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Educators Fluency Workshop

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  • 1. *Accuracy*Automaticity (Rate) *Comprehension*Prosody

2. In order to improve student outcomes- increased reading accuracy (fluency), teachers need to systematically work with students on this skill. All students will be screened with AIMS Web, CBM Then, proficient students will continue to be instructed at grade level on word decoding, word meaning, and speaking. These students will continue to be progressed monitored to ensure success. 3. More information on FORI Echo Reading with class Primary Grade Uses core reading program selections Students read a selected text orally and repeatedly over the course of a week 1st day- teacher reads a selected text aloud, students follow along Over next days- students orally read the selected text several times using echo-, choral-, and partner read, also practice at-home Final day- extension activities Research Studies have shown an increase of 2 years on an informal reading inventoryPeer Evaluation form 4. Direct Instruction Read story aloud Construct a story map Select portion of storyfor part 2 Mini-lesson on expressive readingmodel reading Student practice a part for performanceIndirect instruction Daily 10 minutes Student choose astory (or portion) Students practice their story Check in to see if students have mastery 5. Poems work great! Read the text aloud several times/different voices Discuss meaning of the text Read the text with the class several times Pair up students and have them take turns reading the text to each other (3x each), with the listener offering support 6. Small groups Each lesson is over two consecutive days, 10-15 minutes each day Day 1 Give students copy of phrased-cued text Discuss importance of reading in phrases Explain phrase markings / slight pause //longer pause Read text with students 2-3 times in choral fashion, emphasizing good phrasing Students practice with partner (2-3 times each) Students perform orally for the group Day 2 Repeat procedure from Day 1, but with unmarked text. 7. Select an instructional-level text Sit next to the student so that you can speak into the student's ear. Move your finger under each word as you read it. The student rests his or her finger on top of yours. As you read the text aloud together, set the pace by reading slightly faster than the student. Model fluency and expression, chunking words in meaningful phrases and pausing for punctuation. Gradually release the "lead" to the student as the he or she becomes more comfortable with the text. 10 minutes per day, four days a week 8. Small group intervention 3 goals, develop fluency, develop sublexical/lexical decoding strategies, building success and confidence 30 minutes of phonological training and 30 minutes of RAVE-O Learn core words around a rime, segment and compose words Play games with words to build automaticity 9. Using Smart Recorder to improve Reading Fluency Students integrate recordings of their reading into their fluency practice Make recordings of themselves, listening to those recordings and then reflecting on them Gives both the student and teacher evidence of the three critical factors of fluent reading: speed, accuracy, and expression. Teachers can also give feedback on their progress 10. Student NameFall Winter Accuracy AccuracySpring AccuracyFall RateWinter Spring Rate RateCurriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5, by J. E. Hasbrouck and G. Tindal, 1992 11. Grade 1 2 3 4 5Words Correct Per Minute (Spring) 30-60 70-100 80-110 100-140 110-150Adapted from AIMSweb: Charting the Path to Literacy, 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm.