1. Literacy in Action Module 5 Reading Fluency and
Reflections on Module 4
Close and Critical Reading

2. CCR Reflection
Share with your table partners the result of your work with close and critical reading. What did you notice about the students while employing close and critical reading? engagement thinking sharing

3. Revisiting Fluency in Adolescent Literacy
Literacy in Action
Module 5

4. Goals for Module 5 You will
Understand the importance of focusing on reading fluency
Experience fluency instructional strategies and fluency assessment
Develop a plan for supporting fluency development in MS and HS content area courses
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
Discuss with Elaine == Add description

5. Fluency
the ability to read text accurately and smoothly with little conscious attention to the mechanics of reading.
Fluent readers read text with appropriate
automaticity
rate/speed
accuracy
prosody
proper intonation and expression
variation in rhythmic and tonal aspects of speech (pitch, loudness, speed, rhythm, and pause), which provide the spoken equivalent of written text
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
NIL References
Fluency def
1, 16, 47-50
Fluency is the ability to read text accurately and smoothly with little conscious attention to the mechanics of reading.
Fluent readers read text with appropriate speed, accuracy, proper intonation, and proper expression.
Some researchers have found a relationship between fluency and text comprehension, which indicates the importance of fluency.
Readers must decode and comprehend to gather information from text.
If the speed and accuracy of decoding words are hindered, comprehension of the words is compromised as well.

6. Reading Fluency ~ A Bridge Between Decoding and Text Comprehension
Readers must decode and comprehend to gather information from text.
If the speed and accuracy of decoding words are hindered, comprehension is compromised.
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
NIL References
Fluency def
1, 16, 47-50
Fluency is the ability to read text accurately and smoothly with little conscious attention to the mechanics of reading.
Fluent readers read text with appropriate speed, accuracy, proper intonation, and proper expression.
Some researchers have found a relationship between fluency and text comprehension, which indicates the importance of fluency.
Readers must decode and comprehend to gather information from text.
If the speed and accuracy of decoding words are hindered, comprehension of the words is compromised as well.

7. As fluent oral readers, we
chunk words into meaningful groups
vary the pitch and the intonation patterns of our voice
place stress on some words but not on others
punctuate our speech with pauses and rising inflections to indicate thought breaks or questions
Effective oral readers can also transfer these skills to silent reading.
Literacy Strategies for Grades 4 – 12, Karen Tankersley ASCD 2005

8. Participant Engagement
Read a challenging (dense, unfamiliar) text
Write a short summary
Discuss challenges and fluency issues
Select texts outside comfort zone of participants to ensure dysfluency. ACTIVITY #1

9. Participant Engagement
Identify position on Fluency Continuum Transition Chart
Important Transitions Ch. 7 “Recognizing Change over Time in Fluent Reading” in Teaching for Comprehending and Fluency, Fountas and Pinnell (2006)
Select texts outside comfort zone of participants to ensure dysfluency.

10. Important Transitions Ch
Important Transitions Ch. 7 “Recognizing Change over Time in Fluent Reading” in Teaching for Comprehending and Fluency, Fountas and Pinnell (2006)

11. Fluency Discussion
Discuss the idea that “fluency is not a stage.” When have you been a less-than-fluent reader yourself? What strategies did you use to get through the difficult material?
In what ways do you provide modeling and feedback to your students?
Consider at least two strategies that you could use with students to provide modeling or feedback.
To improve reading, students have to read more. How might you increase the amount of time that students actually spend reading in your classroom or school?
Where do most of your students fall on the fluency rubric? What strategies are you using to ensure fluency development?
Slides 11 and 17 serve similar purposes in different places of this discussion – decide on placement DISCUSSION #1
Find reference in Notes file

12. Fluency Challenges for Adolescent Readers Struggling readers
lack fluency, read slowly, and often stop to sound out words.
may reread sections of texts to gain comprehension.
may spend so much time and cognitive energy decoding individual words that their focus is drawn away from comprehension.
“Important Transitions” Handout
NIL references 1 and 20 Just notes could adapt to make bulleted slide OK to keep, summarizes

13. Factors Influencing Fluency
the level of text difficulty
the degree of familiarity the reader has with the words, content, and genre of the text
the amount of practice with the text
the reader’s metacognitive abilities
the reader’s motivation and engagement
NIL references 1 and 20 Just notes could adapt to make bulleted slide placement of this s

14. Why should middle school teachers focus on fluency?
Bridge between word recognition and comprehension
Fluent readers at MS
Read wpm
Have automatic word recognition skills
Group words into meaningful phrases or chunks
Read with expression
Make few word identification errors and usually self-correct when they do make errors
Understand what they read
- Train students to read effortlessly – free to focus on comprehension
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Compare these numbers with those from the Florida Reads charts
Add MMP site link May not need this slide
Post Ch 8 Reading Teachers Sourcebook as resource in LIA Module 5

15. Building Reading Stamina
Increased reading volume → CCR
“Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks… if students cannot read challenging texts with understanding – if they have not developed the skill, concentration, and stamina to read such texts – they will read less in general.
…’To grow, our students must read lots, and more specifically they must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought’(Adams)” CCSS Appendix A, p. 4

16. Six Dimensions of Fluency
Pausing the way reader’s voice is guided by punctuation
Phrasing the way readers put words together in groups to represent the meaningful units of language
Stress emphasis readers place on particular words (louder tone) to reflect the meaning as speakers would do in oral language
Intonation way reader varies the voice in tone, pitch, and volume to reflect the meaning of the text (“expression”)
Rate pace at which the reader moves through the text
Integration the way reader consistently orchestrates pausing, phrasing, stress, intonation, and rate
(Fountas and Pinnell Teaching for Comprehending and Fluency, p. 69)
Make a Bookmark for the 6 Dimensions
Pausing refers to the way the reader’s voice is guided by punctuation (short breath at a comma; full stop with voice going down at periods and up at question marks; full stop at dashes).
Phrasing refers to the way readers put words together in groups to represent the meaningful units of language. Phrased reading should sound like oral language, although more formal. Phrasing involves pausing at punctuation as well as at places in the text that do not have punctuation.
Stress refers to the emphasis readers place on particular words (louder tone) to reflect the meaning as speakers would do in oral language.
Intonation refers to the way the reader varies the voice in tone, pitch, and volume to reflect the meaning of the text – sometimes called “expression.”
Rate refers to the pace at which the reader moves through the text. As appropriate rate moves along rapidly with a few slowdowns or stops and long pauses to solve words. If a reader has only a few short pauses for word solving and picks up the pace again, look at the overall rate. The pace is also appropriate to the text and purpose of the reading – not too fast and not too slow.
Integration involves the way the reader consistently and evenly orchestrates pausing, phrasing, stress, intonation, and rate. The reader moves smoothly from one word to another, from one phrase to another, and from one sentence to another, incorporating pauses that are just long enough to perform their function. There is no space between words except as part of meaningful interpretation. When all dimensions of fluency are working together, the reader will be using expressions in a way that clearly demonstrates that he understands the text and is even thinking beyond the text.
Figure 6-6 Six Dimensions of Fluency, p. 69

17. Reflection
What conclusions can you make regarding the focus of fluency instruction in your building, department/grade level, and classroom?
What activities do you include in your instruction that assist students in becoming fluent readers? Do I provide time for fluency instruction?
In your building, department/grade level, and classroom, how do you monitor students’ fluency?
From “News you Can Use - Reading Fluency: What, Why, and How?”
by Mike Dunn
Slides 11 and 16 serve similar purposes in different places of this discussion – decide on placement DISCUSSION #2

18. Perspectives on Fluency Instruction
Developmental View – focuses on acquisition of basic constituents of reading fluency
- accuracy, pace, reading with expression
- students develop fluency along with comprehension
Linguistic View – focuses on how language works, including phrasing and intonation
How phrases and sentences influence meaning
Increased reading prosody
Automaticity View – role of automaticity of basic component skills, and how students can instinctively associate what words look like with what they mean
Reading Fluency Revisited (Fluency Instruction: Research-Based Best Practices, Pt. I Fluency Theory, Fluency Research, Ch. 5, B. Walker, K. Mokhtari, S. Sargent) p
Notes from Reading Fluency Revisited (Fluency Instruction) Each will be addressed in instruction

19. Perspectives on Fluency Instruction
Note: Bolded strategies included in Module 5
Developmental View
- Shared Reading – Model Fluent Reading
Fluency Development Lesson (FDL) focuses on improving comprehension
Focuses on performance and word study
Reread short passage several times
Guided Reading -- Wide and Deep Reading – Responsive Reading
Linguistic View
Deep Reading
Marking and Modeling Phrase Boundaries
Sentence Combining
Performance Reading (Readers’ Theatre, Choral, Recitation)
Automaticity View
- Repeated Readings
Paired Reading
Assisted Reading (Teacher, Tape, Peer)
Reading Fluency Revisited (Fluency Instruction: Research-Based Best Practices, Pt. I Fluency Theory, Fluency Research, Ch. 5, B. Walker, K. Mokhtari, S. Sargent) p
Notes from Reading Fluency Revisited (Fluency Instruction) Each will be addressed in instruction
Back side of Bookmark
Bolded activities are included in this Module

20. Assessing Reading Fluency – Monitoring Fluency Development
Three components of fluency
Accuracy - accurate decoding of words in text
Automaticity - decoding words with minimal use of attentional resources
Prosody - the appropriate use of phrasing and expression to convey meaning.
Rasinski – Assessing Reading Fluency

21. Assessment of Reading Fluency
Developmental View
- Multidimensional Fluency Scale (NAEP)
Linguistic View
Cloze Procedure
NAEP Fluency Scale
Automaticity View
- Rate and Accuracy Assessment (CBM/ORF)
Reading Fluency Revisited (Ch. 5, Fluency Theory, Fluency Research) p
Use all three kinds of assessment for LIA
Check to see where NAEP fits best – In Rasinski Chapter, NAEP is listed under Linguistic View

22. Model Fluent Oral Reading Shared Reading (Handout)
Pale Blue Dot (Excerpt) by Carl Sagan
Read by Carl Sagan
Just listen to first reading
Note inflections, pauses, phrasing, emphasis
For second reading, follow along with transcript
(slightly different than GHR text)
Rasinski – Assessing Reading Fluency Activity #2

23. Guided Highlighted Reading http://www.readingtothecore.com/ghr.html
Guided highlighted reading for
Summary
Author’s craft – text features
Vocabulary
Critical Analysis
Addressed in Modules 2, 3, and 4
GHR prompts and activities included for some texts used for fluency development in Module 5
Texts will be used again in Module 6 – Beyond CCR and Assessment
No activity here as we have done this in Modules 2, 3, 4 and will do more in 6
Need to note that these texts are also supported with GHR activities

24. Modeling and Repeated Reading
Students need to hear explicit models of fluent reading.
Kelly Gallagher’s Reading Minute
Teacher (later in year, student) shares an interesting short text (poetry, newspaper, magazine, excerpt from current novel)
Models fluent reading
Students listen, then write a one-sentence summary or thesis statement for the “Reading Minute” selection
as described in Reading Reasons: Motivational Mini-Lessons for Middle and High School by Kelly Gallagher

25. Modeling and Repeated Reading
Students need to hear explicit models of fluent reading.
Adapted Reading Minute Activity for Module 5
Collect readings appropriate to your content area
Read orally to students one to five minutes every day
Provide copies for students to follow along
In pairs, students re-read the selection aloud (paired repeated reading)
Students time paired reading; (note mistakes)
Note number of words read in one minute on first and second reads (see example)
Record WCPM on Fluency chart
(Each student writes a one-sentence summary)
Use this slide later after the chart has been introduced? Or just add this red section later?

26. Partner Reading (as described in Reading Teachers Sourcebook)
Students read and reread text with partners.
Assign partners.
Assign text on the instructional level of the lower-level reader.
Teach partner reading routine.
Partner 1 reads first paragraph. Partner follows along.
Partner 2 reads the same paragraph.
Students briefly discuss what they just read by retelling what happened or by identifying the main idea of the paragraph.
Repeat steps 1-3 until passage is complete.
Model
Provide guided practice
Provide independent practice
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Each of these repeated reading strategies include all of the elements – represent most promising fluency strategies for secondary struggling readers. Detail correction steps????

27. Adapted Reading Minute Activity for Module 5
Questions for student reflection of repeated or partner reading (in reading journal)
Why do you think you made this mistake?
Did it affect your understanding?
Do you know what the word means?
Does the word you said look like the one in the text?
Did you correct the rough area?
What could you do next time?
From “Retrospective Miscue Analysis,” Gretchen Owocki Common Core Lesson Book, p
Use this slide later after the chart has been introduced? Or just add this red section later?

28. Practice Paired Reading
Select from one of the texts in your handout. Practice reading your text silently for one minute. Find a reading buddy and take turns reading your selection. (one minute each) Provide feedback to one another (using student reflection questions)

29. Assessment of Reading Fluency
Developmental View
- Multidimensional Fluency Scale (NAEP)
Linguistic View
Cloze Procedure (deletions)
Maze Procedure (choices)
Maze Passage Generator, cut and paste content text)
NAEP Fluency Scale
Automaticity View
- Rate and Accuracy Assessment (CBM/ORF)
Reading Fluency Revisited (Ch. 5, Fluency Theory, Fluency Research) p
Use all three kinds of assessment for LIA
Check to see where NAEP fits best – In Rasinski Chapter, NAEP is listed under Linguistic View

30. Reading Rates
End of Grade Oral Reading Silent Reading
Rates (WPM) Rates (WPM)
Figure 6-8, Oral Reading Rates, Ch. 6 “Understanding the Fluent Reader” Teaching for Comprehending and Fluency, Fountas and Pinnell (2006)
Hiebert
Compare with Florida targets

31. Progress Monitoring
Curriculum-Based Measurement Oral Reading Fluency Assessment (CBM/ORF)
Student reads passage for one minute while teacher or partner marks mistakes (or records reading for later teacher analysis)
Determine WCPM
Student Charts WCPM on Fluency Chart
Accuracy = WCPM/WPM
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Condense Slides 37-39
Each of these repeated reading strategies include all of the elements – represent most promising fluency strategies for secondary struggling readers.

32. 4 5 xxxxx 9/7 9/21 10/5 10/19 11/2 100 90 80 70 60 50 WCPM Errors80 70 60 50
WCPM
Errors 4 5
Title
xxxxx
Date
9/7
9/21
10/5
10/19
11/2

33. Measuring Accuracy and Rate in CBM/ORF
Select passage(s) ~ 250 words at student’s grade placement. Check using text readability formula.
Student reads passage for one minute, aloud in normal way; tape-record the reading.
Mark uncorrected errors (mispronunciations, substitutions, reversals, omissions, or words pronounced by the examiner after a wait of 2-3 seconds without an attempt or response from the student). Mark point in the text after one minute of reading.
Repeat steps 1 and 2 with two different passages (optional); use the median or middle score for analysis.
Determine accuracy by dividing WCPM by the total number of words read). Compare the student’s performance against the target norms in Table 1.
Determine rate by calculating the total number of WCPM and comparing the student’s performance against the target norms in Table 2.
Rasinski – Assessing Reading Fluency

34. Florida Oral Reading Fluency and MAZE Assessments (Grade-Level Resources)
Grades 6, 7, 8, HS
MAZE Risk Levels
ORF Risk Levels
Florida Overview Handout Select Readings to include in session packets
Reformat

35. “Is Fluent Expressive Reading Important for HS Readers
“Is Fluent Expressive Reading Important for HS Readers?” David Paige, Timothy Rasinski, Theresa Magpuri-Pavell
Skim the article
Note recommendations
Homework – Carefully read this article
Activity #3

36. “Is Fluent Expressive Reading Important for HS Readers
“Is Fluent Expressive Reading Important for HS Readers?” David Paige, Timothy Rasinski, Theresa Magpuri-Pavell, 2012
Dispelling misconceptions about fluency
Multidimensional Fluency Scale
Prosody and Silent Reading Comprehension scores
Choosing materials for prosodic reading
Wide and Deep Reading
Assisted Reading
Take Action – Choral Reading
“Oral reading prosody is related to silent reading comprehension for secondary students”

37. Choose a short text (100-150 words) Provide a copy
“Is Fluent Expressive Reading Important for HS Readers?” Take Action – Choral Reading
Choose a short text ( words)
Provide a copy
Teacher reads with expression
Students join in choral reading
Listen for rough spots
(Audio record first and last reading)
Choral Reading of “Compassion and the World”
(Handout)
Copied on back of handout #5 Activity #4

38. Assessment of Reading Fluency
- Multidimensional Fluency Scale (NAEP)
NAEP Fluency Scale
“Use of each rubric assumes that teachers rating students’ reading have a good sense of grade-appropriate expression, volume, phrasing, smoothness, and pace in reading.”
- Tim Rasinski
Assessing Reading Fluency, Educational Service Material, ES 0414
Use all three kinds of assessment for LIA
Check to see where NAEP fits best – In Rasinski Chapter, NAEP is listed under Linguistic View

39. Multidimensional Fluency Scale (Handout)
Students read grade-level passage (~250 words)
Record reading; teacher later scores reading
Assign a score (1 to 4 points) on each of 4 dimensions of fluency
Expression and Volume
Phrasing
Smoothness
Pace
A score of ≥ 10 ~ making good progress in fluency
A score of ≤ 8 ~ may need additional instruction in fluency
“Oral reading prosody is related to silent reading comprehension for secondary students”
– Paige, Rasinski, Magpuri-Pavell, 2012

40. NAEP Fluency Scale (Handout)
Holistic scoring
Goal – score of 4
Assesses more than one dimension
Phrasing
Syntax preservation
Expression

41. NAEP Fluency Scale NAEP Fluency Scale
Level Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.
Level Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.
Level Reads primarily in two-word phrases with some three-or four- word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.
Level Reads primarily word-by-word. Occasional two-word or three- word phrases may occur, but these are infrequent and/or they do not preserve meaningful syntax.
NAEP Fluency Scale
Holistic – (when compared to multidimensional scale)

42. Features of Fluency Prosodic Features Pitch (high or low tone)
Loudness (soft of loud voice)
Speed (fast of slow)
Pause (short or long)
Paralinguistic Features
Whisper, breathiness, huskies, nasality, over articulation
Examples of Prosodic and Paralinguistic Features
Clipped, elongated, louder, softer pause, even pitch, high pitch, low pitch, whisper, nasality, breathiness, lip rounding
The Reading Teacher’s Book of Lists, Fry and Kress (2006), List122
NIL References
Fluency def
1, 16, 47-50
Fluency is the ability to read text accurately and smoothly with little conscious attention to the mechanics of reading.
Fluent readers read text with appropriate speed, accuracy, proper intonation, and proper expression.
Some researchers have found a relationship between fluency and text comprehension, which indicates the importance of fluency.
Readers must decode and comprehend to gather information from text.
If the speed and accuracy of decoding words are hindered, comprehension of the words is compromised as well.

43. Additional Oral Reading Activities
Sentence Tunes (List 125)
Change the way we say something to change the meaning
Multi-tuned sentences
Supersegmental phonemes
Shift emphasis
Example sentences
I did not say you stole my red hat. (Handout)
Tom didn’t push George first.
I didn’t tell Mom you spent the dollar.
Other Oral Reading Activities (List 126)
The Reading Teacher’s Book of Lists , Fry and Kress (2006), List125
NIL References
Fluency def
1, 16, 47-50
Fluency is the ability to read text accurately and smoothly with little conscious attention to the mechanics of reading.
Fluent readers read text with appropriate speed, accuracy, proper intonation, and proper expression.
Some researchers have found a relationship between fluency and text comprehension, which indicates the importance of fluency.
Readers must decode and comprehend to gather information from text.
If the speed and accuracy of decoding words are hindered, comprehension of the words is compromised as well.

44. Change Punctuation and Emphasis for Different Meaning
Save soap and waste paper. Woman without her man is helpless. Why did YOU drive to the store? Why did you DRIVE to the store? Why did you drive to the STORE?

45. Fluency as Addressed in MI Comprehensive Literacy Profile/Plan
Assessments
NAEP Oral Reading Fluency Scale
Multi-Dimensional Fluency Rubric
Oral/Silent Reading Fluency CBM
Strategies
Guided Highlighted Reading
Choral Reading
Readers’ Theatre (Theater)
Repeated Readings
“Is Fluent, Expressive Reading Important for High School Readers?”
Paige, Rasinski, Magpuri-Lavell
Interventions – role of automaticity of basic component skills, and how students can instinctively associate what words look like with what they mean
Repeated Readings for Juncture and Phrasing
Notes from Reading Fluency Revisited (Fluency Instruction)

46. Caveats about oral reading fluency in MS students
The most important outcome for students is that they understand and learn from the texts they read. If students have below-average fluency but demonstrate average or above comprehension, it may not be appropriate to spend considerable time on improving their rate of reading.
Students who read above WCPM with 90 percent accuracy in grade-level text may benefit from time spent on enhancing their background knowledge, vocabulary, and/or comprehension rather than on fluency instruction.
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)

47. Readers’ Theatre
Readers speak clearly, use appropriate volume, read the text accurately and with expression.
Members of the group cooperate; use rehearsal time wisely.
Procedure
Select materials to read.
Develop the script.
Assign roles.
Practice, practice, practice
Perform
Discuss
Readers’ Theater Resources
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Each of these repeated reading strategies include all of the elements – represent most promising fluency strategies for secondary struggling readers.

48. Readers’ Theatre
Engage students in Readers’ Theatre or plays where the teacher is the coach and provides feedback on how the lines are delivered.
Resources
Chris Gustafson’s Acting Cool! Using Reader’s Theater to Teach Language Arts and Social Studies in Your Classroom Grades 5 -7

49. Additional Fluency Resources
Literacy Leader Fluency Resources
Add slides to describe passport requirements
Assignments
Read to students ______ (modeling)
Vary the student practice (reading minute with summary, repeated paired reading, choral reading, _____)
Chart with _____ entries representing Accuracy /Rate == and journal entries with metacognitive log entries
Discuss with Elaine – numbers of required entries, and other specifics