Fluency Builders Reading For all Learners

1. Fluency BuildersReading For all Learners Written By: Dr. Alan Hofmeister Presented by: Kathy Warnick

2. Audience • Students who read at a 3.5 reading level • Fluency builder books are leveled beginning at 3.5-4.0 in Book 1 • Readability levels – page 14 of your Instructor’s Manual

3. General Information • Select samples of text from the “Fluency Assessments” for the story or chapter you would like to teach • Depending on the outcomes – proceed with the appropriate instruction (steps for determining students’ needs will follow)

4. General information cont’d • The following are not recorded as errors: • Mispronunciations of Proper nouns • Repetitions • Self-corrections

5. General Information cont’d • 97% accuracy standard is recommended • Students with less than 80% accuracy on “Assessment Text Samples” may be in need of decoding instruction that precedes fluency instruction.

6. Materials Needed • Fluency Builder books • Instructor’s Resource Manual • Blackline Masters • Journals • Timer • Data sheets found in blackline master • 3x5 cards for homework (optional)

7. Step 1: Book Walk & Prediction • Conduct a book walk • Discuss and make predictions • Have students write a prediction in their journals. Provide the prompt: “I think the book The Gold of Eagle Island will be about……”

8. Step 2: Review Vocabulary from Previous Chapter • Instructor reviews10 most difficult words from previous chapter • If students have difficulty with words not listed, they should be added to step # 6

9. Step 3: Fluency and Accuracy • Instructor models fluency skills by reading the first paragraph at an appropriate pace • Approximately 120 WPM • Students should read 10 times their age • i.e. 11 years of age x 10 = 110 wpm • After instructor models fluency, students practice

10. Step 4: Oral Comprehension Checks • The teacher generates questions to elicit student responses • Questions may include the following: • “What is the main idea?” • “What is the motive?” • “How do you suppose the main characters feel/think about/…?”

11. Step 5: Reading with Expression • Students practice reading individual paragraphs with expression • Make it a fun experience! • Let students experiment with accents, intonation, and different character voices • Demonstrate reading with pauses to build interest and anticipation • FOCUS ON EXPRESSION NOT ACCURACY

12. Step 6: Vocabulary Review for the New Chapter • The teacher and group prepare a list of the new chapter’s most difficult words • Students are given time to look for difficult words • Bring students back together and compile a list of the 10 most difficult words

13. Step 6: (cont’d.) • Students make a list of the 10 vocabulary words on a 3x5 card • 3x5 card put in student’s homework envelope • Student reviews words at home • 3x5 card signed by parent and returned the next day

14. Step 7: Read the Chapter • Students read the new chapter practicing fluency, accuracy, and expression • Students read in a popcorn pattern, where they get to establish the rules OR Students read in a pattern established by the teacher: choral, popcorn, etc.

15. Step 8: Individual Rate and Accuracy Assessment • Assign students “how, where, why, who, or what” questions to write in their journals • Students write the question and the answer • While students are writing their questions, the teacher conducts1-minute individual timings.

16. Comprehension • Comprehension questions are included in the instructor’s manual  • Students should achieve 80% or above before moving on to the next chapter

17. Lesson Practice – Let’s Try It! • Follow the steps • Step 1: Book Walk & Prediction • Step 2: Review Vocabulary from Previous Chapter • Step 3: Fluency and Accuracy • Step 4: Oral Comprehension Checks • Step 5: Reading with Expression • Step 6: Vocabulary Review for the New Chapter • Step 7: Read the Chapter • Step 8: Individual Rate and Accuracy Assessment

18. How is our “Fluency” in Teaching Fluency • Learning outcomes • “Ah ha’s” • Ease of use • Questions??? • Final thoughts