fluency instruction and assessment te 402 week nine, march 23, 2009 reading fluency: the ability to...

Fluency Instruction and AssessmentTE 402

Week Nine, March 23, 2009

Fluency Instruction and AssessmentTE 402

Week Nine, March 23, 2009Reading fluency: The ability to read quickly, accurately and with expression.Writing fluency: The ability to write quickly, coherently with automaticity and ease.

ObjectivesObjectivesWe will be able to… Identify and describe instructional strategies that

build students’ reading and writing fluency. Evaluate students’ literacy needs using

assessments Participate in book club using roles. Make text-to-text (self) connections between

poems. Connect awareness of our culture and the culture

of others to teaching and learning Explain how to use “Where I’m From” poems to

inform instruction.

We will be able to… Identify and describe instructional strategies that

build students’ reading and writing fluency. Evaluate students’ literacy needs using

assessments Participate in book club using roles. Make text-to-text (self) connections between

poems. Connect awareness of our culture and the culture

of others to teaching and learning Explain how to use “Where I’m From” poems to

inform instruction.

QuickTime™ and a decompressorare needed to see this picture.

QuickTime™ and a decompressorare needed to see this picture.Agenda Agenda Overview (3 min) Housekeeping (10 min)

Announcements Next week, Working with small groups; New Literacies Wiki -

posting your link; Coming Attractions New technology workshop (15 min) Field Debrief (15 min)

Describing your grade level Fluency Discussion (60 min)

What is fluency? (10 minutes) Mini-lecture (20 min)

Reading and Writing Fluency Putting it all together: Assessing students (30 min)

Break (10 min) Book Club (20 min) “Where I’m From” (30 min)

HousekeepingHousekeeping Next Week:

New Literacy Project virtual class Write your review by noon, begin to work on your blog

How to post the link to your project on the Wiki: Go to the “New Literacies Projects Spring 2009” folder on

the Sidebar Click on the “Edit” tab Click on the “insert link” icon (a globe with a chain link) Choose “insert a URL” then type in the web address to

your project page - if you end up having trouble, just email the link to the person above you and me so we can access it

Next Week: New Literacy Project virtual class Write your review by noon, begin to work on your blog

How to post the link to your project on the Wiki: Go to the “New Literacies Projects Spring 2009” folder on

the Sidebar Click on the “Edit” tab Click on the “insert link” icon (a globe with a chain link) Choose “insert a URL” then type in the web address to

your project page - if you end up having trouble, just email the link to the person above you and me so we can access it

QuickTime™ and a decompressor

are needed to see this picture.

HousekeepingHousekeeping Working with small groups in the field:

Arrange to work with 2 or more students to implement reading or writing lesson - your reflection on these small group lessons will be your participation log entry for the day you teach it

Identify 2 or more focus students for reading/writing lessons. Talk with CT about appropriate strategies to use to support the focus students’ learning.

Access any assessments completed by CT that will help you plan your reading lessons

Plan to teach at least 2 reading events (mini-reading/writing lessons) and attach plans to your log (use mini-lesson plan templates provided on ANGEL in the Handouts section)

Working with small groups in the field: Arrange to work with 2 or more students to implement

reading or writing lesson - your reflection on these small group lessons will be your participation log entry for the day you teach it

Identify 2 or more focus students for reading/writing lessons. Talk with CT about appropriate strategies to use to support the focus students’ learning.

Access any assessments completed by CT that will help you plan your reading lessons

Plan to teach at least 2 reading events (mini-reading/writing lessons) and attach plans to your log (use mini-lesson plan templates provided on ANGEL in the Handouts section)

Coming Attractions - New Literacy Project Due datesComing Attractions - New Literacy Project Due dates Due Sunday, 3/29, 11:59 pm

New Literacy Project - post on Wiki Due Monday, 3/30, 12:00 pm

Review of the project listed below you on the Wiki; answer the questions listed on the Wiki page

Due Friday, 4/3, 5:00 pm Post a Blog reflecting on the New Literacy Project

experience - see Wiki for Blog prompt Due Monday, 4/6, 5:00 pm

Write a response to your blog group - respond to the whole group or individuals

Due Sunday, 3/29, 11:59 pm New Literacy Project - post on Wiki

Due Monday, 3/30, 12:00 pm Review of the project listed below you on the Wiki;

answer the questions listed on the Wiki page Due Friday, 4/3, 5:00 pm

Post a Blog reflecting on the New Literacy Project experience - see Wiki for Blog prompt

Due Monday, 4/6, 5:00 pm Write a response to your blog group - respond to

the whole group or individuals

Coming Attractions - Vocabulary Instruction, Week Eleven, 4/6/09Coming Attractions - Vocabulary Instruction, Week Eleven, 4/6/09 Everyone reads:

Tompkins, Chapter 6, Expanding Students’ Knowledge of Words, pp. 184-213

On ANGEL: Lapp, et. al. (2004). Scaffolding Vocabulary Learning: Ideas for Equity in Urban Settings, pp. 275-289

Finish your book club book and reflect on the question: How does the book help us explore social injustice and human dignity?

In the Field: Discuss your need to work with a small group throughout the

month of April. Have your CT recommend a group of 2-4 students that need extra support. Gather assessment data for those students.

Give your CT the assignment description Upcoming due dates:

Lesson plan reflection due on MONDAY, APRIL 13TH

Everyone reads: Tompkins, Chapter 6, Expanding Students’ Knowledge of Words,

pp. 184-213 On ANGEL: Lapp, et. al. (2004). Scaffolding Vocabulary Learning:

Ideas for Equity in Urban Settings, pp. 275-289 Finish your book club book and reflect on the question: How does

the book help us explore social injustice and human dignity? In the Field:

Discuss your need to work with a small group throughout the month of April. Have your CT recommend a group of 2-4 students that need extra support. Gather assessment data for those students.

Give your CT the assignment description Upcoming due dates:

Lesson plan reflection due on MONDAY, APRIL 13TH

New Technology WorkshopNew Technology Workshop Get together in the groups below, head to a

computer station to share your work so far and work out any kinks you might have - (15 min)

Groups: 1. Scrapblogs: Lyndsay B., Andrea, Alison B. 2. Scrapblogs: Katie K., Lisa, Tiffany, Mandy 3. Scrapblogs: Shannon, Kelley, Janie, Lauren 4. Scrapblogs: Jessica, Paula, Rachel W. 5. Websites: Rachael A., Colleen C., Kati H., Liz 6. Websites: Julie, Sara, Lindsay P., Gina 7. Movies, etc.: Brandon, Tim, Colleen G. 8. Comics, etc.: Melissa, Katalin, Alli W.

Get together in the groups below, head to a computer station to share your work so far and work out any kinks you might have - (15 min)

Groups: 1. Scrapblogs: Lyndsay B., Andrea, Alison B. 2. Scrapblogs: Katie K., Lisa, Tiffany, Mandy 3. Scrapblogs: Shannon, Kelley, Janie, Lauren 4. Scrapblogs: Jessica, Paula, Rachel W. 5. Websites: Rachael A., Colleen C., Kati H., Liz 6. Websites: Julie, Sara, Lindsay P., Gina 7. Movies, etc.: Brandon, Tim, Colleen G. 8. Comics, etc.: Melissa, Katalin, Alli W.

Field Debrief In grade level groups, take 10 minutes to discuss any or all of the

following: How would you characterize a ____ grade student? (socially and

academically) What content is currently being covered in your classroom? How have you made yourself a part of the classroom and school

community? What have you seen that is cause for celebration? What have you seen that is cause for concern?

Groups: K: Melissa, Kelley, Alison, Alli 1: Colleen C., Colleen G., Rachael A., Shannon, Gina 1: Katie K., Kati H., Sara, Lauren, Rachel W. 2: Tiffany, Janie, Jessica, Liz 3: Andrea, Paula, Julie, Lisa 4/5: Tim, Katalin, Lyndsay B. 5/6: Lindsay P., Mandy, Brandon

What is fluency?What is fluency?

Think of fluent/non-fluent readers in your classroom? How would your describe them? What do they sound like?

Think of fluent/non-fluent readers in your classroom? How would your describe them? What do they sound like?


Literacy FrameworkLiteracy Framework

What is Fluency?What is Fluency? Components of Fluency - Accuracy, Automaticity,

Prosody Accuracy in decoding

Is the student reading accurately? Automaticity in word recognition

Is the student identifying words quickly and reading at an appropriate rate?

Appropriate use of prosodic features Is the student attending to punctuation? Reading with

expression? Changing tone? A lack of fluency breaks down comprehension A lack of decoding ability breaks down fluency

Components of Fluency - Accuracy, Automaticity, Prosody Accuracy in decoding

Is the student reading accurately? Automaticity in word recognition

Is the student identifying words quickly and reading at an appropriate rate?

Appropriate use of prosodic features Is the student attending to punctuation? Reading with

expression? Changing tone? A lack of fluency breaks down comprehension A lack of decoding ability breaks down fluency


Parts of ProsodyParts of Prosody

Tempo: how fast or slow to read the lines

Rhythm: which words to stress or say loudly

Pitch: when to raise or lower the voice Phrasing: when and how long to pause

Tempo: how fast or slow to read the lines

Rhythm: which words to stress or say loudly

Pitch: when to raise or lower the voice Phrasing: when and how long to pause


Developing FluencyDeveloping Fluency Reading, reading, and more reading Reading aloud to model Practicing with a real purpose Level of text - easy vs. instructional Hold your students accountable!

Reading, reading, and more reading Reading aloud to model Practicing with a real purpose Level of text - easy vs. instructional Hold your students accountable!


Assessing Reading FluencyAssessing Reading Fluency

Running Records Rubrics Words per minute Prosody

Running Records Rubrics Words per minute Prosody


Oral Reading Fluency ScaleU.S. Department of Education, National Center for Education Statistics.

Listening to Children Read Aloud, 15. Washington, DC: 1995

Oral Reading Fluency ScaleU.S. Department of Education, National Center for Education Statistics.

Listening to Children Read Aloud, 15. Washington, DC: 1995

4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.

3 Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

2 Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.

1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur-but these are infrequent and/or they do not preserve meaningful syntax.

Words per Minute(McGill-Franzen, 2006)

Words per Minute(McGill-Franzen, 2006)

Age Reading Rate (WCPM)

6 50-70

7 60-80

8 70-90

9 80-100

Graphing ProgressGraphing Progress100

90

80

70

60

50

40

30

20

10

1 2 3 4 5 6

Fluency instructionFluency instructionInstruction should address both Automaticity

and Prosody

You can focus on: Punctuation

Acting out punctuation marks Same sentence with different punctuation: I

love you

Instruction should address both Automaticity and Prosody

You can focus on: Punctuation

Acting out punctuation marks Same sentence with different punctuation: I

love you


Instructional Practices that Build Fluency(Walpole and McKenna, 2007, p. 73)

Instructional Practices that Build Fluency(Walpole and McKenna, 2007, p. 73)

Most Support

Least Support

Echo Reading The teacher reads a sentence and then the group

rereads it aloud.

ChoralReading

The teacher leads the entire group reading aloud in

unison.

PartnerReading

Pairs of readers alternate reading aloud by following a

specific turn-taking procedure.

WhisperReading

Each child reads aloud (but not in unison) in a quiet

voice.

Timed Repeated ReadingTimed Repeated Reading

To help children with low reading rates, but adequate decoding and word recognition ability

Need short passages slightly above instructional level (about 100 words) and timer

To help children with low reading rates, but adequate decoding and word recognition ability

Need short passages slightly above instructional level (about 100 words) and timer


Timed Repeated ReadingTimed Repeated Reading

Day 1: Teacher listens to each child in group and records initial fluency rate.

Day 2: Children practice reading passages. Teacher individually times and provides feedback to children.

Day 3: Chart progress of children. If reach 100 words per minute, provide a new passage.

Day 1: Teacher listens to each child in group and records initial fluency rate.

Day 2: Children practice reading passages. Teacher individually times and provides feedback to children.

Day 3: Chart progress of children. If reach 100 words per minute, provide a new passage.


Choral Partner ReadingChoral Partner Reading

Step 1: Teacher models while children follow along.

Step 2: Children read with a partner. Students read chorally. Student taps when ready to read alone. Student taps when wants to read chorally

again. Teacher acts as partner for 1 student.

Step 1: Teacher models while children follow along.

Step 2: Children read with a partner. Students read chorally. Student taps when ready to read alone. Student taps when wants to read chorally

again. Teacher acts as partner for 1 student.


Fluency-Oriented Reading InstructionFluency-Oriented Reading Instruction

Day 1: Teacher reads selection aloud to class and leads comprehension-focused discussion

Day 2: Teacher/student echo reading. Students reread passage to adult for homework.

Day 3: Class reads selection chorally. Students reread passage to adult for homework.

Day 1: Teacher reads selection aloud to class and leads comprehension-focused discussion

Day 2: Teacher/student echo reading. Students reread passage to adult for homework.

Day 3: Class reads selection chorally. Students reread passage to adult for homework.


Fluency-Oriented Reading InstructionFluency-Oriented Reading Instruction

Day 4: Students partner-read story. Students reread passage to adult for homework.

Day 5: Students work on extension activity. Teacher individually assesses fluency of children.

Day 4: Students partner-read story. Students reread passage to adult for homework.

Day 5: Students work on extension activity. Teacher individually assesses fluency of children.

Phrased Text LessonPhrased Text Lesson Purpose: To teach automaticity and prosody. Phrasing text improves

both skills. Procedural Details:

Step 1: Mark a short section of text to show phrase boundaries for students Explain the importance of phrasing in oral and silent reading Describes the marks on the text. Step 2: Model reading the text for students Ask them to read chorally in meaningful phrases Ask students to read the text with a partnerStep 3: Model how to break sentence into phrases Have students practice breaking sentences into phrases

Setting: Whole-class or small group, depending on the needs of students

Grade-Levels: 1 through 5.

Purpose: To teach automaticity and prosody. Phrasing text improves both skills.

Procedural Details: Step 1: Mark a short section of text to show phrase boundaries for students Explain the importance of phrasing in oral and silent reading Describes the marks on the text. Step 2: Model reading the text for students Ask them to read chorally in meaningful phrases Ask students to read the text with a partnerStep 3: Model how to break sentence into phrases Have students practice breaking sentences into phrases

Setting: Whole-class or small group, depending on the needs of students

Grade-Levels: 1 through 5.


Developing Writing FluencyDeveloping Writing Fluency

How might the following activities develop writing fluency?

Quick Write Interactive Writing Model Writing Spelling Activities Word Walls Dictation

How might the following activities develop writing fluency?

Quick Write Interactive Writing Model Writing Spelling Activities Word Walls Dictation

Developing Writing FluencyDeveloping Writing Fluency

Writing, writing, writing Integrate writing across curriculum Charting how many correct words per

minute When would good invented spellings count? When do you just look at ideas and sentence

construction?

Writing, writing, writing Integrate writing across curriculum Charting how many correct words per

minute When would good invented spellings count? When do you just look at ideas and sentence

construction?

Assessing Writing FluencyAssessing Writing FluencyLook for: Ideas Speed Automaticity Ease Writing Vocabulary

10 minutes to write all words you can write http://www.cliontheweb.org/pd_asamp1a.html

Look for: Ideas Speed Automaticity Ease Writing Vocabulary

10 minutes to write all words you can write http://www.cliontheweb.org/pd_asamp1a.html

More Reading Fluency ActivitiesMore Reading Fluency ActivitiesTypes of Choral Reading:

Echo reading: leader reads each line and the group repeats it

Leader and chorus: leader reads the main part and the group reads the refrain or chorus in unison

Small-group reading: group sub-divides and each group reads one part of the poem

Cumulative reading: one student/group reads the first line, another student/group joins in as each line or stanza is read so that a cumulative effect is created.

Other Fluency Activities

Partner reading: in pairs, students read the text, switching every sentence, paragraph, page (whatever makes sense for the text)

Readers theater: students read the story as a “play” (either a pre-written script or write their own)

Types of Choral Reading:

Echo reading: leader reads each line and the group repeats it

Leader and chorus: leader reads the main part and the group reads the refrain or chorus in unison

Small-group reading: group sub-divides and each group reads one part of the poem

Cumulative reading: one student/group reads the first line, another student/group joins in as each line or stanza is read so that a cumulative effect is created.

Other Fluency Activities

Partner reading: in pairs, students read the text, switching every sentence, paragraph, page (whatever makes sense for the text)

Readers theater: students read the story as a “play” (either a pre-written script or write their own)

Putting it all TogetherPutting it all TogetherQuickTime™ and a decompressorare needed to see this picture.

Putting it all TogetherPutting it all Together Work with a partner Examine the assessments in the packet For each student (Miranda, Devounte, Julia),

answer the following questions: What might be holding the student back? What instructional actions could be taken to

improve achievement? Think of several instructional activities you could implement.

What else do you want to know about the student?

Work with a partner Examine the assessments in the packet For each student (Miranda, Devounte, Julia),

answer the following questions: What might be holding the student back? What instructional actions could be taken to

improve achievement? Think of several instructional activities you could implement.

What else do you want to know about the student?

BreakBreak

•Return at:11:10

Book ClubBook Club Use roles to perform book club (15

minutes) Reflect on book club -- How were the

response based discussions different from the role based discussions? Which did you prefer? (5 minutes)

Finish your book by April 6

Use roles to perform book club (15 minutes)

Reflect on book club -- How were the response based discussions different from the role based discussions? Which did you prefer? (5 minutes)

Finish your book by April 6

QuickTime™ and a decompressor

are needed to see this picture.

“As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are

often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not

run from what I see, I have a chance to gain self-knowledge -- and knowing myself is as crucial to good

teaching as knowing my students and my subject”~Parker J. Palmer, The Courage to Teach

“Critical awareness may be somehow enhanced, as new possibilities open for reflection. Poetry does not

offer us empirical or documentary truth, but it enables us to ‘know’ in unique ways.” ~Maxine Greene, The

Dialectic of Freedom, 1988

“As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are

often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not

run from what I see, I have a chance to gain self-knowledge -- and knowing myself is as crucial to good

teaching as knowing my students and my subject”~Parker J. Palmer, The Courage to Teach

“Critical awareness may be somehow enhanced, as new possibilities open for reflection. Poetry does not

offer us empirical or documentary truth, but it enables us to ‘know’ in unique ways.” ~Maxine Greene, The

Dialectic of Freedom, 1988

I am From Poems

I am From PoemsI am From Poems Where are we from?

In table groups of , take turns reading your poems to each other

What did you learn about your colleagues’ culture by reading their poems?

How can you use this information in your class?

Where are we from?

In table groups of , take turns reading your poems to each other

What did you learn about your colleagues’ culture by reading their poems?

How can you use this information in your class?

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