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RED 4519 Chapter 10 Fluency Dr. Michelle Kelley

RED 4519 Chapter 10 Fluency Dr. Michelle Kelley. Diagnostic & Corrective Reading. Housekeeping Reminders. Re-Submits of First AIP Due 10/18- may be delivered to my office 315 N with original work too. Mid-Term – 10/18 (Carillon Project does not take)

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RED 4519 Chapter 10 Fluency Dr. Michelle Kelley

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  1. RED 4519Chapter 10 FluencyDr. Michelle Kelley Diagnostic & Corrective Reading

  2. Housekeeping Reminders • Re-Submits of First AIP Due 10/18- may be delivered to my office 315 N with original work too. • Mid-Term – 10/18 (Carillon Project does not take) • Teacher Interview- Due 10/25 (Review requirements)

  3. Course Review Play Review Game on Paper or Do as a Poll on IWB

  4. What is Fluency? • Rate • Automaticity • Accuracy • Prosody/phrasing • Understanding of Punctuation and Expression (Feeling) based on author’s syntax

  5. Why Fluency is Important Most readers have reading difficulties in one or more components of fluency.

  6. Fluent vs. Disfluent Readers • With an elbow partner, discuss the traits of fluent and disfluent readers (figure 10.2, p. 260). • Why do these matter?

  7. How Rate is Determined • WPM • WCPM • One Minute Reading • Total words read- errors = words correct per minute (WCPM) • Example: 62 words read – 5 errors = 57 wcpm (Review Figure 10.3, p. 261)

  8. How would you describe these WCPM to a parent? • 1st gr. 60 WCPM, Spring? • 3rd gr. 60 WCPM, Winter? • 5th gr. 150 WCPM, Fall?

  9. (pp. 260-262) Automaticity • Recognize Sight Words • Familiarity with sounds/letter combinations • Recognizes chunks/syllables within words • Recognizes meaning of words

  10. Phrasing or Prosody(pp.262-) • Readers divide (parse) text into meaningful chunks when they read with expression. • These chunks include phrases and clauses. • Fluent readers know when to pause for expression and emphasis.

  11. Good Readers Phrase for… • Punctuation- expression • Conjunctions • Prepositional Phrases • Subject/Predicate

  12. Reading in Phrases Simply embedding slash marks into a passage / at phrase and sentence junctures / can have a positive effect / on student’s own phrasing, / fluency, / and comprehension. /For students who do not have a good understanding / of how sentences are phrased or chunked /, the slash marks provide direct visual cues / that enable students’ own phrased reading. – Tim Rasinski

  13. Sample Poem with Marked Phrases • Read with a partner Figure 10.4 a poem with natural phrasing and then 10.5. p. 263 with the slash marks.

  14. Expression & Punctuation Punctuation Power With a partner read the following sentences using the appropriate punctuation and intonation. I Pledge Allegiance to the flag. I Pledge Allegiance to the flag! I pledge Allegiance to the flag? I Pledge Allegiance to the FLAG! I Pledge Allegiance to the flag.

  15. Fluency Teaching Guidelines (pp. 266) • Text selection is CRITICAL! • Model, model, model! Students need to hear fluent rdg • Repeated readings (choral reading and reader’s theatre with a purpose and goal). • Utilize a variety of genres. • Explicit instruction may be necessary (such as phrasing skills). • Scaffold support- time & practice (unison reading, read along, paired reading, etc…).

  16. Compare the Instruction Review p. 266 Figure 10.7 What do you think?

  17. Informal & Formal Assessmentpp. 260-262 Informal Assessment • Running Records • WPM & WCPM • Self-evaluation (App. C.43, p. 472) • Fluency Checklist (App. C. 41, p. 469) • Fluency Checklist for narrative text (App. C. 42, p.470) • Oral Reading Fluency Rubric C.43 p. 268 Formal Assessment • Stanford Diagnostic Reading Test, Third Edition • DIBELS • Testing of Reading Fluency (TORF)

  18. Fluency Assessment(Tyler, 1st grade- Spring)- HO p. 34-35 • 1s will time and mark on the text copy when one minute is done. • 2s will listen and do the appendix (stage) p. 469, C.41 • 3s will listen and do checklist appendix p. 470 C.42 • 4s will do WCPM, listen to Tyler and mark the word if it is incorrect, this does not require coding like for a running record. 1s will tell you when a minute is complete. Compare WCPM and grade level to chart p. 261. • 5s will use p. 471 C.43 to score Tyler’s fluency.

  19. Fluency Passages • http://www.readinga-z.com/assess/fluency-passage.html?context=fluency • Grade 1 http://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/index.html

  20. T-Chart Activities to Support Fluency Make a t-chart at the bottom half of your Anticipation Guide (for fluency)- p. 33 HO. Technique to Promote Fluency/What I Want To Remember About the Technique

  21. Partner Reading and Readers Theatre http://learn.nefec.org/login.aspx http://www.readinga-z.com/book/scripts.php

  22. Repeated Readings • http://www.readinga-z.com/samples/preview.html

  23. More Activities to Support Fluency With an elbow partner work through and discuss the following activities and add to t-chart. • Do Echo Reading (p. 270) • Record, Check, Chart (pp. 272) • Fluency Development Lesson (FDL)- p. 273 • Dyad Reading (p. 275)

  24. Review Anticipation Guide • Choral Reading is an activity to improve fluency. Agree/Disagree • You should assess fluency regularly to ensure that your students are making progress. Agree/Disagree • Fluency and automaticity are the same thing. Agree/Disagree • Fluency is a stage of development at which readers can read all words quickly and easily. Agree/Disagree • Fluency is the ability to read a text accurately and quickly. Agree/Disagree • WCPM stands for words counted per minute. Agree/Disagree

  25. Homework Turn in AG- p. 33 Read chapters 8 & 9 on Comprehension!!

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