fluency this publication is based on the first and second grade teacher reading academies, ©2002...

Fluency

This publication is based on the First and Second Grade Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

Kentucky Reading First Summer Institute 2004: Fluency

Accuracy

Automaticity

Fluency

Grade-level texts

Independent level

Frustration level

Survey of Knowledge

Instructional level

Prosody

Rate

Reading level

WRC


Fluency

Fluency: reading quickly, accurately, and

with expression

combines rate and accuracy

requires automaticity

includes reading with prosody


Effective Reading Instruction

Fluency is vital to comprehension.

Fluency is a critical bridge and has a domino-like effect on the development of reading skills.


Kentucky State Standards

Kentucky

Program of Studies

How is fluency addressed?


Proficient Readers

Proficient readers recognize the vast majority of words in text quickly, allowing them to focus on the meaning of the text.

Since approximately 300 words account for 65% of words in texts, rapid recognition of these words during the primary grades form the foundation of fluent reading.


Fluency Instruction

Fluency instruction begins when students can read connected text with 90% or better accuracy (usually by the middle of first grade).


Measuring Students’ Fluency

One-Minute Reading

Example: If a student reads 53 words and has 7 errors, the student reads 46 words correct per minute.

Always encourage students to do their best reading.

Total Number of Words Read

- Number of

Errors

Words Read CorrectlyPer Minute (WRC)


Setting Fluency Goals

Establishing baseline fluency scores helps determine students’ fluency goals.

Recommended weekly improvement = 1.5 to 2.0 WRC

Given that Michael reads at 42 WRC and there are 33 weeks remaining:

Determine the number of words Michael needs to improve each week to reach an end-of-year goal of 91WRC

Set a goal for Michael to reach by the middle of the year


Procedures for Assessing Fluency

Having students read three unfamiliar, instructional-level passages and recording and graphing the median words read correctly (WRC) is more reliable than using a fluency score based on one passage.


Practice

Passage Two I t was spring. Mom, Pam, and Bill went

on a hike in the woods. Pam wanted to pick flowers. They saw

pretty yellow and white flowers in a field. “Let’s pick some of these flowers for

our table,” said Pam. They began picking the flowers.

Bill called, “Stop! I hear buzzing.” “Help! I t’s after me,” cried Pam. She

started to run. A bee was chasing Pam. “Be still, Pam,” Mom told her. “Try not

to run. Let me help you.” Mom waved the bee away from Pam’s head. The bee flew off .

“Let’s leave these flowers here,” said Bill. “We don’t want more bees chasing us.”

“Yes,” Pam said, “these flowers belong to the bees.”

8

14

21

29

36

43

45

51

58

66

74

84

92

98

106

112

115


3rd Year Primary Snapshot: Michael

Hi! I’m Little Bill. This is a story about a boat that 12

I made all by myself. I named it The Moby Dick. 23

One Saturday morning, I woke up and saw that it was 34

bright and sunny outside. Hurray! I could go with43

my brother to the park and sail my new boat.53


3rd year Primary Snapshot: Michael

Hi! I’m Little Bill. This is a story about a boat that 12

I made all by myself. I named it The Moby Dick. 23

One Saturday morning, I woke up and saw that it was 34

bright and sunny outside. Hurray! I could go with 43

my brother to the park and sail my new boat.53


By the End of Primary

Fluency refers to the ability to identify words rapidly so that attention is directed to the meaning of the text.

About 90% of 3rd grade level text is made up of 5,000 words.

Fluency is highly correlated to reading comprehension. The correlation is .82.


High Frequency Words and Fluency

Accomplishments:

P1-K Recognize some very common sight words

P2-1 Reads aloud with accuracy

Recognizes common, irregularly spelled sight

words

P3-2 Reads and comprehends grade level fiction &

non-fiction

P4-3 Reads and comprehends grade level fiction &

non-fiction


Students’ Fluency Progression

How do we know that students are progressing as fluent readers?

How do we measure students’ fluency rates?

What norms have been established to gauge student progress towards mastery?


A Closer Look at Reading Levels

To determine a student’s reading level for a specific text, calculate:

Correctnumber of

words read

÷Total

number of

words read

=

Ex: 48 ÷ 50 = (.96) 96% (Independent level)

Percentaccuracy


What We Know from Research

Repeated and monitored oral reading improves fluency

Repeated reading can benefit most students throughout elementary school, as well as struggling readers at higher grade levels


Repeated Reading

Partner Reading

Computer-Based/Tape-AssistedReading

Pair students to practice rereading text

Students listen, read along, or record their own reading, point to text, sub-vocalize words, and reread texts independently

Small groups rehearse and read a play

Readers Theatre


Partner Reading

involves pairing students to practice rereading text

increases the amount of time students are reading and provides a model of fluent reading


An Example of Partner Reading

Pair up

Select one of the narrative children’s books you brought to the academy

Decide who will be Partner A and who will be Partner B—Partner A will read first— Partner A: Ask Partner B the “after-

reading comprehension questions”

— Use at least two of the highlighted prompts from the handout “Providing Instructional Feedback”


Repeated-Reading Practices

Model the proper phrasing and speed of fluent reading

Involves small groups of students rehearsing and reading a play

Computer-Based/Tape-Assisted Reading

Readers Theatre


More Fluency-Building Practices

actively involves students as they read in unisonChoral reading

Chunking

Model

Technology

Repeated Readings

Home Reading

involves reading phrases, clauses, andsentences by parsing, or dividing text into chunks

Orally read passage, then have student participate in echo reading or reread passages.

Use tape-assisted reading simultaneously with reading aloud

Practice reading phrases that include high frequency words or words targeted as sight vocabulary. (Mercer, 2002)

Provide reading practice with familiar texts through nightly reading plans. (CIERA, 1998)


Consider Diversity: Limited English Proficient

Students

Listening to models

Repeated readings

Choral reading

Partner reading

Fluency practice for Limited English Proficient students involves:


Repeated reading practice, especially in expository or informational texts

More time on task

Paired reading and rereading

Additional feedback and progress monitoring

Students with disabilities usually benefit from:

Students with Special Needs


Develop instant, efficient word recognition (automaticity)

Practice repeated reading of texts

Receive feedback and guidance from others

Remember . . .

Fluency is increased when students:

fluency this publication is based on the first and second grade teacher reading academies, ©2002...

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