1. Moorefield STARS Training Workshop Day #2 Strategies 5-8 V.Garrett-Meade - LaST

2. Agenda 0 Welcome, agenda etc. 0 Brief review of previous STARS strategies, program and where to next. 0 Strategy 5 – Monitoring 0 Strategy 6 – Clicks & Clunks 0 Strategy 7 – Visualising 0 Strategy 8 – Summaring 0 Resources to explicitly teach and practice the strategy 0 Time to explore resources and earmark those for your team teaching lessons in the coming weeks

3. Strategy 5 - Monitoring Adjusting reading rate to increase comprehension

4. Monitoring High School Chemistry Lesson https://www.youtube.com/watch?v=77vtwvhZm-E#t=91

5. Blue background “Look at the blue poster on the wall” Name of strategy Meme format/Philosoraptor Gains attention. Consistent. Gives the strategies a “face” and an anchor. Visual image to connect if reading is challenging or the student is a visual learner. Particularly for LD students. Question is posed. Can be used for review. Part of the meme format.

7. Factors that influence reading comprehension 0 Decoding accuracy 0 Fluency 0 Vocabulary - specialised information 0 Identifying the Main idea of the text 0 Knowing the skills and strategies that help locate the answer (written)

8. Stepping stones to reading… 0 Alphabetical Principle 0 Phonemic Awareness 0 Accuracy and Fluency 0 Vocabulary 0 Comprehension

9. Fluency Reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. Meyer and Felton defined fluency as "'the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" (1999, p. 284) If a reader has to spend too much time and energy figuring out what words are, she will be unable to concentrate on what the words mean ( Coyne, Kameenui, & Simmons, 2001).

10. What the research says about fluency Fluent ReadersNon Fluent Readers 0 Focus their attention on understanding the text. 0 Syncronize skills of deecoding, vocabulary and comprehension 0 Read with speed and accuracy 0 Interpret text and make connections between ideas and the text. 0 Focus their attention on decoding 0 Alter attention to accessing the meaning of individual words 0 Make frequent word reading errors 0 Have few cognitive resources left to comprehend S. McDonough ( SLC 2011 )

11. So what IS fluency? 0 Pace 0 Accuracy 0 Prosody (The rhythm, stress and intonation of speech) 0 Comprehension When assessing prosody listen for ; 0 Expression 0 Volume 0 Phrasing 0 Smoothness

13. Fluency rates? In the Assessment to Programming Document the current rates are; Year 3 : 80-100 correct words per minute 0-3 errors Year 5+ 100-120 correct words per minute 0-3 errors By Year 7 – 8 it’s expected they would be reading a minimum of 150+cwpm with 0-3 errors on an instructional text. Year 7’s average fluency score was 129.4 with the lowest score of 93 cwpm. Year 8’s average fluency score was 142.5 with the lowest score of 68 cwpm.

14. NSW Centre for Effective Reading – Middle Years Handout Fluency Background Information http://www.cer.education.nsw.gov.au/professional-learning/middle-years/fluency

15. Adjusting reading rates 0 Most people have a constant rate when reading. This rate is the fastest pace at which a person can understand complete thoughts in successive sentences of relatively easy material. As long as the material is relatively easy to read, a person's rate stays constant. 0 For different types of tasks, however, readers often alter their rate. 0 Students with slow reading rates are often not aware that good readers adjust their rate depending on the purpose of reading. 0 Making these types of adjustments is particularly important for studying or completing assigned readings because a student with poor reading skills otherwise struggles to complete lengthy reading assignments.

16. Using the gears Carver (1990) used the analogy of adjusting reading speed to the shifting of gears in a car. 0 First and second gears are the slowest, most powerful gears. 0 First gear is used to memorise materials. 0 Second gear is used to learn material. 0 Third gear is the typical reading rate. 0 The fourth gear, skimming. 0 Fifth gear, scanning, are the fastest but least powerful gears. These gears are useful when you are trying to locate a specific piece of information or trying to get the general sense of a passage without reading every word.

17. Monitoring Adjust your reading rate

19. Resources & Ideas for this strategy

20. NSW Centre for Effective Reading

21. An idea for further practice for reading fluency using i-technology http://www.youtube.com/watch?v=cSQuAjI-aIc

22. K-10 Literacy Continuum Interactive A look at the Reading & Comprehension Markers. Discover activities. http://www.literacy-continuum.det.nsw.edu.au/Matrix