Fluency Interventions

1. Fluency Interventions

2. Learning targets • I can identify at least two strategies I already use or will use in the future to increase students fluency. • I know the different resources available in my building that specifically work on fluency. • I have a plan for how I will intervene with my students on improving their fluency.

3. Reading Intervention Materials Training Matrix

4. Fluency: What it is and why it is important

5. Fluent Readers • Read words accurately • Recognize words AUTOMATICALLY, giving attention to comprehension • Group words together quickly, not concentrating on decoding • Read aloud effortlessly, with expression, prosody

6. Automaticity • Is quick, accurate recognition of letters and words  • Frees cognitive resources to process meaning  • Is achieved through corrected practice

7. Working Memory and Automaticity Colorado Reading First

8. Why is Reading Fluency Important? “Fluency provides a bridge between word recognition and comprehension.” -National Institute for Literacy (NIFL) 2001, p.22

9. 9 Steps to Building FluencyPikulski & Chard, 2005 1.Develop phonemic awareness, letter knowledge & phonics foundations 2.Increase vocabulary and oral language skills 3.Effectively teach high frequency words 4.Teach common word parts and spelling patterns 5.Teach/practice decoding skills (including multi-syllabic) 6.Provide students time in appropriate text to build fluent reading skills 7.Use guided oral repeated reading strategies 8.Support and encourage wide reading 9.Implement screening and progress monitoring assessments

10. Research Based Instructional Strategies

11. Strategies to incorporate to enhance Fluency • Echo Reading • Practice reading previously read text with accuracy, fluency, and expression • Teacher reads text first, students read same text aloud

12. Strategies to incorporate to enhance Fluency • Cloze Reading • Teacher reads the selection, teacher pauses on meaningful words, students read word chorally • Can modify with boys read, girls read, table groups, etc.

13. Strategies to incorporate to enhance Fluency • Phrasing fluency practice • Cluster reading into appropriate phrases, rather than reading word-by-word. • Appropriate phrasing helps the reader to understand the passage

14. Partner reading • Intentional pairing of students to practice reading • Examples: low student with medium student, medium with high, lowest readers in triads • Procedures for partner reading • explicit, modeled and practiced (including: seating arrangement; length of reading (sentences, paragraphs, pages, etc) • correction procedure (ex: “Stop Check”, “The word is ____”, “Can you figure out that word?”)

15. Repeated readings • Reading the same text numerous times with the goal being increased rate each time • Whisper read • Hot and cold timings • Graph and rubric • Whole group chorally or partners

16. Strategies to incorporate to enhance Fluency • Readers Theater • This approach provides a realistic opportunity for students to read orally and practice their use of information, inflection and fluency. It is helpful not only for fluency but also for comprehension because the students must decide how to convey their interpretation of the text – through their oral reading/performance == to an audience. • Suggested Procedure: • Students select texts/tasks, or they are assigned parts/roles for a “performance.” • Students practice reading the text and/or completing the task, getting help from others before the performance with unfamiliar words, phrasing, intonation, and expression. • Students read their scripts/texts or perform their tasks orally for an audience.

17. One on one fluency practice 1. Identify DIBELS ORF goal on graph 2. Preview Passage Student reads, you correct errors, help blend, etc.  3. Show student where the “goal word” is in the passage ie. the 110th word for a 3rd grader  4. Time Student for 1 minute  5. After Timing Point out errors Graph results  6. Next day If met goal, go on to next passage If did NOT meet goal, read passage again (continue this each day until goal is reached)

18. Important instructional practices • Drop and listen • Immediate error correction

19. Round Robin is Dead!!!

20. Why Isn’t Round Robin Reading Effective to Use to Develop Fluent Readers? • Round Robin Reading… • Provides limited engagement • Gives an inaccurate view of reading • Promotes faulty reading habits • Invites inattention and disruption • Gets in the way of effective strategies • Consumes valuable classroom time that could be spent in more meaningful ways • Causes anxiety and embarrassment • Hampers listening comprehension

21. Skill Builders six minute solution

22. Skill Builders • Sight words • Phrases • Sentences • Paragraphs • Fiction text

23. 6 Minute Solution • Primary • Intermediate • Words • Phrases • Sentences • Non-Fictional text

24. Fresh Reads • Fresh Reads are available as blackline master and online. • Fresh reads connect vocabulary and theme to the basal story for the week.

25. Next Steps: Fluency and Comprehension

26. Fluency Comprehension • Fluency Folder • Retelling with pictures • Summary paragraph frame (6 Minute Solutions) • IVF summary

27. Fluency in the 90 minutes

28. Next Steps • Make Your Plan • Identify how you will incorporate fluency practice INTO the 90 minute block. • What materials will you use? • When will you incorporate fluency? • What strategy(ies) will you use? • How will you know if the practice is making a difference? AND/OR • Identify how you will incorporate fluency practice OUTSIDE the 90 minute block. • What materials will you use? • When will you incorporate fluency? • What strategy(ies) will you use? • How will you know if the practice is making a difference?