On the Road to Reading with the Common Core State Standards Fluency

1. On the Road to Reading with the Common Core State StandardsFluency Comprehension Fluency Phonics SNRPDP

2. Common Core State Standards for Fluency3rd and 4th Grades • Move to reading aloud with sufficient accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • Continue reading with sufficient accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, SNRPDP

3. Fluency’s Four Corners • Accuracy Prosody • What’s happening in your school? • Rate Comprehension SNRPDP

4. Fluency According to A Dictionary of Reading and Related Terms, fluency is . . . “the ability to read smoothly, easily and readily with freedom from word recognition problems.” SNRPDP

5. A fluent reader can: • read at a rapid rate • automatically recognize words • phrase correctly Fluent Readers SNRPDP

6. Automaticity refers to the ability to recognize many words as whole units quickly and accurately. It is knowing how to do something so well you don’t have to think about it. Automaticity SNRPDP

7. A child is reading fluently if he can: • read with expression • read aloud and then retell the story or content of the • selection • comprehend equally well a similar passage read if • listened to Three Signs of Automaticity SNRPDP

8. There are approximately 600,000+ words in the English language. • 13 words account for over 25% of the words in print • 100 words account for approximately 50% of the words in print • 250 words make up 70-75% of all the words children use in writing • Of those 250 words, about 20% are function words such as a, the, and and High Frequency Words SNRPDP

9. Can HFWs be taught? • Research shows that readers store “irregular” words in the lexical memory in the same way they store so-called “regular” words. (Gough and Walsh, 1991) • Children do not learn “irregular” words as easily or quickly as “regular” ones. • Therefore, children need to be taught “irregular,” high-frequency words with explicit instruction. Standard RF.3.3d SNRPDP

10. “Irregular” Word Teaching Sequence • Teacher Demonstration • Your Turn to Try SNRPDP

11. Measuring Oral Reading Rate • One minute, “cold read” • 100 word passage • Errors = • Mispronunciations (bell for ball) • Substitutions (dog for cat) • Omissions • 3 second rule SNRPDP

12. To calculate a student’s oral reading rate, do the following: Correct # of words read divided by Total # of words read equals Accuracy Rate Scoring the Oral Reading Rate SNRPDP

13. Determining Reading Levels 96% - 100% Independent Level 90% - 95% Instructional Level - 89% Frustration Level SNRPDP

14. Fluency Rubrics SNRPDP

15. Lessons for Rate • Repeated Readings • Phrased Reading • Reader’s Theatre Fluency Strategies and Activities • Lessons for Prosody • Connected Text • Guess My Emotion • Choral Reading Using • Poetry and Prose • Reader’s Theatre • Lessons for Accuracy • Read Speed • Give Me Five • Quick Sort • Reader’s Theatre Standard RF.3,4,5.4b SNRPDP

16. Dr. Richard Allington once wrote . . . “Fluency . . . the neglected goal of reading instruction.” SNRPDP