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RED 4519 CHAPTER 10 FLUENCY DR. MICHELLE KELLEY Diagnostic & Corrective Reading.

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Presentation on theme: "RED 4519 CHAPTER 10 FLUENCY DR. MICHELLE KELLEY Diagnostic & Corrective Reading."— Presentation transcript:

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

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? 1. 1 st gr. 60 WCPM, Spring? 2. 3 rd gr. 60 WCPM, Winter? 3. 5 th gr. 150 WCPM, Fall?

9 (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! 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 (c horal 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 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, 1 st grade- Spring)- HO p  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  5s will use p. 471 C.43 to score Tyler’s fluency.

19 Fluency Passages  passage.html?context=fluency passage.html?context=fluency  Grade 1 g/studentmat/grade1/index.html 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 1. Choral Reading is an activity to improve fluency. Agree/Disagree 2. You should assess fluency regularly to ensure that your students are making progress. Agree/Disagree 3. Fluency and automaticity are the same thing. Agree/Disagree 4. Fluency is a stage of development at which readers can read all words quickly and easily. Agree/Disagree 5. Fluency is the ability to read a text accurately and quickly. Agree/Disagree 6. WCPM stands for words counted per minute. Agree/Disagree

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


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