Reading In Hand Fluency Presented by April Kelley

Introductions  Name  School  Grade Level  Looking forward to…  Name  School  Grade Level  Looking forward to…

Round the Room Survey What do you want to know about fluency? What do you know about fluency?

Round the Room Survey  Put aside your pencil and paper. When I say, “Go”. Move around the room, sharing your responses from “What do I want to know about fluency?” and listen to the responses of others. Meet as many as possible.  When I call “TIME” return to your seat and write as many of the responses as you can remember.

Round the Room Survey  At your table, pool and extend your lists. Designate one recorder and one reporter.

Text Rendering  Read the Text  Underline one sentence, one phrase, and one word that you feel are important.  Read the Text  Underline one sentence, one phrase, and one word that you feel are important.

Outcomes  The participants will…  Learn about the relationship between fluency and comprehension and the research behind it.  Learn about appropriate times to begin fluency and new ways to teach fluency.  Learn how to use the ipod touch for fluency instruction and assessment.  The participants will…  Learn about the relationship between fluency and comprehension and the research behind it.  Learn about appropriate times to begin fluency and new ways to teach fluency.  Learn how to use the ipod touch for fluency instruction and assessment.

Modeled Fluency Lesson  Modeled Fluency Lesson -I’ll teach you as if you were my students -This is what I’ll model for you on my first day in your classrooms -See Lesson Plan for future reference -Objectives: Help students fully understand fluency through the use of fluency samples and the fluency rubric  Modeled Fluency Lesson -I’ll teach you as if you were my students -This is what I’ll model for you on my first day in your classrooms -See Lesson Plan for future reference -Objectives: Help students fully understand fluency through the use of fluency samples and the fluency rubric

Modeled Fluency Lessons Dorchester - Sept. 2 nd, 2010 McCool - Sept. 17 th, 2010 York - Sept. 20 th, 22 nd, 23 rd, 2010 Milford - Oct. 1 st, 7 th, 8 th, 2010 Sign up for a time! Dorchester - Sept. 2 nd, 2010 McCool - Sept. 17 th, 2010 York - Sept. 20 th, 22 nd, 23 rd, 2010 Milford - Oct. 1 st, 7 th, 8 th, 2010 Sign up for a time!

What is it? NAEP defines fluency as the ease of naturalness of reading. The key elements include:  Grouping or phrasing of words  Adherence to authors syntax  Expressiveness of the oral reading The key elements include:  Grouping or phrasing of words  Adherence to authors syntax  Expressiveness of the oral reading

Fluency is defined as: The ability to read orally or silently with appropriate levels of word recognition, accuracy, phrasing, expression, and good comprehension of the text.

The definition of fluency is tied to comprehension. Fluency must include textual understanding or it cannot be called fluently read text. -Tim Rasinski

ESP E - Expression S - Smoothness P - Pacing Reading Fluency Rubric E - Expression S - Smoothness P - Pacing Reading Fluency Rubric

Attention to Fluency has Grown  Richard Allington calls it the neglected goal of the reading program.  1984 to present - Rasinski, Zutell, Samuels, Carbo, Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.  NAEP assesses fluency for the first time.  NRP dedicated 1/3 of it’s report to fluency instruction as a gateway to comprehension.  NCLB incorporates fluency as 1 of 5 components of a researched based reading program.  Richard Allington calls it the neglected goal of the reading program.  1984 to present - Rasinski, Zutell, Samuels, Carbo, Hoffman, Good and others conduct numerous studies showing positive correlation between oral reading fluency and comprehension.  NAEP assesses fluency for the first time.  NRP dedicated 1/3 of it’s report to fluency instruction as a gateway to comprehension.  NCLB incorporates fluency as 1 of 5 components of a researched based reading program.

Why is it important?  In 1995, the NAEP (National Assessment of Education Progress) conducted a large study of the status of fluency achievement in American education. The study examined the reading fluency of a nationally representative sample of 4th graders and found 44% of the students to be disfluent even with grade level stories that the students had read under supportive conditions. Moreover, that study found a close relationship between fluency and reading comprehension and overall proficiency scores in reading.

Bottom line from the NAEP study: Students who are low in fluency may have difficulty getting meaning of what they read.

The Theory of Automaticity Fluency helps enable reading comprehension by freeing cognitive resources for interpretation. (National Reading Panel Report, 2000) Fluency helps enable reading comprehension by freeing cognitive resources for interpretation. (National Reading Panel Report, 2000)

Can you think of examples in your learning that support the theory of automaticity? Learning to drive…

What is it that caused that skill to become automatic for you?

Because you’ve practiced that skill over and over, what else can your mind do or think of while you’re doing that activity?

That’s the intention of fluency. We want reading to become so automatic that students can begin focusing their energy on other things while reading (such as comprehension).

Research Based Instruction that Supports Fluency  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!  Repetition  Modeling  Direct Instruction and Feedback  Support or Assistance  Phrasing Practice  Use of Easy Materials FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!

Research about Time with Text  In a study of 500,000 students, children in the 98th percentile on a standardized achievement test spent 90.7 minutes per day engaged in reading, and read a total of more than 4,000,000 words in books per year.  Students at the 60th percentile spent an average of 18.1 minutes per day and read 432,000 words in books per year.  Students at the 2nd percentile read.2 minutes per day, computing to 0 words in books per year. Anderson, Wilson and Fielding (1988), “Growth in Reading and How Children Spend their Time Outside of School”  In a study of 500,000 students, children in the 98th percentile on a standardized achievement test spent 90.7 minutes per day engaged in reading, and read a total of more than 4,000,000 words in books per year.  Students at the 60th percentile spent an average of 18.1 minutes per day and read 432,000 words in books per year.  Students at the 2nd percentile read.2 minutes per day, computing to 0 words in books per year. Anderson, Wilson and Fielding (1988), “Growth in Reading and How Children Spend their Time Outside of School”

Research in Assessment Students show greater gains when:  The criteria are clear  They have models  The feedback is immediate  They have time and opportunity to practice skills  They are involved in self-assessment  They can tell you why and how they improved  Their parents are involved  Their teacher provides multiple opportunities to learn Let them tell you… Students show greater gains when:  The criteria are clear  They have models  The feedback is immediate  They have time and opportunity to practice skills  They are involved in self-assessment  They can tell you why and how they improved  Their parents are involved  Their teacher provides multiple opportunities to learn Let them tell you…

What does this research mean for us?

When should we start providing fluency instruction?  When a student is reading with 95% accuracy. (words correct/total words)  Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.  Does mean we shouldn’t emphasize it. Accuracy, THEN Fluency  When a student is reading with 95% accuracy. (words correct/total words)  Doesn’t mean we can’t work on it while trying to build up to this 95% accuracy.  Does mean we shouldn’t emphasize it. Accuracy, THEN Fluency

Practice Scoring  Student #1  Listen  Rate Individually  Discuss w/ Partner  Share  Repeat with student #2 and student #3  Student #1  Listen  Rate Individually  Discuss w/ Partner  Share  Repeat with student #2 and student #3 Which student should receive fluency instruction? Why?

Fluency Instructional Ideas Six-Minute Solutions A research-based, highly effective instructional procedure to help K-12 students become more fluent readers. Video Six-Minute Solutions A research-based, highly effective instructional procedure to help K-12 students become more fluent readers. Video

Fluency Instructional Ideas Poetry Café  Kids choose own poetry they’d like to practice for the week (different forms, pairs, sound companion)  Friday - sit around and read to each other (free style)  Snacks, dress special, invite others to participate (custodians, paras, etc.) Poetry Café  Kids choose own poetry they’d like to practice for the week (different forms, pairs, sound companion)  Friday - sit around and read to each other (free style)  Snacks, dress special, invite others to participate (custodians, paras, etc.)

Fluency Instructional Ideas Reader’s Theater Orally read performance of a script in which meaning is conveyed primarily through the readers’ expressive and interpretive reading (not through movement, memorization, props, and costumes). Reader’s Theater Orally read performance of a script in which meaning is conveyed primarily through the readers’ expressive and interpretive reading (not through movement, memorization, props, and costumes).

Fluency Instructional Ideas Lucky Listener This is another strategy that teachers can use to encourage and motivate students to re- read text. Lucky Listener This is another strategy that teachers can use to encourage and motivate students to re- read text.

Fluency Instructional Ideas Poems for Two Voices Partners present a poem, recited at times by one partner, the other partner, or both. Poems for Two Voices Partners present a poem, recited at times by one partner, the other partner, or both.

What other ways can we incorporate the use of the ipod touches to motivate our students to read?

Stepping Out of the Box CHALLENGE

Fluency Assessments  Task Description  Assessment Schedule  Assessment Directions  Fluency Rubric  Task Description  Assessment Schedule  Assessment Directions  Fluency Rubric

What questions do you have about how to record? Tony Vincent’s Information

Practice Recording

Fluency Passages  Grade Level Team: Find 3 fluency passages for your grade level  Use Microsoft Word (Flesch-Kincaid) to determine reading level  See leveling directions  Type up passages, save them on April’s flash drive, and record the title on master passage sheet  Grade Level Team: Find 3 fluency passages for your grade level  Use Microsoft Word (Flesch-Kincaid) to determine reading level  See leveling directions  Type up passages, save them on April’s flash drive, and record the title on master passage sheet

Questions about the fluency assessments???

All information can be found on: All information can be found on:

Exit Slip - Concern or ? I still have + Something I learned

Parting Thoughts… “Ask not what instruction in reading speed can do for reading fluency and reading achievement; ask what instruction in authentic fluency can do for reading speed and achievement!” -Rasinski & Lenhart Paraphrasing Kennedy’s Famous Quote “Ask not what instruction in reading speed can do for reading fluency and reading achievement; ask what instruction in authentic fluency can do for reading speed and achievement!” -Rasinski & Lenhart Paraphrasing Kennedy’s Famous Quote