F LUENCY I NTERVENTIONS

L EARNING TARGETS I can identify at least two strategies I already use or will use in the future to increase students fluency. I know the different resources available in my building that specifically work on fluency. I have a plan for how I will intervene with my students on improving their fluency.

All Staff: Diagnosing and identifying Reading Problems Using the Diagnostic Tool/I've Dibeled Now What? Phonemic Awareness Template Road to the Code Phonemic Awareness in young Children SIPPS Beginning ELI Strategies Phonics Templates Road to the Code SIPPS Syllaboards Phonics for Reading ELI Strategies and Reading Street Fluency 6 minute solution Skill Builders ELI Strategies and Reading Street Vocabulary Making Meaning strategies Reading Street Vocab Book ELI Strategies Comp- rehension Makiing Meaning Strategies ELI Strategies and Reading Street Reading Intervention Materials Training Matrix

F LUENCY : W HAT IT IS AND WHY IT IS IMPORTANT

F LUENT R EADERS Read words accurately Recognize words AUTOMATICALLY, giving attention to comprehension Group words together quickly, not concentrating on decoding Read aloud effortlessly, with expression, prosody

A UTOMATICITY Is quick, accurate recognition of letters and words Frees cognitive resources to process meaning Is achieved through corrected practice

W ORKING M EMORY AND A UTOMATICITY Colorado Reading First

W HY IS R EADING F LUENCY I MPORTANT ? “Fluency provides a bridge between word recognition and comprehension.” -National Institute for Literacy (NIFL) 2001, p.22

9 S TEPS TO B UILDING F LUENCY P IKULSKI & C HARD, Develop phonemic awareness, letter knowledge & phonics foundations 2.Increase vocabulary and oral language skills 3.Effectively teach high frequency words 4.Teach common word parts and spelling patterns 5.Teach/practice decoding skills (including multi- syllabic) 6.Provide students time in appropriate text to build fluent reading skills 7.Use guided oral repeated reading strategies 8.Support and encourage wide reading 9.Implement screening and progress monitoring assessments

R ESEARCH B ASED I NSTRUCTIONAL S TRATEGIES

S TRATEGIES TO INCORPORATE TO ENHANCE F LUENCY Echo Reading Practice reading previously read text with accuracy, fluency, and expression Teacher reads text first, students read same text aloud

S TRATEGIES TO INCORPORATE TO ENHANCE F LUENCY Cloze Reading Teacher reads the selection, teacher pauses on meaningful words, students read word chorally Can modify with boys read, girls read, table groups, etc.

S TRATEGIES TO INCORPORATE TO ENHANCE F LUENCY Phrasing fluency practice Cluster reading into appropriate phrases, rather than reading word-by-word. Appropriate phrasing helps the reader to understand the passage

P ARTNER READING Intentional pairing of students to practice reading Examples: low student with medium student, medium with high, lowest readers in triads Procedures for partner reading explicit, modeled and practiced (including: seating arrangement; length of reading (sentences, paragraphs, pages, etc) correction procedure (ex: “Stop Check”, “The word is ____”, “Can you figure out that word?”)

R EPEATED READINGS Reading the same text numerous times with the goal being increased rate each time Whisper read Hot and cold timings Graph and rubric Whole group chorally or partners

S TRATEGIES TO INCORPORATE TO ENHANCE F LUENCY Readers Theater This approach provides a realistic opportunity for students to read orally and practice their use of information, inflection and fluency. It is helpful not only for fluency but also for comprehension because the students must decide how to convey their interpretation of the text – through their oral reading/performance == to an audience. Suggested Procedure: Students select texts/tasks, or they are assigned parts/roles for a “performance.” Students practice reading the text and/or completing the task, getting help from others before the performance with unfamiliar words, phrasing, intonation, and expression. Students read their scripts/texts or perform their tasks orally for an audience.

O NE ON ONE FLUENCY PRACTICE 1. Identify DIBELS ORF goal on graph 2. Preview Passage Student reads, you correct errors, help blend, etc. 3. Show student where the “goal word” is in the passage ie. the 110 th word for a 3 rd grader 4. Time Student for 1 minute 5. After Timing Point out errors Graph results 6. Next day If met goal, go on to next passage If did NOT meet goal, read passage again (continue this each day until goal is reached)

I MPORTANT INSTRUCTIONAL PRACTICES Drop and listen Immediate error correction

R OUND R OBIN IS D EAD !!!

W HY I SN ’ T R OUND R OBIN R EADING E FFECTIVE TO U SE TO D EVELOP F LUENT R EADERS ? Round Robin Reading… Provides limited engagement Gives an inaccurate view of reading Promotes faulty reading habits Invites inattention and disruption Gets in the way of effective strategies Consumes valuable classroom time that could be spent in more meaningful ways Causes anxiety and embarrassment Hampers listening comprehension

S KILL B UILDERS SIX MINUTE SOLUTION

S KILL B UILDERS Sight words Phrases Sentences Paragraphs Fiction text

6 M INUTE S OLUTION Primary Intermediate Words Phrases Sentences Non-Fictional text

F RESH R EADS Fresh Reads are available as blackline master and online. Fresh reads connect vocabulary and theme to the basal story for the week.

N EXT S TEPS : F LUENCY AND C OMPREHENSION

F LUENCY C OMPREHENSION Fluency Folder Retelling with pictures Summary paragraph frame (6 Minute Solutions) IVF summary

Day 1Day 2Day 3Day 4Day 5 10 min ENTRY TASK: Partner read or whisper read previous Leveled Reader 10 min ENTRY TASK: Partner read or whisper read previous Leveled Reader 10 min ENTRY TASK: Partner read or whisper read previous Leveled Reader 10 min ENTRY TASK: Partner read or whisper read previous Leveled Reader 10 min ENTRY TASK: Partner read or whisper read previous Leveled Reader 10 min FLUENCY: 1 minute “cold” timing Choral read (Fresh Read passage) 10 min FLUENCY: 3 – 1 minute timings (Fresh Read passage) 10 min FLUENCY: 1 minute “hot” timing (Fresh Read passage) 20 min FLUENCY: 3 – 1 minute timings (RN or 6 min. passage) IVF summary 20 min FLUENCY: 3 – 1 minute timings (RN or 6 min. passage) IVF summary F LUENCY IN THE 90 MINUTES

N EXT S TEPS Make Your Plan Identify how you will incorporate fluency practice INTO the 90 minute block. What materials will you use? When will you incorporate fluency? What strategy(ies) will you use? How will you know if the practice is making a difference? AND/OR Identify how you will incorporate fluency practice OUTSIDE the 90 minute block. What materials will you use? When will you incorporate fluency? What strategy(ies) will you use? How will you know if the practice is making a difference?