grade Teacher from Livonia Central School District