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Fluency and Writing Module

Fluency and Writing Module. January 2009. Grade Level Breakout Session. First Grade: Teri Pearce. Goals and Objectives. Objectives and Outcomes

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Fluency and Writing Module

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  1. Fluency and Writing Module January 2009

  2. Grade Level Breakout Session First Grade: Teri Pearce

  3. Goals and Objectives Objectives and Outcomes • Examine the building blocks of fluency: phonemic awareness and the alphabetic principle, sound-spelling correspondence (phonics), and practice with connected, decodable text. • Engage in activities to reinforce the importance of these components of literacy.

  4. Questions to Explore: • What is Reading Fluency? • Why is it important? • What is the relationship of Fluency to Comprehension? • How can we assess Fluency? Who needs support beyond OC/HM? • What can we do to develop fluency? • Moderately struggling readers • Seriously struggling readers

  5. Why Is Fluency Important? Four Reasons: • Bridge to Comprehension while reinforcing decoding • Pleasure Principle ~ fun/ease = more likely to practice 3) Practical Principle ~ finish your homework grades 5-12 4) Best Overall Measure of Reading Growth in Grades 1-6

  6. Building Comprehension: the BIG Picture

  7. Fluency • The Dictionary of Reading Related Terms (Harris and Hodges, 1981) defines fluency as “freedom from word identification problems.” • Jeanne Chall, Stages of Reading Development, defines fluency as the student becoming “unglued from print,” that is, word recognition becomes easy and no longer serves as a barrier to acquiring meaning.

  8. Oral Fluency Norms

  9. Automaticity • Before fluency practice is appropriate, students need to have developed some level of automaticity, that is, knowing how to do something so well that you don’t have to think about it. That “something” is decoding. • When decoding is an issue, students should be reading in “connected text.” This is text that highlights the phonics elements being taught.

  10. Accuracy in word decoding Automatic processing Prosodic reading Accuracy in Word Decoding Prosodic Reading Automatic Processing Dimensions of Fluency

  11. Fluency vs. Automaticity • “The term automaticity refers to the goal of rapid word recognition, whether these words are in passages or not. • Fluency, on the other hand, refers to a smooth and relatively rapid reading of a text. • For fluency to be achieved, most words in that text must be read with automaticity.” • Carlisle & Rice (2002) • Improving Reading Comprehension

  12. Processing Information “Unlike banking, in which individuals can spend more than they possess by borrowing, human information processing does not permit debt. If a task requires more effort or attentional energy than is available, either the task does not get done or a strategy must be devised to overcome the problem.” Samuels, et. al., 1992 Reading Fluency: Techniques For Making Decoding Automatic

  13. Step 1: Assessing Reading Fluency(Finding Students Who Need Fluency Intervention) • Give an Oral Fluency Assessment to all students at the beginning, middle and end of each school year • Listen to students read aloud (individually) a grade level passage and time their fluency for one minute. • As students read, mark any words read incorrectly. • At the end of one minute, mark the last word read aloud • Calculate the words read correctly in one minute (WCPM)

  14. Analyze an OTR

  15. Step 2: Interpret Students’ Oral Fluency Scores • Using the IUSD Fluency Benchmarks for each grade level, compare each student’s score to Oral Reading Fluency Norms. • You can tell parents and administrators exactly how each student’s fluency measures against your grade level benchmark (Oral Fluency Norm).

  16. Using Assessment Data to Guide Instruction: Plan Differentiated Interventions to Match Student Needs Rank Order Students on Benchmark Performances – 3 Groups Reading Intensive Care Out Patient Clinic Regular Check Ups

  17. Direct Instruction “Students must also be directly taught what is necessary for them to become fluent.” Charles H. Clark, 1995 Teaching Students About Reading: A fluency Example

  18. Elements of Reading Worthy of Fluency Work(Guided Oral Repetition) • Phonemic Segmentation: “count the sounds in /run/” • Letter Sound Associations: /t/ /s/ /a/ • Word Families: cat – sat – bat – that – flat • Sight Words: come, the, saw (both regular & irregular) • Sight Phrases: come with me • Sentences in connected text • Passages in connected text

  19. Fluency Techniques • Smooshing- Teaching students that in oral speech there are no breaks between words. • Return Sweep Eye Movement- The long eye movement from the end of one line to the beginning of the next. • Eye-Voice Span (EVS) - The distance between the eyes and voice during oral reading. Charles H. Clark Ideas from Teaching Students About Reading: A Fluency Example

  20. Smooshing …is teaching students that in oral speech there are no breaks between words. Adapted from Charles H. Clark (1995)Teaching Students About Reading: A Fluency Example

  21. Eye-Voice Span (EVS) …is the distance between the eyes and voice during oral reading. Adapted from Charles H. Clark (1995)Teaching Students About Reading: A Fluency Example

  22. Return-Eye Sweep  …the long eye movement from one end of the line to the beginning of the next. Adapted from Charles H. Clark (1995)Teaching Students About Reading: A Fluency Example

  23. Teacher’s Role in Fluency Practice • Orchestrates the learning experience How do you provide practice? • Makes judicious use of his or her professional expertise Who needs direct instruction in fluency practice? • Subdivides learning tasks so that each can be undertaken by the learner without undue difficulty Word grids for automaticity versus connected text for phrasing. Charles H. Clark Teaching Students About Reading: A fluency Example, p.254

  24. Teachers Can Do Three Things • Motivate students to read so they keep practicing long enough to become accurate, and then automatic in decoding; • Help students acquire useful decoding strategies through Direct Instruction of needed phonics skills. • Provide students with enough reading practice for them to become automatic. Practice is the key to building automaticity. Samuels, et. al., 1992 Reading Fluency: Techniques For Making Decoding Automatic

  25. Sustained Silent ReadingAs Fluency Practice “Is sustained silent reading an effective way to build fluency? Going through the evidence, very carefully, we were not able to find evidence to support that reading off by your self, silently, helps children to read more fluently or to read better in any other way.” Sally E. Shaywitz, M.D. National Reading Panel Video

  26. Effective ClassroomFluency Practices • Repeated guided readings • HFW word grids/minute dash • Echo reading • Paired Partner Reading • Direct Instruction • Phrased Cued Reading

  27. Four Elements That Must Be Present to Effectively Build Fluency It Must Be Guided Oral Repeated Reading at Student’s Instructional Level • Guided – Teacher, CD, Tape • Oral – Not silent • Repeated – usually 3 - 4 times • Instructional Level – in their “zone” (90 – 100% accuracy)

  28. Repeated Readings In first grade repeated reading can happen in several ways and in a variety of formats: Small group Whole Group One-on-one Parent Volunteer

  29. Effective Repeated Readings • Occurs everyday • Varies the focus of the rereading based on the three dimensions of fluency • Methods of practice have been directly taught • Applies the six Principles of Effective Practice • Provides corrective feedback • Text is appropriate to student’s reading level

  30. PALS Structure(Peer Assisted Learning Strategies)Partner via Alternate Ranking for Literacy Pair by Alternate Ranking: • Paired with 11 • Paired with 12 • Paired with 13 Roles: • Reader & Coach – More skilled reader reads first – models • Coach corrects errors, gives points • Reader reads again • Coach rereads same passage (switch roles) • Text at instructional level of lower reader

  31. One Minute Dash 5 x 5 Grid

  32. One Minute Dash 5 x 5 Grid

  33. Phrased-Cued Reading • During winter /, this town makes room for new friends. // • The circus visits! // • Sunshine and beaches / makes circus people want to stay and play. • Days get hotter. // • This means / they can practice and play outside.

  34. General Instructional Recommendations for Students with Moderate Needs • Use of Music (K-1) – Sing the Sounds • Avoid Round Robin Reading! • Structured Partner Reading • Books on Tape (read with a model) • Choral Reading & Re-Reading • Reader’s Theater

  35. Now Showing! Daily Fluency Practice

  36. Video Discussion • At your tables, generate any questions you may have regarding the fluency practice you just observed. • Share at your tables other things you have seen or discussed at your school site that have helped you build fluency.

  37. Fluency Practice When you are just learning, you will be awkward, you will make mistakes, and you will need to think about letters and words. The only way that humans become automatic at something is through practice. Good readers are fluent because they are automatic at all of the lower-level aspects of the task. Charles H. Clark (1995)Teaching Students About Reading: A Fluency Example

  38. Match and Discuss Please find a partner and check your new fluency knowledge.

  39. Packet Resources • Repeated Guided Readings using Anthology selections • Repeated readings using HM summaries • Choral Reading phonics library • HFW grids • Reader’s Theatre/plays selections that support the themes.

  40. Effective Programs for Students with Intensive Fluency Needs • Read Naturally www.readnaturally.com • Great Leaps www.greatleaps.com • Fluency Formula –Scholastic www.scholastic.com

  41. Writing Instruction

  42. Writing Instruction At your tables discuss these points: What is working in your writing instruction and what is frustrating? What questions do you have? There is no quiz at the end…..

  43. Writing Instruction Writing Conventions Letter Formation Sound-Spelling Links Grammar, Usage, and Mechanics Writing Applications Shared & Interactive Writing (K-1) Reading-Writing Workshop (1-6)

  44. Breaking it Down “The brain is a limited capacity processor.” • Only so much attention is available at any one time. • If attention resources are used up on lower level skills, there will be little attention left for higher level reasoning. If skills are automatic, more focus can be on composition!” L. Moats (2004) Adapted from LETRS

  45. Letter Formation Do you have direct instruction in handwriting?

  46. Teach letters Directly & Systematically 0 • Handwriting should be accurate and automatic. • Teach letters with their names and sounds. L. Moats (2004) LETRS

  47. Writing Fluency Goals • Write the whole alphabet in a set amount of time • One letter per second • 20 seconds to write the alphabet in cursive L. Moats (2004) LETRS

  48. Writing Conventions: Lower Level Skills Letter Formation  Sound-Spelling Links

  49. Alphabetic Principle The ability to recognize that spoken words are made up of discrete sounds and that those sounds can be manipulated Knowledge of the shapes and names of letters + The principle that there is a relationship between sounds and the letters that represent them in alphabetic writing systems

  50. Louisa Moat’s Writing Analysis Prephonetic Writing Letter Knowledge Knows some letter names Phonemic Awareness Little to none evidenced in spelling

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