fluency workshop

21
Fluency Workshop Fluency Workshop By Tina Openshaw By Tina Openshaw

Upload: zeliko-atop

Post on 28-May-2017

234 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Fluency Workshop

Fluency WorkshopFluency Workshop

By Tina OpenshawBy Tina Openshaw

Page 2: Fluency Workshop

What is Fluency?What is Fluency? Fluency as defined by The National Fluency as defined by The National

Reading Panel is “one of several critical Reading Panel is “one of several critical factors necessary for reading factors necessary for reading comprehension, but is often neglected in comprehension, but is often neglected in the classroom.” the classroom.”

National Reading Panel, (2011) What is National Reading Panel, (2011) What is Reading Fluency? Reading Fluency? National Reading PanelNational Reading Panel, , retrieved April 12, 2011 from retrieved April 12, 2011 from http://www.nationalreadingpanel.org/FAQ/faq.htm#11

Page 3: Fluency Workshop

Why should I teach fluency?Why should I teach fluency?Fluency is the bridge between Fluency is the bridge between

phonological decodingphonological decoding

and and comprehension.comprehension.

Dr. Tim Rasinski, Professor of Reading at Kent State UniversityDr. Tim Rasinski, Professor of Reading at Kent State University

Page 4: Fluency Workshop

Fluency is reading orally withFluency is reading orally withSpeedSpeed

AccuracyAccuracy

Prosody -Prosody - (vocal expression)(vocal expression)

Page 5: Fluency Workshop

Fluency and TheoryFluency and TheoryLev Vygotsky Lev Vygotsky

Language and Learning TheoryLanguage and Learning Theory

Zone of Proximal DevelopmentZone of Proximal Development

Learning Theories Knowledgebase Learning Theories Knowledgebase http://www.learningtheories.com/vygotskys-social-learning-theory.html

Page 6: Fluency Workshop

Fluency and TheoryFluency and TheoryHoward GardnerHoward Gardner

Multiple IntelligencesMultiple Intelligences

Linguistics and MusicLinguistics and Music

http://www.howardgardner.com/http://www.howardgardner.com/Papers/papers.html Papers/papers.html

Page 7: Fluency Workshop

Fluency Strategies Fluency Strategies Paired readingPaired readingRepeated readingRepeated readingOral reading Oral reading Choral readingChoral readingSmall Group reading Small Group reading Tape/CD – assisted readingTape/CD – assisted readingEcho readingEcho readingClass listeningClass listening

Page 8: Fluency Workshop

Fluency ResourcesFluency Resources PoetryPoetry Rhymes and SongsRhymes and Songs Joke booksJoke books Readers TheatreReaders Theatre Books on tape/CDBooks on tape/CD Fluency Workstations online at: Fluency Workstations online at:

http://www.kyrene.org/staff/jsorge/centers/http://www.kyrene.org/staff/jsorge/centers/fluency.htm fluency.htm

Language Arts – Punctuation Language Arts – Punctuation

Page 9: Fluency Workshop

Teaching Fluency in the Content Teaching Fluency in the Content AreaArea

Social Studies – Letters or SpeechesSocial Studies – Letters or Speeches

Science – Oral presentations Science – Oral presentations example: How a plant example: How a plant

grows.grows.

Math – Math – Word Problems, academic flash Word Problems, academic flash cardscards

Page 10: Fluency Workshop

Fluency AssessmentsFluency Assessments Timed - Timed -

http://penningtonpublishing.com/assessmenhttp://penningtonpublishing.com/assessments/Fluency%20Assessment.pdfts/Fluency%20Assessment.pdf

Individual – Individual – http://www.readinga-z.com/assess/fluency-http://www.readinga-z.com/assess/fluency-passage.html passage.html

Oral - Oral - http://terpconnect.umd.edu/~dlspeece/cbmrhttp://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/index.html eading/studentmat/grade1/index.html

Page 11: Fluency Workshop

Fluency Grade LevelsFluency Grade LevelsGrade Words Correct Per Minute (Spring)Grade Words Correct Per Minute (Spring)1 30-601 30-602 70-1002 70-1003 80-1103 80-1104 100-1404 100-14055 110-150110-150

Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htmInc. Available at www.aimsweb.com/norms/reading_fluency.htm. .

Page 12: Fluency Workshop

Classroom Fluency ChartClassroom Fluency ChartStudenStudent t NameName

FallFallAccuracAccuracyy

WinterWinterAccuracAccuracyy

SpringSpringAccuracAccuracyy

FallFallRateRate

WinteWinterrRateRate

Spring Spring RateRate

Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992

Page 13: Fluency Workshop

Oral Reading Fluency ScaleOral Reading Fluency Scale4 - Reads primarily in larger, meaningful 4 - Reads primarily in larger, meaningful

phrase groups. Although some phrase groups. Although some regressions, repetitions, and deviations regressions, repetitions, and deviations from the text may be present, these do from the text may be present, these do not appear to detract from the overall not appear to detract from the overall structure of the story. Preservation of structure of the story. Preservation of the author’s syntax is consistent. Some the author’s syntax is consistent. Some or most of the story is read with or most of the story is read with expressive interpretation. Reads at an expressive interpretation. Reads at an appropriate rate. appropriate rate.

Page 14: Fluency Workshop

Oral Reading Fluency ScaleOral Reading Fluency Scale3- Reads primarily in three- and four-word 3- Reads primarily in three- and four-word

phrase groups. Some smaller groupings phrase groups. Some smaller groupings may be present. However, the majority may be present. However, the majority of phrasing seems appropriate and of phrasing seems appropriate and preserves the syntax of the author. preserves the syntax of the author. Little or no expressive interpretation is Little or no expressive interpretation is present. Reader attempts to read present. Reader attempts to read expressively and some of the story is expressively and some of the story is read with expression. Generally reads read with expression. Generally reads at an appropriate rate. at an appropriate rate.

Page 15: Fluency Workshop

Oral Reading Fluency ScaleOral Reading Fluency Scale2 - Reads primarily in two-word phrase groups 2 - Reads primarily in two-word phrase groups

with some three- and four-word groupings. with some three- and four-word groupings. Some Some word-by-word reading may be present. word-by-word reading may be present. Word Word groupings may seem awkward and groupings may seem awkward and unrelated to unrelated to the larger context of the sentence or the larger context of the sentence or passage. A small portion of the text is read passage. A small portion of the text is read with expressive interpretation. Reads with expressive interpretation. Reads significant sections of the significant sections of the text excessively slowly or fast. text excessively slowly or fast.

Page 16: Fluency Workshop

Oral Reading Fluency ScaleOral Reading Fluency Scale1- Reads primarily word-by-word. 1- Reads primarily word-by-word.

Occasional two- or three-word Occasional two- or three-word phrases may occur – but these are phrases may occur – but these are infrequent and/or they do not infrequent and/or they do not preserve meaningful syntax. Lacks preserve meaningful syntax. Lacks expressive interpretation. Reads text expressive interpretation. Reads text excessively slowly. excessively slowly.

Page 17: Fluency Workshop

Oral Reading Fluency ScaleOral Reading Fluency ScaleA score of 1 should also be given to a A score of 1 should also be given to a

student who reads with excessive student who reads with excessive speed, ignoring punctuation and speed, ignoring punctuation and other phrase boundaries, and reads other phrase boundaries, and reads with little or no expression. with little or no expression.

Source:Source: Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Pikulski, K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, Pikulski, K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available DC: U.S. Department of Education, National Center for Education Statistics. Available at http://nces.ed.gov/pubs95/web/95762.asp at http://nces.ed.gov/pubs95/web/95762.asp

Page 18: Fluency Workshop

CBM Fluency AssessmentCBM Fluency AssessmentCurriculum Based Measurement - Curriculum Based Measurement -

http://easycbm.com/info/reading_asshttp://easycbm.com/info/reading_assessments.php essments.php

Students can take the measures Students can take the measures onlineonline

Page 19: Fluency Workshop

Fluency Beginnings Fluency Beginnings Assess student readingAssess student reading

Incorporate Fluency StrategiesIncorporate Fluency Strategies

Assess progress to share at next Assess progress to share at next meetingmeeting

Page 20: Fluency Workshop

FluencyFluencyHow will you incorporate fluency into How will you incorporate fluency into

your classroom?your classroom?

Page 21: Fluency Workshop

Thank YouThank You

For For Attending the Fluency Attending the Fluency

WorkshopWorkshop