Familiar Reading ELLA Early Literacy Learning in Arkansas

Familiar Reading Independent Practice Curricular Shifts for K-1 CCSS Standards Fluency Scales

STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K-5

“The Common Core State Standards: What Do They Say About Fluency?”

Fluency Assessment Informal Teacher observation Accuracy checks Reading rate checks Using a rating scale to assess prosody Formal Timed assessment compared to a standard PRF, 30

“When readers are allowed to reread familiar material, they are being allowed to learn to be readers, to read in ways which draw on all their language resources and knowledge of the world, to put this very complex recall and sequencing behavior into a fluent rendering of the text.” Familiar Reading AIL, 2 nd Edition, p. 35

Make meaningful predictions that can be checked against visual information, Practice effective strategies on easy material, Read with fluency and expression, Become more knowledgeable about story structure and vocabulary, and Problem-solve independently. Familiar Reading Enables Children To…

Approximate Levels Along a Literacy Continuum Literacy SystemGrade LevelsBenchmark Levels EmergentKindergartenText levels A-B/1-2 EarlyEnd of KindergartenText levels B-C/2-4 EarlyBeginning of grade 1Text levels C-E/4-8 Early/TransitionalMidyear of grade 1Text levels E-H/8-14 TransitionalEnd of grade 1Text levels H-J/14-18 Beginning of grade 2Text level J-L/18-24 FluentEnd of grade 2Text level N/30 Beginning of grade 3Text level O/32 End of grade 3Text level Q/40 Adapted from SLM, pg. 31

Sample Kindergarten Schedule 8:00-8:15Familiar Reading 8:15-8:30Circle Time/Modeled Writing 8:30-8:50Shared Reading 8:50-9:00Phonemic Awareness 9:00-9:20Letter Identification/Sound Work 9:20-10:20Small Group Reading Instruction/Literacy Centers 10:20-10:35Read Aloud 10:35-11:20Lunch and Recess 11:20-12:00Writing 12:00-1:00Math 1:00-2:00Activity 2:00-3:00Science/Social Studies Content Unit Work 3:00-3:15Culminating Activities

Sample First Grade Schedule 8:00-8:20Familiar Reading 8:20-8:40Shared Reading 8:40-9:10Phonemic Awareness/Phonics/Spelling 9:10-10:10Small Group Reading Instruction 10:10-10:30Read Aloud 10:30-11:00Writing 11:00-11:40Lunch and Recess 11:40-12:00Writing (continued) 12:00-1:00Math 1:00-2:00Science/Social Studies Content Unit Work 2:00-3:00Activity 3:00-3:15Culminating Activities

Emergent Familiar Reading

What’s in the Emergent Familiar Reading Basket? ABC Charts Letter Cards Names in different fonts Classmates names Concept Sorts Familiar nursery rhymes High frequency words

Students follow a clearly established routine Students read at their independent level. Students choose from a variety of materials Teacher assesses two or three students for DIBELS based on assessment results. Instructional Approach at the Emergent Level

Model Procedures for Familiar Reading Model how to get the boxes and take them to their seats. How to take all the materials out and replace each one as it is read. How to begin reading again if all books are completed before familiar reading time is over. How to read orally, but quietly. Demonstrate the signal for replacing the books and putting the boxes away.

Early/Late Early Familiar Reading

What’s in the Early/Late Early Familiar Reading Basket? ABC Charts or Blends/Digraphs Chart High frequency words Names in different fonts Classmates names Decodable texts Guided Reading Texts Levels 2-12 Fluency Phrases

Students follow a clearly established routine Students read at their independent level. Students choose from a variety of materials Teacher assesses two or three students for DIBELS based on assessment results Instructional Approach at the Early/Late Early levels

Teacher assesses two or three students for accuracy. Teacher assesses two or three students’ fluency rate and comprehension on familiar text (Level 8) Teacher models and provides feedback for fluent reading of high frequency phrases. Students practice reading high frequency phrases for fluency (when majority of students are reading level 8). Instructional Approach at the Early/Late Early levels cont….

Phrase Practice Between the lines Try your best. Something good Stay a while. It turned out well. TFR p

Choral Reading The entire group or small groups read one text in unison. Shorter texts are more suitable. Predictable texts are particularly useful. PRF, p. 27

Echo Reading In Echo Reading, a less fluent reader listens to a fluent reader model one phrase or sentence, then echoes the same phrase or sentence.

Partner Reading A stronger readers is paired with a less fluent reader. The stronger reader models by reading a paragraph or page first. The less fluent reader reads the same text aloud. The stronger reader provides help with words and/or provides feedback and encouragement. PRF, p. 28

Transitional Familiar Reading

What is in the Transitional Familiar Reading Basket? Blend/Digraph Charts Decodable Texts Guided Reading Texts-Levels Combination of Fiction and Non Fiction Poetry connected to word study High Frequency Words Fluency Phrases

Student monitors buddy re-reading. Instructional Approach at the Transitional Level

Each student uses a pre-selected independent level text One minute timed reading After one minute-sticky note marks stopping point Reread the same text the next day and sticky note is moved Teacher may choose to have students graph the number of words read Buddy Reading Procedure