1. Building Comprehension with Fluency EDC 423

2. Mount Everest (End of Grade 5)

3. DIBELS, Grade 5 Materials

4. GRADE 5

5. DORF Retell should include at least 25% of the words – 1 point yes; 1 point off if NOT in the text

6. DORF Sample GRADE 2

7. Three Components of Fluency Accuracy in word recognition (word decoding) ◦Measure: 95% is considered adequate for instructional level reading Automaticity in word recognition (effortless and automatic to free up brain power for comprehension) ◦Measure: Words Per Minute (WPM) which has grade level norms Prosody/Expression: use new-found cognitive energy to engage in interpretive and meaningful reading ◦Measure: Qualitative rubric

8. Measuring and Determining Accuracy

9. Automaticity – Grade Level Norms (Hasbrouck & Tindal, 2006) GradeOral WPM Goal Silent WPM Goal 15380 289115 3107138 4123158 5139173 6150185 7160195 8170204 9214 10224 11237 12250

14. Ways To Build Fluency & Comprehension (Fluency Station Activities) Choral Reading (with different types of texts) Practiced & Recorded Reading for Audience (e.g., podcasting) Character Strips with Feeling Cards Cooperative Repeated Reading Reader’s Theatre Tape reading - could record RT and then follow along with scripts or have audio recordings of books More ideas….see optional reading resources on the wikispace

15. Choral Reading (Review, discuss purpose and tone, then read together) URI, URI

16. Choral Reading (Review, discuss purpose and tone, then read together)

17. Practiced & Recorded Reading (for An Audience)

18. Character Strips & Feeling Cards Choose a feeling word and read the sentence with that feeling. Talk about ways each is similar or different. Surprised Angry Pleased Disappointed Excited Hopeful Hollis (to Josie): “I thought maybe I’d stay for awhile.” Turn and Talk: Ideas for guided reading groups and fluency station

19. Cooperative Repeated Reading Reader _________ Rater _________ Date ___ How did your partner read? Rate him or her in each of the following areas for the first and last reading. Fair Good Outstanding Decoding 1………..2………….3…………4…………….5 Pacing 1………..2………….3…………4…………….5 Expression 1………..2………….3…………4…………….5 Try It Out with your selected text

20. Reader’s Theatre

21. WAV

22. Reader’s Theatre

23. Reader’s Theater Groups 1-3: Reading Your Scripts and Recording using Audacity Groups 4-6: Creating Scripts from the “best” (most fitting to be acted out) of your favorite selected passages from Hollis Woods

24. Homework Read Hollis Woods p. 55-109 and complete summary chart Book Activity 2 ◦NOW: Meet in your group to select a role ◦THEN: Complete Literature Circles Role Sheet for your selected group role; bring to class on Thursday for your literature circle Extra Fluency Resources (optional) on the wikispace

25. Review Quiz Mental Representation: What does it look like? (a network of nodes and connectors organized to match the logical structure of the text and the key ideas) Right there questions (literal) should not require readers to make ANY inferences (even referential ones – e.g., “THEY are taking over and threatening nature’s food web”