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Six Minute Solution Diane Newman

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1 Six Minute Solution Diane Newman

2 Goals 1.To understand what fluency is and how it impacts reading. 2. To understand the rationale and research behind reading fluency and the Six Minute Solution program. 3. To understand and be able to use Six Minute Solution Program.

3 Agenda What is Fluency? Research and Rationale Assessments Selecting fluency partners and instructional groups Introducing the fluency concept Establishing partner behavior Training students in the partnership model Managing materials Student progress and record keeping Comprehension and writing strategies Conclusion: more than six minutes a day

4 Reading: 5 Big Ideas Elementary 1.Alphabetic Principle 2.Phonemic Awareness 3.Vocabulary 4.Fluency 5.Comprehension

5 Reading: 5 Big Ideas Secondary 1.Word Study 2.Vocabulary 3.Fluency 4.Comprehension 5.Motivation

6 Automaticity is… Performance of a skill without conscious thought Necessary for proficiency Improved through practice, perfect practice

7 Automaticity in Reading Frees up cognitive space for comprehension and critical thinking Leads to enjoyable reading

8 Fluency Flu ency provides a bridge between word recognition and comprehension (National Institute for Literacy 2001) Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kahn and Stahl 2000)

9 Dysfluent Readers 1. Students who struggle with underlying skill deficits, such as decoding and word recognition. 2. Students who have adequate skills, but are slow at word and text reading.

10 Strategies for Fluency Phrase-cued Reading Alternate Oral Reading Simultaneous Oral Reading Reader’s Theatre Choral Reading Round Robin Reading Repeated Readings

11 Rereading to Build Fluency “Practice Makes Perfect” Repeated Reading Research (Levy, Nichools,& Kroshen, 1993; Meyer & Felton, 1999; Samuels, 1979) Six Minute Solution is based on repeated reading research Research also supports students’ reading skills improve when they work with peers in structured reading activities

12 Decoding and Fluency In order to read fluently the reader must be able to decode the vast majority of words automatically with approximately 95% accuracy While fluency helps improve decoding it is not sufficient to remediate an underlying decoding problem

13 Independent Reading & Fluency Students that are fluent generally find reading to be pleasurable and therefore read more Reading more increases reading related skills, vocabulary, background knowledge, decoding, and fluency skills The rich get richer and the poor get poorer, the “Matthew Effect”

14 In 10 minutes of independent reading…  A fluent reader might read 2,000 words  A struggling reader might read only 500 words Equal practice time, unequal practice

15 Work Completion & Fluency Think of the amount of reading assigned in upper elementary, middle school, and high school Both students are assigned the same amount of reading The student who reads 180 wpm will complete their work in two hours while a student who reads 60 wpm will need six hours to complete the same text

16 Reading Achievement and Fluency Practice We have the tools and knowledge to change the statistics! (44% of fourth graders were not fluent according to NAEP scores) Fluency can be taught. “Guided, repeated, oral reading procedures are appropriate and valuable avenues for increasing reading fluency and overall reading achievement.” (National Reading Panel 2000) I do it, we do it, ya’ll do it, you do it.

17 So how are we supposed to help these kids ? “Never, never think outside the Box !”

18 Six Minute Solution Overview TimeMaterialsProcedures 1 minuteTimer Folder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth Get Ready Teacher announces that fluency timing will begin 1 minutePartner 1 Reads 1 minutePartner 2 Gives Feedback 1 minutePartner 2 Reads 1 minutePartner 1 Gives Feedback 1 minuteStudents put away materials

19 Six Minute Solution Books GradesInterventionsPassage Reading Levels PrimaryK-21-3 Intermediate Secondary

20 Primary: Step 1 - Assessments Assessment is critical in determining students’: 1.Knowledge of phonetic elements (6 Phonetic Elements Assessments: letter/sounds, CVC short, blends and digraphs, vowel combinations, CVC with distractors, “r” controlled vowels ) 2.Level of sight-word acquisition (Automatic Words Assessment) 3.Oral reading rate on a grade-level passage (Passage Assessments, AIMSweb or DIBELS fluency scores) 4.Instructional reading level (San Diego Quick)

21 Assessment: Phonetic Elements What do you need Approximately min./student Copies of a Student Copy of selected subtest Select the appropriate list based on your best estimate of student knowledge. Ex. A kindergarten teacher might select the Letters and Sounds subtest at beginning of school year; a first grade teacher may select the CVC Short Vowel Patterns subtest at the same point in the year Teacher Record Sheet for each student being assessed Highlighter or marking pen for the teacher

22 Procedure: 1.Give the student a Student Copy of selected subtest 2.Instruct the student to say the letter name, the letter sound, or the word depending on the subtest being administered 3.Follow along, track the correct responses as well as the errors allowing only three seconds per subtest item before marking it incorrect. You are assessing for automatic knowledge of phonemic elements, which is the goal of this program. 4.Continue administering the subtests until the student’s accuracy rate drops below 90% 5.Record their student’s individual instructional-level list number on the Class Record Sheet. Phonetic Elements Assessments in Primary book p Primary Assessment: Phonetic Elements Assessment

23 Assessment: Automatic Words What do you need Approximately 2.5 min./student Two copies of a Student Copy of selected word list (select the appropriate list based on your best estimate of student knowledge) Teacher Record Sheet for each student being assessed Highlighter or marking pen for the teacher

24 Procedure: 1.Give the student a Student Copy of word list 2.Instruct the student to read the words quickly and carefully 3.Follow along, drawing a line through any word the student does not read correctly within three seconds, and record errors at the bottom of the word list(s). 4.When a student misses one word on any list, stop. This is the list number that the student should begin practicing. 5.Record their student’s individual instructional-level list number on the Class Record Sheet. This sheet will help form instructional groups. Handout p. 40 Automatic Assessment sheets in Primary book p Primary Assessment: Automatic Words by Ten

25 Primary/Intermediate/Secondary Assessments Step 1: Fluency and Instructional Reading Level Assessment is critical in determining fluency partnerships and appropriate reading levels 1. Give each student a one minute timing on a grade level passage to determine oral fluency rate 2. Give each student a test to determine instructional reading level (91-96% accuracy) - San Diego Quick, silent reading test or a passage placement accuracy test Oral Fluency Assessment sheets in Intermediate book p and Secondary book p San Diego Quick Assessment sheets in Intermediate book p and Secondary book p

26 Assessment 1: Fluency What do you need Approximately 2.5 min./student Two copies of a grade-level fluency assessment passage Data sheet for the teacher to record correct wpm (oral fluency rate) Timer, clipboard, marking pen

27 Guidelines for Counting WCPM Errors Mispronunciations and dropped endings Omissions Out of sequence (count as two errors) Words supplied by teachers Substitutions with synonyms Repeated errors are counted each time Not Errors Mispronunciations or dropped endings due to dialect or speech problems Repetitions Insertions Self-corrections  Count a word read correctly as correct.  Don't say the correct word after the student has said an incorrect word.  Wait three seconds before supplying a word to a student who is stuck.

28 Curriculum-Based Norms in Oral Reading Fluency *WCPM = Words Correct Per Minute Hasbrouck, J., & Tindal, G. A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636–644.

29 Conducting a One-Minute Timing Handout p. 16 passage Handout p. 20 Hasbrouck & Tindal Chart Handout p. 19 Initial Assessment Record

30 Assessment 2: Instructional Reading Level What do you need Approximately 2.5 min./student Materials to determine instructional reading level (passage placement accuracy test, word recognition test (San Diego Quick, group silent reading test) Data sheet for the teacher to record instructional reading level

31 Passage Placement Accuracy Test: What do you need Determining Reading Levels Chart (Using a 100-word passage) Passage Errors AllowedPassage Reading LevelComprehension Level 3 or fewer errorsIndependent (97% - 100%)Good to Excellent errorsInstructional (91% - 96%)Good to Satisfactory 10 or more errorsFrustration (90% & below)Satisfactory/Fair/Poor

32 Conduct an Instructional Reading Level Test San Diego Quick Assessment Handout p San Diego Quick Assessment Handout p. 19 Initial Assessment Record

33 Step 2 - Selecting Fluency Partners Partnering appropriately is essential to the success of the program Match students as closely as possible by both oral fluency rates and instructional reading levels

34 Selecting Fluency Partners Materials: Fluency data for each student A student ranking sheet or computer spreadsheet program that generates ranking order Handout p. 19 Initial Assessment Record

35 Selecting Fluency Partners Fluency rates should be within words of each other – within 10 words at the primary level Rank by fluency and by instructional reading level 1 and 2, 3 and 4 would be partners, and so on

36 Initial Assessment Record Teacher__Mrs. Newman_______________ Class_____Reading Strategies__Date March 2013_____ Student NameAssessment 1-Oral Reading Rate (CWPM) Assessment 2- Instructional Reading Level Jeremy674 th Jon684 th Lisa754 th Kendra784 th Stacie804 th Joe864 th Sean864 th Erin904 th Kara915 th Craig925 th Scott995 th Sue1005th

37 Selecting Instructional Grouping Entire classrooms Small groups Individual fluency programs Parent-student partnerships Cross-age partnerships

38 Troubleshooting Partners Absenteeism Odd number of students One child who is far below all the others in reading ability Students who read less than 40 cwpm most likely need to increase sight vocabulary – automatic word lists (handout p. 38) Noise Level

39 Step 3 - Introducing the Fluency Concept Set aside 30 minutes for lesson 1.Introduce the concept of fluency using activity procedure or scripted procedure (in book). 2.Select the Practice Passage for demonstration. Explain the practice passage and model reading fluency procedure. Rationale reduces resistance!

40 Introducing the Fluency Concept What is Reading Fluency? The ability to read text: Accurately Quickly With expression

41 Introducing the Fluency Concept It is directly related to: Reading comprehension Independent reading Work comprehension

42 Modeling the fluency procedure Select practice passage for demonstration (match to lowest level of readability in the class) Explain one minute timing Demonstrate whisper reading and tracking with finger or pen, underline unknown words Figure CWPM Graph scores Explicitly model

43 Introducing the Fluency Concept Demonstration – Teacher Models: Track words with finger or pen Underline unknown words Timer sounds, draw bracket around last word read Count the number of words Count the number of unknown words Find CWPM Graph score Students whisper read two times while timed to compare scores.

44 Step 4 – Establishing Partner Behavior Set aside 10 minutes Instruct on appropriate fluency behavior Providing appropriate corrective feedback Noise level No arguing rule Use activity procedure or scripted procedure (in book) You model partnership Students practice partnership When working in partners,, #1 should be the stronger reader and read first. Students are not told this.

45 Step 5 - Training Students in the Partnership Procedure Set aside 30 minutes for 3 days Put students in any partnership Model the fluency partnership using an overhead with a student Model the procedure of marking errors and noting the stopping point Model the error-correction procedure “You read__________(total # of ) words. I heard _______ (# of ) errors.” Model how to calculate the cwpm and graph score Use activity procedure or scripted procedure (in book)

46 Training Students in the Partnership Procedure Demonstration Handout p , 41 Passages

47 Step 6 – Managing Materials Set aside 10 minutes Pocket Portfolio for each partnership 2 copies of practice passage Transparency Fluency graphs Zip lock bag Dry erase marker Eraser Monitoring Accountability

48 Step 7 – Student Progress and Record Keeping Check for reading progress at the instructional level not at grade level Check students Fluency Graphs for - Is adequate progress being made? -Do students have the appropriate passage? - Are the partnerships appropriate? - Is it an appropriate time to increase the difficulty level of the practice passage being used by partners?

49 Step 1: Presentation of New Phonetic Element  Model or teach new phonetic element or pattern. Hold up a card “This letter says___.” “What letters make up this element? ____” “What does this element say?___” “Say its sound with me.__” “Say it by yourselves.___” Step 2: Group Practice of New Phonetic Element Step 3: Independent Practice of the New Phonetic Element Step 4: Review Phonetic Elements Use the Phonetic Elements Fluency Building Sheets  Small group and partner practice Primary book Chapter 10 p Building Phonetic Elements Fluency

50 Day 1: Introduce 5 of the set of 10 words.  Introduce each word by using a flash card “This word is___. What word? ____ Say the letters in this word with me. What do these letters spell? Say the word again with me.”  Practice new automatic words – magnetic letters, word walls, white boards, write in uppercase letters, lowercase letters, four corners of your white boards Day 2: Introduce the next 5 words.  Review yesterday’s 5 words.  Introduce new words using the same procedure as day 1.  Review of automatic words using flash cards, magnetic letters, memory game, mixing up letters to making the words again Building Automatic Words Fluency

51 Partner Practice: Assign partners based on assessment results p. 95 in Primary Book Train students in the Six Minute Solution Primary fluency concept Provide time each day for partner practice with Automatic Words Fluency Building Sheets Have partners record their own scores on an Automatic Words Record Graph When students can accurately read their assigned list of automatic words at 60 CWPM, they should be moved to the next list of automatic words with the introduction, instruction and practice cycle all over again. Building Automatic Words Fluency

52 Let’s Practice Example 1: Kevin’s Fluency Graph Handout p. 25 Example 2: Sarita’s Fluency Graph Handout p. 26

53 How to help a student who is not making progress 1.Check instructional reading level 2.Read the practice passage with the student to make sure that the student is placed appropriately 3.Provide additional practice with the automatic word lists 4.Go a grade level below 5.Check decoding skills – may need extra instruction 6.Carefully monitor 7.Consider a strategic partnership 8.Give extra untimed practice

54 Step 8 - Comprehension and Summary Writing Strategies Summarizing Paraphrasing Retelling Describing Expository Sequence Structure Summary Writing Strategies

55 More than Six Minutes a Day On the first day of the week Some students may need additional fluency practice Certain grouping configurations Incorporating comprehension and writing

56 Mondays Distribute new Practice Passage Preview the passage and underline unknown words Teacher supplies unknown words Make sure students are accurate before beginning First Timing Word Walls

57 Tuesday – Thursday Six minutes a day More if you want to include comprehension and writing More if needed

58 Friday Final Timing Turn in current week’s practice passage Select new passage for following week

59 Teacher Duties Change partners if necessary Move students up or down in reading levels Monitor student reading and provide corrective feedback Monitor progress Use check list to ensure fidelity

60 Moving Upstream: A Story of Prevention and Intervention

61 In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on shore quickly dived in and pulled the child out.

62 Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

63 In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

64 She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.”

65 Let’s Try it! Six Minute Solution Overview TimeMaterialsProcedures 1 minuteTimer Folder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth Get Ready Teacher announces that fluency timing will begin 1 minutePartner 1 Reads 1 minutePartner 2 Gives Feedback 1 minutePartner 2 Reads 1 minutePartner 1 Gives Feedback 1 minuteStudents put away materials

66 Exit Slip Goals: 1.To understand what fluency is and how it impacts reading. 2. To understand the rationale and research behind reading fluency and the Six Minute Solution program. 3. To understand and be able to use Six Minute Solution Program.

67 Thank you!


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