© 2006 benchmark education company, llc pd29 1. © 2006 benchmark education company, llc pd29 2...

© 2006 Benchmark Education Company, LLC

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Session Agenda

Define Fluency Analyze Elements of Prosody Review Recommendations for Fluency Instruction

and Instructional Approaches Examine Reader’s Theater Discuss Implementation of Reader’s Theater Participate in Reader’s Theater


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The Five Areas of Beginning Reading

Instruction

Phonemic AwarenessPhonicsVocabularyFluencyComprehension


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What is Fluency?

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NAEP defines fluency as:

• the grouping or phrasing of words as revealed through the intonation, stress, and pauses exhibited by readers

• adherence to author’s syntax• expressiveness of oral reading—

interjecting a sense of emotion, anticipation, or characterization.


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NAEP's Oral Reading Fluency Scale

Reads primarily word-by-word. Occasional two- or three-word phrases may occur, but these are infrequent and/or they do not preserve meaningful syntax.

Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to the larger context of the sentence or passage.

Level 1

Level 2


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Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.

Source: U.S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: 1995.

Level 3

Level 4


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How would you describe the readers in your class according to the NAEP

Scale?

What are your current instructional strategies for teaching fluency at each level of the NAEP

Scale?


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What Is a Fluent Reader?

“ Fluent readers are able to read quickly, effortlessly, and efficiently, with good, meaningful expression. Fluent readers expend very little energy in decoding words. This means the maximum amount of energy can be directed to the task of making sense of the text.

(Rasinski, 2003)

”


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Fluent Readers:

• read in phrases• read with expression• monitor their comprehension• read accurately• demonstrate automaticity• practice reading• attend to punctuation and word

choice


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Fluency Instruction Recommendations from

Put Reading First

• Oral reading fluency is the ability to read with accuracy, and with an appropriate rate, expression (pitch/intonation, stress/emphasis, tempo/rate, rhythmic language patterns), and phrasing.


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• Fluency is important because it provides a bridge between word recognition and comprehension.

• Repeated and monitored oral reading improves reading fluency and overall reading achievement.


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Fluency InstructionRecommendations

• Model good oral reading, using fluent phrasing-Reading Aloud-Shared Reading

• Provide oral support for reading-Choral-Reading-Paired Reading-Echo-Reading-Recorded Materials

• Offer many practice opportunities-Repeated Readings-Timed Oral Reading Passages-Reader’s Theater


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Prosody

“The visible features of punctuation and layout show that small changes can signal big differences in the interrelationships between words…”

Clay, M. Change Over Time in Children’s Literacy Development. 2001.


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Elements of Prosody

• Pitch (rise and fall of the voice)• Stress (loudness or emphasis)• Expressiveness, or dramatic

interpretation• Smoothness, or lack of hesitations

and repetitions• Intonation or voice inflections


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“The principal,” said the teacher, “is the best in the district.”

The principal said, “The teacher is the best in the district.”

Clay, M. Change Over Time in Children’s Literacy Development. 2001.


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Instructional Talk for the Use of Prosody

Element of Prosody

Instructional Talk

Pitch (rise and fall of the voice)-intonation, voice inflection

Ask students to pay attention to punctuation when reading. Remind them that when interpreting punctuation (. , ! ?), the sound of the voice may increase in volume, rise, drop/fall, or remain the same. “Did you listen to the sound of your voice as you read that sentence? What did your voice do at the end?”

Stress (loudness or emphasis) -intonation, voice inflection

There are certain words that students need to emphasize or stress, meaning they can say the word/phrase: loudly, softly, or slowly depending upon context and purpose. “How can you change the sound of your voice or the speed of the reading to show the importance of that word or phrase?”


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Instructional Talk for the Use of Prosody

Element of Prosody

Instructional Talk

Expressiveness or dramatic interpretation

Students need to know that certain words or parts of text should be expressed in a particular manner. “Read the sentence in a way that shows/reveals a sense of feeling (anticipation, tension, character development, or mood).”

Smoothness, or lack of hesitations and repetitions

Explain to students that when they read, the reading should be at a natural, smooth rate. The reading should flow as naturally as their speech during conversations. “Read that sentence with the same speed as you would when you talk. Go back and reread. Listen to how smooth your reading is now!”


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Tips for Choral-Reading

• Keep the passage relatively short. • Keep it simple—choose material that is

on grade level. • Select a story or poem that allows

students to make the words come alive. Use passages with interesting sounds, contrasts that can be interpreted by volume and intonation, dialogue, or changes in mood.


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Principles of Instruction for Developing Fluency

• Lessons should be comprehension-oriented. Students and teachers must always remember that reading is about creating meaning.

• Allow students to spend much of their time reading “comfort” books that are easy for them. An easy book is one that the student can read with approximately 90 percent comprehension and 95 to 100 percent oral accuracy.


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• Have students reread texts, with support, until they master them fluently.

• Have students read with partners to increase the time spent reading aloud.

• Have students increase the time spent reading at home to further develop fluency.

Source: Stahl, S.A. and Kuhn, M.R. “Making It Sound Like Language.”


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Supporting Fluency and Phrasing

• Have students read a wide variety of easy books with many high-frequency words and with long sentences that sound like normal language.

• Use prompts that promote fluency.

• Have students think about the meaning of the story.


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• Model phrasing when students get stuck.

• Help students take in more of a sentence with their eyes by having them avoid pointing and the use of bookmarks.

• Give students many opportunities to hear language read aloud smoothly.

Source: Calkins, L.M. The Art of Teaching Reading. Heinemann.


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Fluency Instructional Approaches

• Choral-Reading: Where groups of children read the same text aloud.

• Line-a-Child: Each child reads individually one or two lines of a text, from a rhyme or a poem, and the whole group reads the final lines together.

• Paired Reading: Pairs read a text together.

• Echo-Reading: The teacher reads one sentence or phrase at a time, and the student echoes back the same sentence or phrase following the words with a finger so that you can be assured that he is reading.

• Buddy Reading: Pairs of students get together and decide how they will read the text together. They may choose to read chorally, one page at a time, echo-read, etc.

Source: Timothy V. Rasinski. The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. Scholastic.


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• Repeated Reading: Done silently or orally, oral repeated readings provide additional sensory reinforcement for the reader allowing them to focus on the intonational elements of reading that are essential to phrasing.

• Cooperative Repeated Reading: Have one student read her passage to her partner three times. Ask the partner to listen and provide assistance where necessary. The partner should also give feedback on the response sheet. Have students reverse roles.

• Listening Centers: Students listen to books on tape and simultaneously read with the tape.

• Repeated Readings of High-Frequency Words: Read high-frequency words in phrases.

• Readers Theater: Students perform scripts by reading assigned parts.

• Dialogue: Turn a poem or a story into speaking parts.

Source: Timothy V. Rasinski. The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. Scholastic.

Fluency Instructional Approaches


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Fluency NormsGrade Level Fall Winter Spring

1 - - 60

2 53 78 94

3 79 93 114

4 99 112 118

5 105 118 128

6 115 132 145

7 147 158 167

8 156 167 171


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Dr. Tim Rasinski’s Three-Year Study Findings

A fourth grade teacher added the following fluency components to her core reading program:

•Reader’s Theater

•Timed Oral Reads

•Oral Partner Reading

The results:

•Average reading level was 2.93; at the end of one year, 93% of students were on or above the 5th grade reading levelSource: “A Focus on Fluency: How One Teacher Incorporated Fluency with Her Reading Curriculum.” The Reading Teacher. October, 2004.


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Reader’s Theater Componentsand Organization


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How Is Reader’s Theater Packaged?

• Sets of scripts are divided into two main level ranges: F–M (9–28) and N–X (30–60).

Within each set are two types of scripts. • Scripts for use with small groups that span two to

three reading levels and provide parts for 5 to 7 students.

• Scripts for use with larger groups span eight reading levels and provide parts for up to 12 students.


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Teacher’s GuidesTeacher’s Guidesprovide explicitstrategies formaximizing theReader’s Theaterexperience withyour students.

• Teaching for fluency with RT

• Teaching vocabulary and word study with RT

• Teaching comprehension with RT

• Teaching character education with RT

• Support for ELLs and Striving Readers

• Assessing Fluency through oral reading


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Fluency Skills Covered During the Five-Day Model and Found in the Teacher’s Guide

• Read with appropriate pacing

• Read with appropriate pitch

• Read with appropriate pauses


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Fluency Skills Covered During the Five-Day Model and Found in the Teacher’s Guide

• Read with dramatic expression

• Read smoothly

• Read with phrases and with minimal breaks

• Pay attention to punctuation


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Reader’s Theater


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Lesson Guide Components

• Objectives

• Summary

• Background Information

• Characters and Levels

• Before-, During-, and After-Reading Strategies for Vocabulary, Fluency, and Comprehension


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• ELL Support

• Assessment, Staging, and Performance Suggestions

• Literacy Extensions

• Character Education Connections

Lesson Guide Components


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Benefits forStudents

Benefits forTeachers

Teachers:• can integrate fluency practice into content-area instruction as well as in

the literacy block.• have facts at their fingertips to help them build background and link prior knowledge easily.• are able to make language structures, vocabulary, and concepts accessible

to all students.• can extend content-area themes or build on literacy lessons.• store the scripts in the classroom or a central checkout area.• select the scripts you need based on content area, standard, or level.

Students:• at different reading levels can work together.

• are motivated to practice and get their role right

• develop fluency and expression by practicing text at an appropriate reading level.

• develop oral language skills, comprehension, and academic vocabulary.


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Questions?


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Benchmark Education Toll-Free: 1-877-236-2465

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