automaticity and fluency with the code planning for instruction sarah mc donagh, ph.d....

AUTOMATICITY AND FLUENCY WITH THE CODEAUTOMATICITY AND FLUENCY WITH THE CODE

Planning for InstructionPlanning for Instruction

Sarah Mc Donagh, Ph.D. Sarah Mc Donagh, Ph.D. [email protected]@uoregon.edu

Western Regional Reading First Technical Assistance Western Regional Reading First Technical Assistance CenterCenter

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Content DevelopmentContent Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of Education & HumanUniversity of Oregon Development

Texas A & M University

Beth Harn, Ph. D. Sarah Mc Donagh, Ph. D.College of Education Western Regional Reading First University of Oregon Technical Assistance Center

University of Oregon

Prepared by:

Patrick Kennedy-PaineUniversity of Oregon

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AcknowledgmentsAcknowledgments

U.S. Department of Education, Office of

Special Education Programs

Institute for the Development of Educational

Achievement, College of Education, University of

Oregon

Dr. Sharon Vaughn, University of Texas at

Austin, Texas Center for Reading and Language

Arts website: http://www.texasreading.org/utcrla/

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CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.

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Session ObjectivesSession Objectives

The objectives of today’s session are to:

1. Define automaticity and fluency, and identify the components of reading fluency.

2. Identify what the research tells us about the importance of fluency and effective fluency instruction.

3. Determine how to assess automaticity and fluency development and establish the need for fluency building.

4. Plan for automaticity and fluency instruction in the classroom.

Select and sequence letter-sounds, words and text to enhance oral reading fluency.

Set appropriate fluency goals.

Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.

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Fluency with the Code:

“The ability to read connected text rapidly, smoothly,

effortlessly, and automatically with little attention to the

mechanics of reading such as decoding”

(Meyer & Felton, 1999, p. 284)

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Principal components of reading fluency:

Accuracy in decoding

Automaticity in word recognition

Appropriate use of prosodic cues

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DefinitionsDefinitions

Automaticity: The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text.

Fluency: The combination of accuracy and speed in reading connected text. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression.

Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent.

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Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176).

If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

Why Fluency is Important?Why Fluency is Important?

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Fluent readers: Focus their attention on

understanding the text Synchronize skills of

decoding, vocabulary, and comprehension

Read with speed and accuracy

Interpret text and make connections between the ideas in the text

Nonfluent readers: Focus attention on

decoding Alter attention to

accessing the meaning of individual words

Make frequent word reading errors

Have few cognitive resources left to comprehend

What the Research Says About FluencyWhat the Research Says About Fluency

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Successful readers... rely primarily on the letters in the word rather

than context or pictures to identify familiar and unfamiliar words.

process virtually every word they read. use letter-sound correspondences to identify

words. have a reliable strategy for decoding words. read words numerous times to build instant

recognition.

What the Research Says About FluencyWhat the Research Says About Fluency

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Accurate and efficient skills in: Letter-sound correspondences (alphabetic

understanding) Blending sounds to form words (alphabetic

principle) Word identification (regular and irregular) Word knowledge or vocabulary Comprehension monitoring

What Skills Does Fluency Include?What Skills Does Fluency Include?

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Instructional Priorities: Grade 1Instructional Priorities: Grade 1

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Corrective

Feedback

Not all children need all...

differentiate!

Relatively brief sessions (15-30

minutes)

Repeated

Readings

Keep the end in mind..

Fluency is only part of the

picture!

Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with the Codethe Code

The National Reading Panel report (2000) indicates the following elements as essential in Fluency Instruction:

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Activities should involve the following:

1. Repeated reading of materials that students read

with good accuracy (>90%)

2. Regular practice at the skill (e.g., multiple times a

day/week) with short time intervals (15-30 minutes)

3. Corrective feedback from teacher/instructor

4. Ambitious goal setting

5. Graphing/charting of learner performance

6. Modifying instructional materials as student

performance warrants

Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with the Codethe Code

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Work in small groups to analyze two lessons, and evaluate the effectiveness of the instruction in terms of the critical elements of automaticity and fluency with the code.

Application Activity: Application Activity: Identifying SBRR in PracticeIdentifying SBRR in Practice

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Each measure is designed to assess accuracy and fluency.

Accuracy: How well does the child perform the skill?

Fluency: How easily or quickly does the child perform the skill?

The best way to gather this information is to use the student booklets and examine responses to the task.

Assessing Automaticity and FluencyAssessing Automaticity and FluencyDIBELS NWF & ORFDIBELS NWF & ORF

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The DIBELS Measure Used to Assess Automaticity: NWF

Nonsense Word Fluency (NWF) for 1st Grade

How Well? 50

By When? Middle of First Grade

Interim performance predictive of the later goal:

24 at the beginning of First Grade

Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF

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Examine Student Booklets for Patterns How well does the child perform the skill?

Accuracy Skill

Example nonsense word “fek”

Student ResponseStudent says:

Letter sound /f/ /e/ /k/

Letter sound & blend /f/ /e/ /k/ /fek/

Word level /fek/


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When analyzing student performance, look for patterns of performance: Words or sounds Correct?

Specific sounds correct (e.g. stop vs. continuous), blends, words that begin with continuous sound, vowels, etc.

Pattern of Errors? Specific sounds (e.g., stop vs. continuous),

substitutions, omission, errors involving vowels. Make sure to rule out articulation, hearing

difficulties, or simply having a bad minute!

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How easily and quickly does the child perform the skill? How many nonsense words were attempted?

A score of 50 letter-sounds per minute involving 20 words is an indication of a whole word strategy.

A score of 50 letter-sounds per minute involving 12 words is an indication of a sounding out strategy.

How many errors did the student make? Determine accuracy by dividing the number of letter-sounds

read correct by total letter-sounds read.

33 correct / 52 total attempted = 63% accuracy


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Examine Student Booklets for Patterns

How well does the child perform the skill? Accuracy Fluency

General performance patterns: Not Accurate: student makes many letter-sound/nonsense word

reading errors or is prompted by the examiner to move on to additional items.

Accurate but Slow: student reads letter-sounds/nonsense words with over 90% accuracy; however, many hesitations, repetitions and slow pace.

Fast but Not Accurate: student is fast but makes many letter-sound/nonsense word reading substitution errors.

Fluent Reading: student reads letter-sound/nonsense words with good speed and accuracy.


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What is Frank’s knowledge of the alphabetic principle? Inconsistent on letter-sounds Does not blend any sounds

together How accurately can Frank

perform the skill? 70% accuracy

Readiness for automaticity instruction? Focus on accuracy

instruction Develop automaticity with

known letter-sounds Instructional implication?

He is in need of intensive intervention to meet the end of year goal of being a reader.

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Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWFFrankFrank

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What is Tanya’s knowledge of the alphabetic principle? Accurately produces all letter

sounds Consistently blends sounds

together to read the word How accurately can Tanya perform

the skill? 100% accuracy

Readiness for automaticity instruction? Not required at the letter-sound

level Develop automaticity with known

words: regular and irregular Provide opportunities for

connected text reading Instructional implication?

Has met mid year benchmark. Move to instruction on connected

text reading.

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Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWFTanyaTanya

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Application ActivityApplication Activity

Work in small groups to complete two

additional NWF case scenarios. In doing

so, please determine the instructional

implications for each case.

Is letter-sound and word reading automaticity an appropriate target

for instruction for these students? Why or why not?

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Assessing Fluency: DIBELS ORFAssessing Fluency: DIBELS ORF

DIBELS Measure Used to Assess Fluency:

Oral Reading Fluency (ORF) at the beginning of the year. Interim or progressive benchmarks by grade:

2nd: 44 Correct words per minute 3rd: 77 Correct words per minute

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Examine Student Booklets for Patterns

How well does the child perform the skill? Accuracy Fluency

General reading patterns: Not Accurate: student makes many word reading errors or is

provided words after the 3-second wait. Accurate but Slow: student reads words with over 90%

accuracy; however, many hesitations and repetitions. Fast but Not Accurate: student is fast but makes many word

reading or word substitution errors. Fluent Reading: student reads with good speed and accuracy.


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When analyzing student performance, look for patterns:

Specific word types, sight words, or other words read correctly and incorrectly.

Hesitations, self-corrections, repetitions

Rule out articulation, hearing difficulties, or having a bad minute!


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How easily and quickly does the child perform the skill? How many words did the student read

correctly? How many errors did the student make?

Determine accuracy of reading by dividing the number of words read correct by total words read. 45 words correct / 57 total words=79%

accurate


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How well is Terry reading? Accurate but slow

How accurately can he perform the skill? 92%!

Readiness for fluency instruction? Fluency building and

sight word instruction may be appropriate

Assessing Fluency: DIBELS ORF Assessing Fluency: DIBELS ORF TerryTerry

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How well is Dan reading? Making many word reading

errors. Reads at a slow pace.

How accurately can he perform the skill? 70%

How easily can he perform the skill? Labored approach

Readiness for fluency instruction? Intensive instruction in decoding,

irregular word reading, and advanced word reading.

Check alphabetic principle skills with NWF. Automaticity instruction may be appropriate.

Assessing Fluency: DIBELS ORF Assessing Fluency: DIBELS ORF DanDan

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Application ActivityApplication Activity

Work in small groups to complete two

additional ORF case scenarios to determine

instructional implications.

Is connected text fluency instruction an appropriate target for

instruction for these students? Why or why not?

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Application ActivityApplication ActivityUsing Your Data to Plan for InstructionUsing Your Data to Plan for Instruction

Examine the Fall DIBELS benchmark booklets for each of your students. Complete the following steps for each student probe on the provided worksheet:

1. Select probe to examine for whole class (NWF or ORF)2. Identify error patterns: specific sounds (e.g., stop vs.

continuous), substitutions, omission, hesitations, vowels, word types, sight words, decoding strategies etc.

3. Calculate fluency score and accuracy score.4. Determine instructional implication

Is the score in the Low Risk, Some Risk or At Risk range? (see progressive benchmarks on slides 40 & 41)

Is the performance: Not Accurate, Accurate but Slow, Fast but Not Accurate, or Fluent

Determine whether automaticity/fluency instruction is appropriate

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Beginning Middle End

Measure Score Status Score Status Score Status

LNF< 25

25-36≥ 37

At riskSome riskLow risk

PSF< 10

10-34≥ 35

DeficitEmergingEstablished

< 1010-34≥ 35


< 1010-34≥ 35


NWF< 1313-23≥ 24


< 2930-49≥50


< 2930-49≥ 50


ORF< 7

8-19≥ 20


< 1920-39≥ 40


First Grade Measures

Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Achieve the Benchmark Goal?Is the Student On-Track to Achieve the Benchmark Goal?

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Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Achieve the Benchmark Goal?Is the Student On-Track to Achieve the Benchmark Goal?

Beginning Middle End

Measure Score Status Score Status Score Status

2nd Grade

ORF

< 2626-43≥ 44


< 5252-67≥ 68


< 7070-89≥ 90


3rd Grade ORF

< 5353-76≥ 77


< 6767-91≥ 92


< 7980-109≥ 110


2nd & 3rd Grade ORF Scores

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4. Plan for automaticity and fluency instruction in the classroom:




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Automaticity with the code involves instruction in building automaticity at the sound or word

level

Fluency with the code involves instruction in

building fluency within and between sentences

“Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.”

(Nathan & Stanovich, 1991)

Instructional Components for Automaticity and Instructional Components for Automaticity and Fluency with the CodeFluency with the Code

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Determining Readiness for Automaticity Determining Readiness for Automaticity InstructionInstruction

Students are ready to practice developing automaticity with letter-sounds, regular and irregular words when

they can accurately identify some:

letter-sounds, regular words, and irregular words

Or when their DIBELS data indicates necessity

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Guidelines for Selecting Letter-Sounds and Words Guidelines for Selecting Letter-Sounds and Words for Automaticity Instructionfor Automaticity Instruction

Select letter-sounds and words based on priority and utility (frequently occurring and used in text reading).

Select letter-sounds and words (both regular and irregular) students are able to identify accurately. Provide additional accuracy instruction on letter-sounds and words not identified accurately.

Separate highly similar examples: auditory (b, d) and visual (v, w) on early practice.

Begin letter-sound instruction with lower case letters and move to upper case letters as students demonstrate fluency.

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Automaticity Instruction: Lesson Design Automaticity Instruction: Lesson Design ConsiderationsConsiderations

Include multiple examples of each letter sound/word in the practice set.

Provide two to three short practice opportunities per day.

Decrease the amount of time per response (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second.

Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks.

Review errors from previous lessons and provide continued practice with sounds/words students find difficult.

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Setting Goals for Automaticity InstructionSetting Goals for Automaticity Instruction

2 approaches to setting automaticity goals:

Program provided

A final response rate of 1.5 sounds/words per second is considered an adequate minimum response time enabling transfer to reading comprehension

(Levy, B. A., Abello, B., & Lysynchuk, L., 1997)

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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Automaticity InstructionStrategies for Automaticity Instruction

Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.

Will the students require additional activities/games outside of the core to provide practice and review?

Will the students require a supplemental or intervention automaticity program?

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Letter-Sound Automaticity Example:Letter-Sound Automaticity Example:The 1 Minute DashThe 1 Minute Dash

1. Identify a set of letter sounds students can correctly identify. 2. Include multiple cards of each letter in the set. 3. Set a goal (i.e., 30 letter sounds correct). 4. Do a 1-minute small-group practice. Position cards so all can see. 5. Start the stop watch. 6. Present the first letter sound card so that all students answer. 7. Provide quick corrective feedback on errors. 8. Continue presenting letters. 9. Letter-sounds correctly identified go in one pile. 10. Place errors in a second pile. 11. At the end of 1 minute, tally the number of letter sounds correct. 12. Review errors and repeat activity for 1 more minute.

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Word Reading Automaticity Examples

1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words.

2. Word recognition grid. Prepare a 5x5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words.

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the a to you he

a he you to the

to you he the a

you the a he you

he to the a he

5 x 5 Grid

(Modification of Region XIII Texas Educational Service Center)

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Determining Readiness for Connected Text Determining Readiness for Connected Text Fluency InstructionFluency Instruction

Students are ready to practice developing fluency in connected text when they can:

rapidly identify letter-sounds, regular words, irregular words, and read sentences.

accurately read instructional level connected text.

correctly read 30-40 words in one minute.

Or when their DIBELS data indicates readiness.

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Guidelines for Planning for Fluency InstructionGuidelines for Planning for Fluency Instruction

Select passages students can read with 90-95% accuracy.

Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage.

Set goals for students to improve their fluency.

Aim to reduce the time and number of errors.

Incorporate reading with expression once students reach 60 words correct per minute on grade level passages.

Gradually move from oral to silent reading.

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Setting GoalsSetting Goals

3 approaches to setting fluency goals:

Program provided

30% beyond cold reading

Grade level norms

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• Identify starting words correct per minute (e.g., 30 wcpm minute).

• Identify end of year grade level target (e.g., 90 wcpm)

• Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly ambitious).

• Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks).

• Monitor progress over time.

Set Ambitious Goals

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*n = number of median scores from percentile tables of districts (maximum possible = 8).**WCPM = words correct per minute.***SD = the average standard deviation of scores from fall, winter, and spring for each grade level.

Tindal & Hasbrouck (1992)

National ORF Rates by Grade LevelNational ORF Rates by Grade Level

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Number ofWords per WeekMinimum MaximumStudentsImprovementProgressProgressGrade 1192.10.354.97Grade 2251.46.714.00Grade 3141.08.432.43Grade 416.84.471.41Grade 520.49.041.12Grade 623.32-.22.97

Oral Reading Fluency Weekly Progress Data

Fuchs, Fuchs, Hamlett, Walz, & Germann (1993).

ORF Growth RatesORF Growth Rates

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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Fluency InstructionStrategies for Fluency Instruction

Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.

Will the students require additional activities/games outside of the core to provide practice and review?

Will the students require a supplemental or intervention fluency program?

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Connected Text Fluency Instructional Strategies

Repeated Reading Small Group: choral reading Indvidual: repeated reading Small Group: partner reading

Previewing Strategies

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1. Not a replacement for beginning reading instruction.

2. Not intended to constitute the reading curriculum.

3. A short duration, frequently scheduled procedure to increase oral reading fluency.

(modified from Hasbrouck, 1998)

Connected Text Fluency Instructional Strategy: Repeated Reading

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Connected Text Fluency Instructional Strategy: Repeated Reading

Research has demonstrated that repeated reading:

Significantly increases reading rate, accuracy, and comprehension

Works with older students as well as elementary children

Fosters fluent word recognition through multiple exposures to words

Encourages rapid decoding and permits greater attention to understanding the text

Provides children an opportunity to orally read at a more fluent level then typical reading instruction allows

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1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times).

2. Fixed-passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100 words on successive trials.

3. Tape-recorded repeated readings.

4. Peer preview.

5. Partner reading.

(modifed from Hasbrouck, 1998)

Connected Text Fluency Instructional StrategyRepeated Reading Methods

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Connected Text Fluency Instructional StrategySmall Group Strategy: Repeated Choral ReadingSmall Group Strategy: Repeated Choral Reading

The 3-Step Process1. Teacher Reads2. Teacher and Students

Read Together3. Students Read

Prior to reading Pre-teach difficult words (irregular, vocabulary and

decoding) Preview Text and Make predictions Carefully select text that students

will be successful at reading (>90%)Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm

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Repeated Choral Reading:Repeated Choral Reading: Expanded Steps Expanded Steps

Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. Keep a steady pace – Chunk the material Teacher can strategically pause to ensure all are actively reading

along

Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. Teacher monitors to correct errors and provide feedback

Students read: The students read the passage with the teacher monitoring and providing feedback. Correcting errors Modeling/Monitoring comprehension by pausing to ask questions or

making predictions

Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm

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Connected Text Fluency Instructional StrategyConnected Text Fluency Instructional StrategyIndividual Strategy: Repeated ReadingIndividual Strategy: Repeated Reading

For individual students needing to increase reading fluency use the following steps:

1. Identify short reading passages (approx. 150 words) students can read with >90% accuracy

2. Have student read for 1-minutes as quickly and accurately as possible and determine words correct per minute (cold reading)

3. Identify and mark a target rate approximately 30% faster than cold reading

4. Have student independently reread passage with timer until they obtain target rate

5. Teacher repeats step 2 to determine if goal was determined

6. Graph progress

(Adapted from Howell & Nolet, 2001)

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Example of Repeated Reading StepsExample of Repeated Reading Steps

1. Identify passages student can read with high accuracy

2. Collect cold reading cwpm

3. Determine 30% increase wpm and mark

4. Student practices reading out loud with timer to reach goal

5. Teacher does hot timing again

6. Monitor and graph progress

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Ensuring Progress Toward the Benchmark PerformanceEnsuring Progress Toward the Benchmark Performance

Johnny's Reading Progress

0

10

20

30

40

50

60

70

80

90

100

Nov. 3 Nov. 10 Nov. 17 Nov. 24 Dec. 1 Dec. 9 Dec. 17 Dec. 22 Jan. 6 Jan. 14 Jan. 21

Dates of Progress Monitoring

Words Read Correctly

Goal: Johnny wll read 60 WRC per minute on 2nd Grade material by February 1

Fluency building instruction implemented

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Connected Text Fluency Instructional StrategyConnected Text Fluency Instructional StrategySmall Group Strategy: Partner ReadingSmall Group Strategy: Partner Reading

Time spent orally reading is a good predictor of later reading achievement Peer/partner reading is a simple method to provide children

more opportunities to read and receive feedback on their reading

Students enjoy the approach Effective at building student fluency in reading Provides children a highly structured and engaged

instructional reading opportunity There are a variety of strategies/programs available:

Classwide Peer Tutoring (CWPT) Peer Assisted Learning Strategies (PALS) Reciprocal Peer Tutoring (RPT)

Each program has similar components

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Common Components Across Partner/Peer Tutoring Common Components Across Partner/Peer Tutoring ApproachesApproaches

Incorporated within the regular part of the reading program Completed 2-5 times a week

Careful selection of reading materials Students must be trained on steps of

approach Performance pairing of students Active reading Progress monitoring of all students to adjust

pairing as necessary

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It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following:

• Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked

student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports!

• Adjust pairings according to “personality” issues.• Maintain pairs approximately 4 weeks.

(Modified from Hasbrouck, 1998)

Guidelines for Pairing Students

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1. Teacher needs to select appropriate reading material for lower skilled student to be successful in reading.• Create a folder for students including passages

and graphs for each student• Determine the length of time for the activity and

lead the group to keep pace brisk2. Teacher needs to model steps of partner reading.3. The higher performing reader reads first as a model.4. Both students should have an opportunity to lead the

reading (coaches and players)5. Teacher should monitor the group in the activity and

reinforce for appropriate behavior.6. At the end of the activity, have both students

summarize what they just read (e.g., retell, main ideas, characters, etc.).

7. Periodic progress monitoring to ensure progress and to readjust pairs.

Guidelines for Partner Reading Activities

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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies

Increasing the likelihood of students reading with good accuracy and rate

Preview text and prime background knowledge Teach students to preview text and make predictions

about the text before reading Teacher should model strategies by doing a “think aloud”

procedure (“Look at the title, pictures, …”)

After preview, teach students to think about what they already know about the topic and what more they would like to learn Teacher should provide a model of effective strategies for

prediction (“I think this story will be about…”

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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies

Preteach words that are difficult to read and understand:

Identify words that will be barriers to student independent reading (e.g., content, vocabulary, etc.)

Teach difficult words prior to reading within text

Irregular words

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How Will I Use this Information In MyHow Will I Use this Information In MyClassroom on Wednesday?Classroom on Wednesday?

Which strategy or approach will I use?

Which students will I use the strategy with?

How will it benefit the students?

What are possible roadblocks and steps I need to take to make it happen (i.e. materials, scheduling, etc.)?