Institute on Beginning Reading II

Institute on Beginning Reading II
Enhancing Accuracy and Fluency with Connected Text Instruction in Core Reading Instruction IDEA © 2003

Simmons, Harn, & Kame'enui © 2003
Acknowledgments Oregon Department of Education Institute for the Development of Educational Achievement, College of Education, University of Oregon U.S. Department of Education, Office of Special Education Programs IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

Content Development Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited. IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

IBR Foundational Features: Translating Research into Practice
All Readers by 3rd Grade Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused  Audio clip introducing the IBR Foundational Features This Institute is anchored to four foundational features. These principles are embedded within, and infused throughout the entire Institute. Schoolwide: Each & All: To ensure that all students are readers by third grade, reading practices must be conceived of, implemented, and sustained at a schoolwide level. Only when a schoolwide system is established for all students, can we differentiate instruction to ensure that each students becomes a successful reader Prevention Oriented: The goal of schoolwide reading practices should be to prevent reading difficulties from occurring. Prevention is supremely more effective and efficient than trying to catch kids up who are already behind Results Focused: The ultimate goal of schoolwide reading practices is to increase student outcomes. The only way we can tell if our efforts are effective is by examining student reading data. Decision making should be driven by objective data Scientifically Based: There is a compelling and extensive scientific knowledge base in beginning reading. The adoption and implementation of reading practices should be guided and informed by solid scientific evidence IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

IBR Guiding Questions Goals: What outcomes do we want for our students in our state, district, and schools? Knowledge: What do we know and what guidance can we gain from scientifically based reading research? Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? Outcome Assessment: How far do we need to go to reach our goals and outcomes? Core Instruction: What are the critical components that need to be in place to reach our goals? Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Today’s Focus Simmons, Harn, & Kame'enui © 2003

Objectives: What You Will Learn and Do
The objectives of today’s session are to: Understand the importance of accuracy and fluency in connected text reading in core reading instruction. Determine if students are making adequate progress on DIBELS measures. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003

What is Accuracy & Fluency with Connected Text Reading?
The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding processes are automatic, requiring no conscious attention" (e.g., Juel, 1991). Such capacity then enables readers to allocate their attention to the comprehension and meaning of the text. Simmons, Harn, & Kame'enui © 2003

What is Accuracy & Fluency with Connected Text Reading?
A fluent reader’s focus is on understanding the passage by reading each word accurately and with speed to enable comprehension. Fluent reading is not speed reading. Simmons, Harn, & Kame'enui © 2003

Why Fluency is Important?
Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). Simmons, Harn, & Kame'enui © 2003

Why Fluency is Difficult
Fluency is not an end in itself but a critical gateway to comprehension. Fluent reading frees resources to process meaning. Fluent reading is dependent on the accurate development of components skills (letter sounds, vocabulary, comprehension). Fluent reading requires ample opportunities to engage in successful reading experiences. IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

Definitions Automaticity: The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text. Fluency: The combination of accuracy and speed. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression. Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent. Simmons, Harn, & Kame'enui © 2003

What the Research Says About Fluency
Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001). Simmons, Harn, & Kame'enui © 2003

Fluent readers Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehension Read with speed and accuracy Interpret text and make connections between the ideas in the text Nonfluent readers: Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend Simmons, Harn, & Kame'enui © 2003

Successful readers... rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words. process virtually every word they read. use letter-sound correspondences to identify words. have a reliable strategy for decoding words. read words numerous times to build instant recognition. Simmons, Harn, & Kame'enui © 2003

What Skills Does Fluency Include?
Accurate and efficient skills in: Letter-sound correspondences (alphabetic understanding) Blending sounds to form words (alphabetic principle) Word identification (regular and irregular) Word knowledge or vocabulary Comprehension monitoring 1. The goal of phonological awareness instruction is to enable children to work with the phoneme level. PA is comprised of multiple concepts. 2. However, not all children can begin at the phoneme level. 3. Start at the task where children are not firm….no need to backtrack through the entire continuum if children have preskills. 4. Give examples of each task level. 5. Explain onset rime (the set of <?> before the first vowel (sw - im; b = at) IDEA © 2003 Simmons, Harn, & Kame'enui © 2003

1. Produces letter-sound correspondences (1 per second) Begins in kindergarten and is a goal in grade1. Example: Given a set of letters, the student can produce the associated sound within 1 second. 2. Reads sight words automatically. (Grades 1 and 2) Example: Given a set of irregular words in a set or in a passage, can identify words in 1 second or less. 3. Reads connected text fluently Example: See DIBELS progressive benchmarks. Simmons, Harn, & Kame'enui © 2003

Reviewing Curriculum Maps
Review the curriculum map for your grade to answer the following questions: What are the high priority skills for the next 3 months? ______________________________ What other skills may be necessary to teach before the high priority skills? ______________ _______________________________________ What skills do you predict to be difficult for some children? _________________________ Simmons, Harn, & Kame'enui © 2003

First Grade Curriculum Map

Second Grade Curriculum Map

Third Grade Curriculum Map

Next Section: Objective 2
Objectives of today’s session: Understand the importance of accuracy and fluency with connected text reading in core reading instruction. Determine if students are making adequate progress on DIBELS measures. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003

Using DIBELS to Assess Fluency
To evaluate how students are responding to instruction, each DIBELS measure has an established goal. DIBELS Oral Reading Fluency (ORF) uses three levels to describe student reading performance: Low Risk Some Risk At Risk Simmons, Harn, & Kame'enui © 2003

Skill Descriptors ORF Scores are Described In Terms of Risk Status: Low Risk: Student has met or exceeded the benchmark value for the measure. Implication: Current instructional program is meeting the child's needs. Some Risk: Student is at-risk for not meeting the next critical benchmark. Implication: Modify instructional program and monitor performance more often (1-2 x month). At Risk: Student is at significant risk of not meeting the next critical benchmark without significant changes to the instructional program. Implication: Modify instructional program significantly and monitor performance more often (2-3 x month). Simmons, Harn, & Kame'enui © 2003

DIBELS are sensitive to changes in student performance Short-duration: Each measure is brief and permits frequent monitoring without detracting from instructional time. Sensitive: Each measure is designed to detect small units of growth. Repeatable: Each measure has 20 alternate forms for monitoring progress. Simmons, Harn, & Kame'enui © 2003

Each measure is designed to assess accuracy and fluency Accuracy: How well does the child perform the skill? Fluency: How easily or quickly does the child perform the skill? The best way to gather this information is to use the student booklets and examine responses to the task. Simmons, Harn, & Kame'enui © 2003

DIBELS Measure Used to Assess Fluency: Oral Reading Fluency (ORF) at the beginning of the year. Interim or progressive benchmarks by grade: 2nd: 44 Correct words per minute 3rd: 77 Correct words per minute Simmons, Harn, & Kame'enui © 2003

Assessing Accuracy & Fluency With ORF
Examine Student Booklets for Patterns How well does the child perform the skill? Accuracy Fluency General reading patterns: Not Accurate: student makes many word reading errors or is provided words after the 3-second wait. Accurate but Slow: student reads words with over 90% accuracy; however, many hesitations, repetitions, and Fast but Not Accurate: student makes many word reading or word substitution errors. Fluent Reading: student reads with good speed and accuracy. Simmons, Harn, & Kame'enui © 2003

When analyzing student performance, look for patterns: Specific word types, sight words, or other words read correctly and incorrectly. Hesitations, self-corrections, repetitions Rule out articulation, hearing difficulties, or having a bad minute! Simmons, Harn, & Kame'enui © 2003

How easily and quickly does the child perform the skill? How many words did the student read correctly? How many errors did the student make? Determine accuracy of reading by dividing the number of words read correct by total words read. 45 words correct / 57 total words=79% accurate Simmons, Harn, & Kame'enui © 2003

Assessing Fluency with ORF: Terry
How well is Terry reading? Accurate but slow How easily can he perform the skill? His skill is emerging! Instructional implication? Fluency building and sight word instruction maybe appropriate Simmons, Harn, & Kame'enui © 2003

Assessing Fluency with ORF: Dan
How well is Dan reading? Making many word reading errors. Reads at a slow pace. How easily can he perform the skill? Labored approach Instructional implication? He needs intensive instruction in decoding, irregular word reading, and advanced word reading. Check alphabetic principle skills with NWF. Simmons, Harn, & Kame'enui © 2003

Next Section: Objective 3
The goals and objectives of today’s session are to: Understand the importance of accuracy and fluency with connected text reaidng in core reading instruction. Determine if students are making adequate progress on DIBELS measures. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003

Two Ways to Enhance Core Instruction
What we teach: Design Sequence of skills and strategies Task factors Curriculum maps How we teach: Delivery Demonstrate explicit steps and strategies Model multiple examples Provide multiple opportunities to practice Structure ample review and opportunities for learning Simmons, Harn, & Kame'enui © 2003

Design: How Should Fluency Skills Be Sequenced?
Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. _____________________________________________ Simmons, Harn, & Kame'enui © 2003

Building Fluency with Connected Text Reading
Effective fluency building instruction involves three critical factors: Selecting appropriate instructional tasks (i.e., letter sounds or words students can produce accurately but not fluently). Scheduling sufficient practice (brief, multiple opportunities per day). Systematically increasing the rate of response (developing individual goals such as 20 wpm, 30, 40, etc). Simmons, Harn, & Kame'enui © 2003

For fluency instruction to be appropriate, the student must be able to complete the skill with a high level of accuracy (>90%) Before focusing on fluency, ensure the student has adequate accuracy of the skill (e.g., knows majority of words, text consists of words known to the child). Simmons, Harn, & Kame'enui © 2003

Fluency building should be scheduled frequently within and across days. Examples: Repeated reading of a passage Brief drill of the “5 High Frequency Words of the Week” for 2 minutes 3 times a day Quick review of letter sounds for 2 minutes after each recess Peer tutoring (within or across grades) Simmons, Harn, & Kame'enui © 2003

Building Fluency With Connected Text
For Kindergarten through 3rd Grades: Preview the material to be read Discuss the story/topic to activate background knowledge Identify and teach words that are barriers to comprehension (i.e., words specifically related to the material) Identify and teach words that students haven’t been taught to decode or read (irregular words) Kindergarten and 1st Grades: Repeated choral reading (teacher reads first, then teacher reads aloud with the group, and students read again). Simmons, Harn, & Kame'enui © 2003

How We Teach: Modifications to Enhance Core Instruction
Our curriculum review indicates that many programs need the following instructional enhancements: Demonstrate explicit steps and strategies Model multiple examples Provide multiple opportunities to practice Structure ample review and opportunities for learning Simmons, Harn, & Kame'enui © 2003

Demonstrate Explicit Steps & Strategies
Model all steps or strategies necessary to complete the task successfully. Factors that affect student learning: Clear and concise teacher wording Modeling and showing before asking Providing feedback For fluency building, focus on providing models and corrective feedback on performance Simmons, Harn, & Kame'enui © 2003

Model Multiple Examples
Provide multiple models and examples before asking students to perform the skill. To build accuracy and fluency, children must have the skill modeled before they practice. Fluency is predicated on accurate and repetitive practice. Simmons, Harn, & Kame'enui © 2003

Provide Multiple Opportunities to Practice
Opportunities to practice a skill is a powerful predictor of student learning (Howell & Nolet, 2001). Provides timely feedback to student understanding. Methods to increase opportunities to practice include: choral responding, small group instruction, providing individual turns. Simmons, Harn, & Kame'enui © 2003

Structure Ample Review and Opportunities for Learning
Provide students systematic opportunities to review previously learned skills. The practice needs to be sufficient, distributed across time, and cumulative Fluency building activities can be brief (2-3 minutes) and distributed throughout a day Fluency building is only appropriate for skills that students are highly accurate Simmons, Harn, & Kame'enui © 2003

Programmatic Gaps in Fluency
Many core programs do not provide sufficient activities for developing accuracy and fluency with connected text reading. The most common approach in many programs is to use partner reading, independent rereading, or teacher rereading of text. The following examples are either: Program reported fluency building; or Program materials modified for fluency building Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson Kindergarten Example: Sound Review Put the following letter sounds in the pocket chart for review: s, l, o, p, m, a, t, r, i, b, c, f, g, and h. Point to each letter and ask for a volunteer to say the sound the letter makes. Simmons, Harn, & Kame'enui © 2003

Evaluating the Effectiveness of the Lesson
Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ________ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003

Areas Targeted for Enhancement Simmons, Harn, & Kame'enui © 2003
Fix-Up for the Lesson What skill is being taught: ____________ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Make more explicit Number of modeled examples Model each sound first Opportunities to practice Increase opportunities say the sounds Simmons, Harn, & Kame'enui © 2003

Fixed-Up Lesson Enhancements? Modeled each letter Doubled the number of opportunities to practice Put the following letter sounds in the pocket chart for review: s, l, o, p, m, a, t, r, i, b, c, f, g, and h. Point to each letter and say the sound and have the children repeat. After going through each sound once, mix up the letter cards and have the group tell you the sound in a flash-card format. Repeat as time allows. Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson First Grade Example: Reading Beginning Text Partner Reading: After reading the decodable book “Tom the Cat” to the class, have students read with their partner. Encourage partners to build fluency by rereading the book. As they read, one partner should read the odd-numbered pages and the other the even numbered pages. Simmons, Harn, & Kame'enui © 2003

Fix-Up for the Lesson What skill is being taught: ____________ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Make more explicit Number of modeled examples Increase support by having more models Opportunities to practice Have students read the story more then once Simmons, Harn, & Kame'enui © 2003

Fixed-Up Lesson Enhancements? Increase teacher support Distribute models through the book Double the number of opportunities to practice Partner Reading: After reading the decodable book “Tom the Cat” to the class have students read with their partner. You lead the students through the re-read a page at a time by reading the page first as students follow along. Next have one partner read the same page to the other. The first time through, one partner should read the odd-numbered pages and the other the even numbered pages. After leading them through the partner reading, have partners re-read it again to each other. Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson First Grade Example: Rereading for Fluency Pick a Page: After you finish reading “Jan and her Dog” to the class, provide more time rereading the book. For each student, write a page number on a slip of paper and put it in a box. Have children draw numbers, which will be the pages they will read. Allow time for children to find their assigned pages and practice reading for fluency. Then have children read the page to the group. Remind students to listen respectfully and attentively while the others are reading their sentences. Simmons, Harn, & Kame'enui © 2003

Fix-Up for the Lesson What skill is being taught: ____________ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Make more explicit Number of modeled examples Add at least 2 models Opportunities to practice Increase student opportunity to hear and produce Simmons, Harn, & Kame'enui © 2003

Fixed-Up Lesson Enhancements? Make teacher wording more explicit Add an additional model for each page Increase the number of opportunities to practice by having students follow along in the book and rereading the page if errors are made Pick a Page: After you finish reading “Jan and her Dog” to the class, provide more time rereading the book. For each student, write a page number on a slip of paper and put them in a box. Have children draw numbers, which will be the pages they will read. Tell students that you are going to re-read the story a page at a time. First you will read the page to the group and then the student with that page number will re-read the page to the group as they follow along. If the student makes an error have the class reread the sentence as a group. Allow time for children to find their assigned pages and practice reading them for fluency. Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson 2nd Grade Example: High Frequency Words High-Frequency Words: Have children separate the punch-out words from the practice book. Say each high-frequency word one at a time and children hold up that word. Post the words on the “Word Pattern Board.” Remind children to use the board when they are writing the new words. Simmons, Harn, & Kame'enui © 2003

Fix-Up for the Lesson What skill is being taught: ____________ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Make more explicit Number of modeled examples Model each word Opportunities to practice Increase use of each word with partner practice Simmons, Harn, & Kame'enui © 2003

Fixed-Up Lesson Enhancements? Make teacher wording more explicit Add an additional model for each word Increase the number of opportunities to practice by having students ‘quiz’ each other and teacher practices one more time at the end High-Frequency Words: Have children separate the punch-out words from the practice book. Say each high-frequency word one at a time and have children repeat and hold up the card and reread the word. Tell the children that they will work in pairs reviewing the words with each other. Each pair will take a turn quizzing the other by using the words like flash cards. Provide the children about 3 minutes so each has a turn quizzing the other. Then you show the group a word and have them read it together. Post the words on the “Word Pattern Board.” Remind children to use the board when they are writing the new words. Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson 3rd Grade Example: Reading Literature Reading ”Yani & Anna’s Trip:” Vocabulary: To prepare the children to read the story, use transparency 22 to teach new vocabulary. For each word, read the word and definition to the class and ask for volunteers to expand on each. Setting the theme: Remind students that you are reading about adventures and travels and that this story is about Yani and Anna’s trip to Korea. Have students share their experiences about travels. Predict: Have a volunteer read the strategy focus about making predictions and about meeting people for the first time and encourage discussion. Read: Have students independently read the story and see if their prediction was right. Simmons, Harn, & Kame'enui © 2003

Fix-Up for the Lesson What skill is being taught: ____________ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Make more explicit, focus on a fewer skills Number of modeled examples Model prediction Opportunities to practice Increase student production of the skill Simmons, Harn, & Kame'enui © 2003

Fixed-Up Lesson Modeled a good prediction before asking for others Enhancements? Made teacher wording more explicit Had students say the vocabulary words aloud Provided more opportunity for discussion and clarification to increase accurate and fluent reading Reading ”Yani & Anna’s Trip:” Vocabulary: To prepare the children to read the story, use transparency 22 to teach new vocabulary. Tell the students that these are the new words they will read in this story. Read each word to the students, have them repeat, and then give the definition. Predict: Have a volunteer read the strategy focus about making predictions about meeting people for the first time. Provide a prediction about what might happen in the story and then ask for their predictions and encourage discussion. Read: Tell students that they will have 5 minutes to read the first 3 pages and then discuss what they read. Repeat with the remainder of the story. Simmons, Harn, & Kame'enui © 2003

Evaluating A Lesson in Your Core Program
Using your adopted core reading materials, identify an initial lesson teaching accuracy and fluency with connected text reading and complete the included Application Activity. What things do you want to follow-up on within your team reading meetings? Simmons, Harn, & Kame'enui © 2003

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