Presentation on theme: "Fluency Assessment September 13, 2011. Today’s Class Review Fluency Explore Fluency Assessment Tools Practice using Fluency Assessment Tools."— Presentation transcript:
Fluency Assessment September 13, 2011
Today’s Class Review Fluency Explore Fluency Assessment Tools Practice using Fluency Assessment Tools
National Reading Panel NRP was formed in 1997 to research and assess effective literacy instructional practices Research was conducted over a period of 2 years In 2000, the NRP published a report outlining the findings
NRP Findings Concluded that there are five key components to an effective reading instruction program: Phonemic Awareness Phonics Fluency Vocabulary Comprehension
What are we talking about when we talk about fluency? ILS, Language Arts Goal #1: Read with understanding and fluency. Standard 1.B: Read age-appropriate material aloud with fluency and accuracy Common Core Standards Fluency: Reading text with speed, accuracy, and proper expression. What does it look like? What does it sound like? What can be done in the classroom to support fluent oral reading?
Fluency What does this mean? What are we looking for? How will we know students can do this?
Elements of Fluent Reading Automaticity of decoding Appropriate reading rate Appropriate volume, pitch, stress, juncture or stress in one’s voice Appropriate phrasing
Fluency Accuracy Rate Volume Expression Prosody (appropriate stress and intonation of language) (National Reading Panel Report, 2000)
Assessing Oral Language Tools we have for assessing fluency and reading rate: – Oral reading rubric – Multidimensional Fluency Scale Choose one of the methods and practice using it as we listen to Evan reading. (Video is posted on the Wiki. You can also use any of the other recordings as well). Or… or or
Oral Reading Rate Let’s try it for Evan (See pkt page for instructions) 1. Words in the passage= x60= Time the reading (150 seconds) /150= Use the table (for “C(orrect)WPM, subtract the number of miscues=12, from #4) So 88
Choppy, word-by-word reading Hasty reading, ignoring punctuation Lack of sight word vocabulary Failure to attempt unknown words Meaning-changing substitutions Meaning-changing omissions Non-meaning changing omissions and substitutions Excessive us of phonics Excessive use of background knowledge Repetitions Behaviors that Negatively Impact Fluency
Strategies for Developing Fluency Model Fluent Reading (Read-aloud) Shared Reading Repeated Readings Work with High Frequency Words to develop AutomatcityAutomatcity Strategy Ideas: Improving Reading Busy Teacher Café
In the Classroom Read Aloud Audio Recordings and Videos Audio Recordings Videos Shared Reading Repeated Readings Using Books with Repetitive Text Reader’s Theater Choral Reading Echo Reading Work with High Frequency Words (develop automaticity) Work with High Frequency Phrases
Next Class Thursday, September 15 (I sure hope I will be there or I may have to postpone the start of tutoring) Bring a blank of the lesson plan template Familiarize yourself with Interest Inventories and lesson ideas for the first few sessions Bring your Improving Reading book