Fluency and the Common Core

David Liben and David D. Paigedliben@studentsachieve.net

dpaige@bellarmine.edu

Student Achievement Partners

http://achievethecore.org/CORE ADVOCATES May 2-3, 2015

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Taking Stock • In small groups please share and address the following:• In general what do you think most districts in your state do about fluency

instruction and assessment?• What questions do you have about fluency instruction and assessment?

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Outline for Today

• The relationship between fluency decoding, vocabulary and comprehension• How is the role of fluency and fluency instruction impacted by the

Common Core?• Classroom strategies and activities to develop and sustain fluent

reading for all students• Fluency assessment• Fluency Resources• Wrap up

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The Fluency-Decoding Connection• Decoding is necessary but not sufficient.• Assessments need to determine which is the problem.• In order to be fluent, decoding needs to be automatic.• How long do you think it takes a fluent proficient reader on average to

recognize a word?

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The Fluency-Vocabulary Connection• Name the smartest, wisest person whoever lived. One at a time please raise

your hand.• Most vocabulary is learned through reading or being read to.• Powerful academic word per 1000 (Hayes and Ahrens 1988)

• College graduate speech 17.3• Popular Adult TV shows 22.7• Expert Eye Witness Testimony 28.4• Children’s Books 30.9• Adult Books 52.7• Comic Books 53.5 • Popular Magazines 65.7• Newspapers 68.3

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The Fluency-Comprehension Connection

• “Comprehension” is a strange concept.

• A disfluent reader cannot integrate word, phrase and sentence meaning into her sense of what the text is about. (Perfetti 2007)

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Fluency and the Common Core

• The Common Core calls for more complex text.

• Let’s consider the feature of complex text and which of these might disproportionately influence disfluent readers.

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What are the Features of Complex Text?• Subtle and/or frequent transitions

• Multiple and/or subtle themes and purposes

• Density of information

• Unfamiliar settings, topics or events

• Lack of repetition, overlap or similarity in words and sentences

• Complex sentences

• Uncommon vocabulary

• Lack of words, sentences or paragraphs that review or pull things together for the student

• Longer paragraphs

• Any text structure which is less narrative and/or mixes structures

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Experiencing Disfluency

One Thing They Aren’t is Maternal

(Feel for a minute what our disfluent readers feel ALL the time)

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One Thing They Aren’t Is Maternal In the blockbuster movie "The March of the Penguins," the emperor penguins were portrayed as fairy parents, loving every egg they laid and mourning every egg that cracked before its time. Among the less storied royal penguins, a mother lays two eggs each breeding season, the second 60 percent larger than the first. Just before the second egg is laid, the mother unsentimentally rolls the first egg right out of the nest. In Magellan penguins, the mother also lays two eggs and allows both to hatch; only then does she begin to discriminate. Of the fish she brings to the nest, she gives 90 percent to the larger chick, even as the smaller one howls for food. In the pitiless cold of Antarctica, the underfed bird invariably dies. Like penguins, many species that habitually jettison a portion of their progeny live in harsh or uncertain environments, where young are easily lost and it pays to have a backup. At the same time, the harshness and uncertainty make it virtually impossible for a mother to raise multiples, so if the primary survives, the backup must go. Sometimes the mother does the dirty work herself. More often, she leaves it to her preferred young to dispatch of its understudy.

Excerpted from “One Thing They Aren’t is Maternal” New York Times

By Natalie Angier May 9, 2006

12

HOW DOES FLUENCY PREVENT and HINDER COMPREHENSION?

• Accuracy• Rate• Prosody

Question: Why do many female penguins kill one of their babies?A: In a harsh environment, she can only raise one. If one dies early, she

has the “insurance” baby.

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Let’s “Read Smooth”Building Fluent Readers

• Fluency Pillars• Reading TO Students• Read Aloud

• Reading WITH Students• Choral Reading

• Listen to Student Read• Repeated Reading• Guided Reading

• Reading Alone• Paired Reading

• Fluency Assessment

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Develop Fluent Readers

Fluency Development

Pillars

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Develop Fluent

Readers

1. Read TO

Fluency Development

Pillars

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Develop Fluent

Readers

1. Read TO

2. Read WITH

Fluency Development

Pillars

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Develop Fluent

Readers

1. Read TO

2. Read WITH

3. LISTEN

to

Fluency Development

Pillars

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Develop Fluent

Readers

1. Read TO

2. Read WITH

3. LISTEN to

4. Read Alone

Fluency Development

Pillars

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Develop Fluent

Readers

1. Read TO

2. Read WITH

3. LISTEN to

4. Read Alone

Fluency Development

PillarsN

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tive

Tex

t

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Develop Fluent

Readers

1. Read TO

2. Read WITH

3. LISTEN to

4. Read Alone

Fluency Development

Pillars Informational

TextN

arra

tive

Tex

t

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• Read Aloud• Students learn how books “work” • Builds general knowledge• Exemplifies differences between written language and everyday

conversation• Builds vocabulary:

• Hear new words (listening vocabulary)• Discuss the use of new words

• Improves comprehension• Listening comprehension is critical to reading comprehension

• Student Achievement Partners Read Aloud Projecthttp://achievethecore.org/page/944/join-the-read-aloud-project-rap-on-edmodo-detail-pg

Kindergarten Plus – Tier 1Reading TO Students

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Choral Reading

Reading WITH Students

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Choral Reading

• Based on a powerful research base• Benefits ALL readers, not just those who struggle• Easy, quick, and flexible to implement• Allows all students to participate with support• Provides “anonymity” for students embarrassed to read• Allows practice with text that may be challenging for many

students• Can be implemented through middle school

End of 1st grade and older. Students should be

reading connected textTier 1

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Two Versions of Choral Reading:•Repeated reading: The same text is read several times over several days•Wide-reading: A similar, but different text is read each day

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Choral Reading: Selecting Text• Choose texts from the curriculum• Can be narrative or informational (science & social studies text work

great)• Choose text that the “average” student can read• More challenging text can be introduced once students are

comfortable with the strategy• Text length approximations: About 2 to 2.5 minutes worth - 200 to

350 words depending on grade and reading ability

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Choral Reading: Before Reading (the first day with a new text)

• This is NOT close reading but….• To encourage comprehension the teacher briefly previews the text –

the author, the gist of the passage, why we’re reading it, etc.• Read the text aloud to the class while students follow along silently

with their copy• Advise students to pay attention to word pronunciation, unfamiliar

vocabulary, phrasing, pacing, and how the teacher reads with expression.

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Choral Reading: Begin Reading Together• Advise students that the goal of choral reading is to read in unison

with “one voice,” like a choir.• Students must read softly enough so as to hear both the teacher and

their neighbors reading – a conversational voice.• Students mimic the pacing of the teacher and the teacher’s use of

expression.• Begin students reading by counting down from “3, 2, 1.”

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During Choral Reading:• Teacher reads the passage aloud in a voice that can be heard by the

students.• The teacher should “travel the room” while reading to insure all students

are engaged.• While reading, the teacher simultaneously listens to students as a group:

• Mispronounced/difficult words (hesitations)• Difficult phrases/sentences• Are students reading with “one voice”• Are students using expression

• It’s okay if students are reading softly or even appear to be only following along…

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Choral Reading Activity

•Handout: “Grandpa’s Story”

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Choral Reading: After Reading

• “Coach” the class much like a choir director• Point out to the class (not individuals) what was done well• Ask the class for 2-3 things that would improve the reading• Repeat the reading a second time to reinforce improved reading• Never single out any one student for either good or poor reading• Always address the class as a single entity

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Continuation:Repeated Reading Version:

• Read the same text on days two through four

• Remind the class how to improve the reading

• Transfer of Responsibility: As the class improves, the teacher withdraws her/his voice by reading more quietly or not reading at all. Students must now listen to each other to keep the reading fluent

• When the class is sounding good, spice it up:• Antiphonal reading: split the class in half where each takes turns reading the sentences

• Play the “Catch the Word” game: The teacher reads the text while students follow along silently. On a random basis the teacher stops reading – and the students read only the very next word, the teacher then picks the reading back up – keep it smooth!

• Voices: split the class into different “voices” e.g., grandmom, rap star, baby, grandfather

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Choral Reading: Wide-Reading

• On day 2, continue with the next reading• May be a continuation of the same text (a book for example)• Could be a different passage, but one that is similar• Remember students need distributed practice with similar texts over

time• Student Achievement Partners “Fluency Packets”http://achievethecore.org/page/981/fluency-resources

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Final Thoughts for Choral Reading …..• Choral reading takes only a few minutes a day• Transition into the lesson for the day• Can add-on a variety of other activities

Other Uses:• Choral read directions• Choral read for emphasis• Any opportunity to have students reading words

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Choral Reading Resources

• http://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co

ntext=reading_horizons • https://crmsliteracy.wikispaces.com/file/view/That+Sounded+Good-

Whole+Class+Chorale+Reading.pdf • http://achievethecore.org/page/981/fluency-resources

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• Repeated Reading• Guided Reading

LISTEN to Students Read:

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Repeated Reading

Social Studies

Complex Text

Struggling Readers

2010Christopher Columbus

Mystery

11th Grade

What do these have to do with improving fluency?

Low Income

George Lucas

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0

60 14 1625 25

Comprehension & Fluency Attainment (%ile)

Before Instruction

Comprehension Before Fluency Before

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04080 14 4237

91

Comprehension & Fluency Attainment (%ile)

After Instruction

Comprehension After Fluency After

Per

cent

ile

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•PALS: Peer-Assisted Learning Strategies (aka, Paired-Reading, Buddy Reading)• Paired Reading is used in many classes across the country• An assisted-reading strategy (so not completely independently)• Research shows paired reading benefits both readers – Morgan study• https://www.tes.co.uk/article.aspx?storyCode=6339142

Students Reading ALONE (Independently)

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Paired Reading:

One reader is the “Tutor” and one is the “Tutee”

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Paired Reading:

3 Ways for Reading to Occur:1. The Tutee reads while the Tutor reads

along silently unless assistance is needed2. The Tutor reads while the Tutee reads

along silently3. Tutor and Tutee read in a “Paired Choral Reading”

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Paired-Reading Implementation• Pair a better reader with a weaker one• Choosing texts: the pair chooses a text of interest to both• Readability: text should be above the instructional level of the “tutee”

or weaker reader, but not above that of the “tutor” or stronger reader• Both readers must easily to see the book; read in a quiet area• Pairs are encouraged to discuss the book to build enthusiasm, and

insure the tutee really understands the content• The pair agree on a “sign” to signal when they will change from

Reading Alone to Reading Together; and to/recap text

2nd-grade and older

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Paired-Reading Implementation• Correcting Reading Miscues when Reading Alone:• Very simple – the tutor gives the tutee an opportunity to say the word

correctly (4 seconds or so)• Then the tutor says the word correctly• The tutee repeats it• The two carry on with the reading• Praise from the tutor is good for words the

• tutee figures out • And/or says correctly after the correct pronunciation is provided

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Paired-Reading Implementation

Reading Together – a “Paired Choral Reading”• With difficult text the pair can read together• When the tutee is ready to read alone, the “signal” is given to the tutor• When reading becomes difficult again the tutor may go back to reading together• The pair can swap between Reading Alone and Reading Together many times

during a Paired Reading session

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Paired Reading Resources

• http://www.readingrockets.org/strategies/paired_reading• http://

www.interventioncentral.org/academic-interventions/reading-fluency/paired-reading • http://

www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase-30952.html • https://www.tes.co.uk/article.aspx?storyCode=6339142

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Reading Fluency Assessment

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2nd 5th

9th

“But he was a good reader in 2nd grade……”Because test increases in complexity across grades and genre, being fluent in one grade does not guarantee fluency in succeeding grades

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Because fluency is the undercarriage of comprehension, we must know students are progressing.

“We weigh our sheep to be sure they are gaining weight.”

The question of import: “Is what we are doing resulting in adequate fluency growth?

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When to Assess Fluency?

1st 2nd 3rd 4th – 5th Middle 9thFall Screening Screening Screening

Below Proficient

ScreeningBelow

Proficient

ScreeningBelow

Proficient

WinterSpringNote: Screening is done to determine if student possesses grade-appropriate fluency. If not, Tier 2 instruction may be appropriate.

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Indicators of Fluent Reading:

Pace

ProsodyAccuracy

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Pacing + Accuracy = Accumaticity

(Words read correctly over time)

Pace Accuracy

Accumaticity

Fluency became auctioneering – reading real fast (M. Liben)

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Assessing AccumaticityAccumaticity (words read correctly over time)• Student reads a passage aloud for 2 minutes• Teacher monitors total words read and miscues

Total of words read minus miscues Number of seconds to read passage X 60

Accumaticity calculation: 95 words read with 7 miscues in 120 seconds: 95-7 = 88/120 = .73(60) = 44 words per minute

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What does the Accumaticity metric reflect?• Provides a good indication of the reader’s ability to process text• Compare the accumaticity score to norms• Hasbrouck & Tindal (2006) norms for 1st – 8th grade • Unknown as to what types of passages were used• NOT based on CCSS grade-leveled text

• Students assessed with CCSS grade-leveled text will likely under-perform when compared to H&T norms

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  1 2 3 4

Expression

The reading does not sound natural like talking to a friend. Very monotone, flat, without expression. Appropriate stress and intonation is absent.

Some expression is evident in parts of the reading, but the reader generally does not sound like they are talking to a friend.

Generally reads with natural expression with only occasional slips into expressionless reading.

The reader consistently sounds like they are talking to a friend with expression matching the interpretation of the passage.

Phrasing

Reads word-by-word. No evidence that words are “chunked” into meaningful phrases. No adherence to punctuation.

Shows some evidence of reading in two or three word phrases; may have occasional adherence to punctuation.

Generally uses good phrasing and adherence to punctuation with only occasional lapses into run-ons, mid-sentence pauses for breath, or choppiness.

Reads with very good phrasing and adheres well to punctuation. Words are appropriately chunked to encourage meaning.

Smoothness

Reader makes frequent, extended pauses while reading; often sounds out words, repeats words or phrases, and makes multiple attempts to read the same word or sentence. Rhythm in the reading is totally absent.

Reads with extended pauses or hesitations. The reader has many “rough spots.” May self-correct extensively; little to some evidence of rhythm in the reading.

Generally reads with only occasional breaks in rhythm. Reader may have difficulty with some specific words and/or sentence structures. May self-correct occasionally.

Reader proceeds through the text with a rhythm that is pleasant to listen to; rarely needs to self-correct specific words or phrases.

Pace

The reader proceeds through the text in a very slow and labored manner that is not consistent with conversational speech.

The rate of reading may be deliberate but quite slow, or much too fast; in either case pacing is not consistent with conversational speech

Pace generally reflects conversational speech; May have some spots that are either too fast or slow.

The reader maintains a conversational pace throughout the reading; very pleasant to listen to.

Multi-Dimensional Fluency ScaleZutell & Rasinski (1991)

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Assessing Prosody or Expressive Reading

• Use the Multi-Dimensional Fluency Scale (Zutell & Rasinski, 1991)• Student reads a passage aloud for 1 minute• Can record the student while reading using a laptop• Analyze the reading for:

• Expression and volume• Phrasing• Smoothness• Pacing

• Student is scored from 1 to 4 on each indicator for a range between 4 and 16• A score of 12 indicates fluent reading (10-11 is developing, < 9 is struggling)• If DIBELS (DRA) assesses prosody use it; if not use MDFS

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Fluency Assessment Recommendations:• DIBELS: if a district/school is using DIBELS, continue• DRA: if a district/school is using the DRA, continue• Running records: if a district/school are collecting running records,

continue.• If No Fluency Assessment is in Place: • Conduct a 2-minute accumaticity assessment using CCSS grade-leveled text• Use the MDFS to assess reading prosody using CCSS grade-leveled text

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Resources for Assessment:• https://

www.texthelp.com/media/40644/multidimensional%20fluency%20scale.pdf • http://

www.decd.sa.gov.au/northernadelaide/files/links/assessing2011.pdf • http://www.readsmoothamerica.org/

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General Resources:• http://achievethecore.org/about-us#purpose• http

://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co

ntext=reading_horizons • http://achievethecore.org/page/981/fluency-resources