1. RED 4519 Chapter 10 Fluency Dr. Michelle Kelley
Diagnostic & Corrective
Reading

2. Housekeeping Reminders
Re-Submits of First AIP Due 10/18- may be delivered to my office 315 N with original work too.
Mid-Term – 10/18 (Carillon Project does not take)
Teacher Interview- Due 10/25 (Review requirements)

3. Course Review
Play Review Game on Paper or Do as a Poll on IWB

4. What is Fluency? Rate Automaticity Accuracy Prosody/phrasing
Understanding of Punctuation and Expression (Feeling) based on author’s syntax

5. Why Fluency is Important
Most readers have reading difficulties in one or more components of fluency.

6. Fluent vs. Disfluent Readers
With an elbow partner, discuss the traits of fluent and disfluent readers (figure 10.2, p. 260).
Why do these matter?

7. How Rate is Determined WPM WCPM One Minute Reading
Total words read- errors = words correct per minute (WCPM)
Example:
62 words read – 5 errors = 57 wcpm
(Review Figure 10.3, p. 261)

8. How would you describe these WCPM to a parent?
1st gr. 60 WCPM, Spring?
3rd gr. 60 WCPM, Winter?
5th gr. 150 WCPM, Fall?

9. Familiarity with sounds/letter combinations
(pp ) Automaticity
Recognize Sight Words
Familiarity with sounds/letter combinations
Recognizes chunks/syllables within words
Recognizes meaning of words

10. Phrasing or Prosody (pp.262-)
Readers divide (parse) text into meaningful chunks when they read with expression.
These chunks include phrases and clauses.
Fluent readers know when to pause for expression and emphasis.

11. Good Readers Phrase for…
Punctuation- expression
Conjunctions
Prepositional Phrases
Subject/Predicate

12. Reading in Phrases
Simply embedding slash marks into a passage / at phrase and sentence junctures / can have a positive effect / on student’s own phrasing, / fluency, / and comprehension. /For students who do not have a good understanding / of how sentences are phrased or chunked /, the slash marks provide direct visual cues / that enable students’ own phrased reading. – Tim Rasinski

13. Sample Poem with Marked Phrases
Read with a partner Figure 10.4 a poem with natural phrasing and then p. 263 with the slash marks.

14. Expression & Punctuation
Punctuation Power
With a partner read the following sentences using the appropriate punctuation and intonation.
I Pledge Allegiance to the flag.
I Pledge Allegiance to the flag!
I pledge Allegiance to the flag?
I Pledge Allegiance to the FLAG!

15. Fluency Teaching Guidelines (pp. 266)
Text selection is CRITICAL!
Model, model, model! Students need to hear fluent rdg
Repeated readings (choral reading and reader’s theatre with a purpose and goal).
Utilize a variety of genres.
Explicit instruction may be necessary (such as phrasing skills).
Scaffold support- time & practice (unison reading, read along, paired reading, etc…).

16. Compare the Instruction
Review p. 266 Figure 10.7 What do you think?

17. Informal & Formal Assessment pp. 260-262
Informal Assessment
Running Records
WPM & WCPM
Self-evaluation (App. C.43, p. 472)
Fluency Checklist (App. C. 41, p. 469)
Fluency Checklist for narrative text (App. C. 42, p.470)
Oral Reading Fluency Rubric C.43 p. 268
Formal Assessment
Stanford Diagnostic Reading Test, Third Edition
DIBELS
Testing of Reading Fluency (TORF)

18. Fluency Assessment (Tyler, 1st grade- Spring)- HO p. 34-35
1s will time and mark on the text copy when one minute is done.
2s will listen and do the appendix (stage) p. 469, C.41
3s will listen and do checklist appendix p. 470 C.42
4s will do WCPM, listen to Tyler and mark the word if it is incorrect, this does not require coding like for a running record. 1s will tell you when a minute is complete. Compare WCPM and grade level to chart p. 261.
5s will use p. 471 C.43 to score Tyler’s fluency.

19. Fluency Passages
passage.html?context=fluency
Grade 1 g/studentmat/grade1/index.html

20. T-Chart Activities to Support Fluency
Make a t-chart at the bottom half of your Anticipation Guide (for fluency)- p. 33 HO. Technique to Promote Fluency/What I Want To Remember About the Technique

21. Partner Reading and Readers Theatre

22. Repeated Readings

23. More Activities to Support Fluency
With an elbow partner work through and discuss the following activities and add to t-chart.
Do Echo Reading (p. 270)
Record, Check, Chart (pp. 272)
Fluency Development Lesson (FDL)- p. 273
Dyad Reading (p. 275)

24. Review Anticipation Guide
Choral Reading is an activity to improve fluency. Agree/Disagree
You should assess fluency regularly to ensure that your students are making progress. Agree/Disagree
Fluency and automaticity are the same thing.
Agree/Disagree
Fluency is a stage of development at which readers can read all words quickly and easily. Agree/Disagree
Fluency is the ability to read a text accurately and quickly. Agree/Disagree
WCPM stands for words counted per minute.

25. Turn in AG- p. 33 Read chapters 8 & 9 on Comprehension!!
Homework
Turn in AG- p. 33 Read chapters 8 & 9 on Comprehension!!