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Reading Fluency

Reading Fluency. Sign In: http://tinyurl.com/FoundationsFeb. Do Now. Think of a two students in your classroom: Fluent reader Dysfluent reader. Reflect in your notecatcher : How would you describe the student’s reading? What does it sound like?

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Reading Fluency

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  1. Reading Fluency Sign In: http://tinyurl.com/FoundationsFeb

  2. Do Now Think of a two students in your classroom: • Fluent reader • Dysfluent reader Reflect in your notecatcher: • How would you describe the student’s reading? What does it sound like? • What impact does the student’s level of fluency development have on his/her: • comprehension of text? • attitude towards reading?

  3. Balanced Literacy In a balanced approach to literacy instruction, teachers integrate instruction with authentic reading, writing, speaking and listening experiences so that students learn how to use literacy strategies and skills and have opportunities to apply what they are learning. The six components of literacy are incorporated throughout. It's our job to provide these learning opportunities and guide students' attention so that learning in one area informs and supports learning in all others. The ultimate goal is to reach a complex and flexible literacy processing system.  - Fountas & Pinnell, Pearson

  4. School Year Foundations Trainings • Engage in learning • Make a plan • Try it in your classroom • Reflect and adjust

  5. Response to Feedback In this session you will find more: • differentiation by grade level • opportunities to plan and collaborate with colleagues using your curriculum

  6. Norms • Ask questions • Be present and engage fully • Prepare for productive struggle • Consider differing perspectives • Create and maintain a safe space for professional learning • Use what you learn

  7. Objectives Participants will… • Establish a normed definition of reading fluency • Deepen understanding of the importance of reading fluency, as well as its connection to reading comprehension • Identify how fluency is targeted within the curriculum and where to integrate any additional fluency opportunities that are needed throughout the Literacy Block • Explore and plan for instructional strategies designed to increase students’ fluency

  8. Guiding Questions • What is reading fluency and what does research say about it? • How do the standardssupport the development of reading fluency and comprehension? • What instructional practices and tools support fluency development?

  9. What is Reading Fluency? Reading Fluency is: Accurate reading of connected text at a conversational rate with appropriateprosodyor expression. - (Hudson, Mercer & Lane, 2000) Stop & Jot (notecatcher, pg. 1): In your own words, what is reading fluency?

  10. Phrased, Fluent Reading Reading Recovery CNA. Effective Literacy Practices – Phrasing in Fluent Reading. Retrieved from https://www.youtube.com/watch?v=oERVrjyApGk&feature=youtu.be. As you watch the video, jot down any new learnings that you’d like to add to that common understanding.

  11. Students Who Read Fluently….. Read text accurately at a conversational rate • draw upon their knowledge of meaning and structure • anticipate the next word • confirm through rapid and efficient visual processing • quickly recognize known words • flexibly break new words to solve them on the run • read with good momentum with appropriate prosody or expression • group words into phrases that reflect meaning • use stress, expression, and intonation to reflect their interpretation of the meaning and language structures of the text • reflect punctuation with variation in the voice • vary speed, speeding up or slowing down for various purposes • 1. How would you add to or revise your original thinking about fluency? • 2. Share your new understanding with a partner.

  12. In your notecatcher pg. 1-2: Carefully read each research “tweet” Highlight/star the research you want to “re-tweet” In 140 characters or less, write your own tweet that either synthesizes your key takeaways or that is in response to a specific research tweet. #HashtagIt What does research say about fluency? At your table: • Share your re-tweets. • Why did you choose that research?

  13. #KeyTakeaways • There is a strong correlation between fluency and comprehension. • Teaching oral fluency improves reading achievement. • Fluency acts as a bridge between word recognition and comprehension, and this relationship is reciprocal. • If there is poor automaticity with decoding and reading is slow & laborious, this taxes the reader’s ability to construct meaning as they read. • Poor fluency is likely a contributing factor to our students’ low scores on Reading Literature & Informational text on PARCC. In addition to continuing to support students in accessing and analyzing complex text, we also need to help them develop their fluency and decoding skills.

  14. Guiding Question #2 How do the standardssupport the development of reading fluency and comprehension?

  15. Standards: Reading Foundational Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Grades K-1 Grades 2-3 In your notecatcher (pg. 2): • Review the Fluency Standards Progression document Discuss with a Partner: • What do you notice across the grade levels? • What stands out most to you? • What questions do you have?

  16. Establish a Vision of Excellence – Grade 2 • Grade: 2 • Text: Dog Stories (L/24) In your notecatcher(pg. 3): What evidence do you see of this student’s progress toward the 2nd grade fluency standard? Look for evidence of: • Accuracy • Rate • Prosody/Expression

  17. Guiding Question #3 What instructional practices and tools support fluency development?

  18. Instructional Considerations - Fluency Stop & Jot (notecatcher p. 3): What are your initial thoughts around the three considerations for planning for fluency? • Which texts should I use for fluency instruction? • How is fluency targeted within my curriculum? • Where does fluency live within the literacy block? • What strategies and activities support fluency development?

  19. Text Considerations • Teach, prompt for, and reinforce fluency at students’ independent level (beginning at level C/3 when children are no longer pointing) • and • Provide opportunities for students to practice fluency on successive readings of more complex, grade level text that is highly engaging or of high interest Fluency

  20. Literacy Block & Curriculum Considerations Implicit Strategies Explicit Strategies • Embedded into classroom structures, practices and instruction • Stand-alone strategies directly targeting fluency. • In your notecatcher pg. 3-7 (3rd pg. 3-6), independently: • Read the fluency case study for your grade-band • Underline examples of implicit fluency instruction • Star examples of explicit fluency instruction

  21. Debrief the Case Study With your grade level team, discuss the intentional decisions the teacher makes to support her students’ fluency development. For each strategy, think about: • How does the strategy promote fluency? • Is the strategy implicit or explicit? • When during the literacy block does the teacher implement the strategy?

  22. Fluency Strategies and Activities K-1 2-3 • Echo Reading • Promoting Phrased Reading* • Repeated Reading • Choral Reading • Reader’s Theater* • Phrase Boundaries* • In your notecatcher pg. 7-8 (3rd pg. 6-7), skim the strategies described.

  23. Provide explicit modelsof fluent reading and invite students to read with you (echo, choral reading) so you can support fluency Demonstrate/teach aspects of fluency, prompt for what has been taught, and reinforce students’ fluent reading Select engaging texts that students will find interesting and want to read with expression Teach high frequency words and phonics principles so students have the tools to visually process texts fluently. Teach strategies for appropriately grouping words into phrases. Intentionally connect activities designed to promote fluency with comprehension. Fluency Instruction – Key Points

  24. Classroom Application With your team: Make a plan for how you will boost fluency instruction in your Literacy Block over the upcoming week(s). • Look at your data. What do you notice about your students’ fluency development? • Consider your curriculum. • Which strategies & texts might be appropriate for all of your students? • Which strategies & texts would you target to particular groups or individual students? • How will you integrate fluency strategies (implicit & explicit) into your Literacy Block?

  25. Pair up with a colleague in a different grade level Share your plan for increasing opportunities to practice fluency Share your Work • Give and get feedback! • Are there a mix of independent and engaging, authentic texts? • Do the strategies provide opportunities for students to read fluently in service of making meaning?

  26. Reflect Turn & Talk: • What resonated with you most today? What questions do you still have? • Moving forward, how will what you learned today impact the way you create and plan for fluency practice opportunities throughout the literacy block?

  27. Moving Forward: Classroom Application Next Steps • Implement your plan for incorporating fluency practice strategies that you made today and reflect on the process in your grade level team/PLC

  28. Where We’re Going…

  29. Wrapping Up Thank You! • Please complete the survey: http://tinyurl.com/Feb2017Foundations

  30. Appendix

  31. K-2 Benchmark Resources • Preteach/Reteach Routines (Teacher Resource System Appendix) • Retelling • Phological Awareness • Letter-Sound Correspondence • Blending • Word Building • High Frequency Words • Fluency • Vocabulary

  32. 3-5 Expeditionary Learning Resources • Foundational Reading and Language Standards Resources Package • Word Study Criteria • Core Knowledge Skills Strand(Grade 3 only) • Additional Work with Complex Texts • Fluency Resources • Show the Rule Strategy(contextualized grammar & conventions instruction) • Independent Reading

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