1. (Learning & Support Teacher) 2013
Strategy 5
Monitoring
V.Garrett-Meade
(Learning & Support Teacher) 2013

2. A look into an independent future…..
Monitoring
A look into an independent future…..

4. Embedded
Teaching
Strategy
Fluency

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

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

7. K-10 Literacy Continuum Interactive
Look at Reading continuum. Fluency.
K-10 Literacy Continuum Interactive

8. 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).

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

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

16. Fluency rates?
In the Assessment to Programming Document the current rates are;
Year 3 : correct words per minute 0-3 errors
Year 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 with the lowest score of 93 cwpm.
Year 8’s average fluency score was with the lowest score of 68 cwpm.

17. NSW Centre for Effective Reading – Middle Years
Fluency Background Information

18. Adjusting reading rates
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.
For different types of tasks, however, readers often alter their rate.
Students with slow reading rates are often not aware that good readers adjust their rate depending on the purpose of reading.
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.

19. Using the gears
Carver (1990) used the analogy of adjusting reading speed to the shifting of gears in a car.
First and second gears are the slowest, most powerful gears.
First gear is used to memorize materials.
Second gear is used to learn material.
Third gear is the typical reading rate.
The fourth gear, skimming.
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.

20. Adjust your reading rate
Monitoring
Adjust your reading rate

22. Team Teaching Lesson Structure
Modelled Lesson ( the first lesson they have on the timetable in Week 9 )
Review previous strategies/lesson etc.
Pre teach text vocabulary.
Explicit teaching of monitoring strategy.
Partner fluency read – explicit teaching of expectations, model, timed read
Reflection/Wrap up

23. Team Teaching Lesson Structure
Guided Lesson ( the second and/or third lesson they have on the timetable in Week 9 or 10 )
Review previous strategies/lesson etc.
Review Monitoring strategy
Pre teach text vocabulary.
Partner fluency read – reminder of expectations, model, timed read.
Reflection/Wrap up

24. Team Teaching Lesson Structure
Indpendent Lesson ( the last lesson in Week 10 )
Review previous strategies/lesson etc.
Review Monitoring strategy.
Pre teach text vocabulary.
Partner fluency read – reminder of expectations, model, timed read
Reflection/Wrap up

26. What you need to prepare
You need a piece of text that is more that 200 words in length.
The piece of text must be at a correct readability level for Year 7 or Year 8 students. Use a readability calculator ( NB – Technical vocabulary may change the reading level. You may need to either find an alternative text or write the text and replace higher level vocabulary words. See Vikki, Gilda or Nick for help with this ).
Please mark on the page or indicate where 50, 100, 150 and 200 words are on the text. Circle them if you can. You will need to count the number of words. You will only need to do this for these lessons. In future fluency reads you won’t be asking the students to self monitor how many words they were able to read in 1 or 2 minutes.

27. What you need to prepare
Please give me your text at least 2 days BEFORE your lesson and your pre teach vocabulary words so that I can familiarise myself with them.
Have the Monitoring BLM ( pg 10 ) ready for students during the lesson.

28. An idea for further practice for reading fluency using i-technology