fluency workshop
TRANSCRIPT
Fluency WorkshopFluency Workshop
By Tina OpenshawBy Tina Openshaw
What is Fluency?What is Fluency? Fluency as defined by The National Fluency as defined by The National
Reading Panel is “one of several critical Reading Panel is “one of several critical factors necessary for reading factors necessary for reading comprehension, but is often neglected in comprehension, but is often neglected in the classroom.” the classroom.”
National Reading Panel, (2011) What is National Reading Panel, (2011) What is Reading Fluency? Reading Fluency? National Reading PanelNational Reading Panel, , retrieved April 12, 2011 from retrieved April 12, 2011 from http://www.nationalreadingpanel.org/FAQ/faq.htm#11
Why should I teach fluency?Why should I teach fluency?Fluency is the bridge between Fluency is the bridge between
phonological decodingphonological decoding
and and comprehension.comprehension.
Dr. Tim Rasinski, Professor of Reading at Kent State UniversityDr. Tim Rasinski, Professor of Reading at Kent State University
Fluency is reading orally withFluency is reading orally withSpeedSpeed
AccuracyAccuracy
Prosody -Prosody - (vocal expression)(vocal expression)
Fluency and TheoryFluency and TheoryLev Vygotsky Lev Vygotsky
Language and Learning TheoryLanguage and Learning Theory
Zone of Proximal DevelopmentZone of Proximal Development
Learning Theories Knowledgebase Learning Theories Knowledgebase http://www.learningtheories.com/vygotskys-social-learning-theory.html
Fluency and TheoryFluency and TheoryHoward GardnerHoward Gardner
Multiple IntelligencesMultiple Intelligences
Linguistics and MusicLinguistics and Music
http://www.howardgardner.com/http://www.howardgardner.com/Papers/papers.html Papers/papers.html
Fluency Strategies Fluency Strategies Paired readingPaired readingRepeated readingRepeated readingOral reading Oral reading Choral readingChoral readingSmall Group reading Small Group reading Tape/CD – assisted readingTape/CD – assisted readingEcho readingEcho readingClass listeningClass listening
Fluency ResourcesFluency Resources PoetryPoetry Rhymes and SongsRhymes and Songs Joke booksJoke books Readers TheatreReaders Theatre Books on tape/CDBooks on tape/CD Fluency Workstations online at: Fluency Workstations online at:
http://www.kyrene.org/staff/jsorge/centers/http://www.kyrene.org/staff/jsorge/centers/fluency.htm fluency.htm
Language Arts – Punctuation Language Arts – Punctuation
Teaching Fluency in the Content Teaching Fluency in the Content AreaArea
Social Studies – Letters or SpeechesSocial Studies – Letters or Speeches
Science – Oral presentations Science – Oral presentations example: How a plant example: How a plant
grows.grows.
Math – Math – Word Problems, academic flash Word Problems, academic flash cardscards
Fluency AssessmentsFluency Assessments Timed - Timed -
http://penningtonpublishing.com/assessmenhttp://penningtonpublishing.com/assessments/Fluency%20Assessment.pdfts/Fluency%20Assessment.pdf
Individual – Individual – http://www.readinga-z.com/assess/fluency-http://www.readinga-z.com/assess/fluency-passage.html passage.html
Oral - Oral - http://terpconnect.umd.edu/~dlspeece/cbmrhttp://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/index.html eading/studentmat/grade1/index.html
Fluency Grade LevelsFluency Grade LevelsGrade Words Correct Per Minute (Spring)Grade Words Correct Per Minute (Spring)1 30-601 30-602 70-1002 70-1003 80-1103 80-1104 100-1404 100-14055 110-150110-150
Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htmInc. Available at www.aimsweb.com/norms/reading_fluency.htm. .
Classroom Fluency ChartClassroom Fluency ChartStudenStudent t NameName
FallFallAccuracAccuracyy
WinterWinterAccuracAccuracyy
SpringSpringAccuracAccuracyy
FallFallRateRate
WinteWinterrRateRate
Spring Spring RateRate
Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992
Oral Reading Fluency ScaleOral Reading Fluency Scale4 - Reads primarily in larger, meaningful 4 - Reads primarily in larger, meaningful
phrase groups. Although some phrase groups. Although some regressions, repetitions, and deviations regressions, repetitions, and deviations from the text may be present, these do from the text may be present, these do not appear to detract from the overall not appear to detract from the overall structure of the story. Preservation of structure of the story. Preservation of the author’s syntax is consistent. Some the author’s syntax is consistent. Some or most of the story is read with or most of the story is read with expressive interpretation. Reads at an expressive interpretation. Reads at an appropriate rate. appropriate rate.
Oral Reading Fluency ScaleOral Reading Fluency Scale3- Reads primarily in three- and four-word 3- Reads primarily in three- and four-word
phrase groups. Some smaller groupings phrase groups. Some smaller groupings may be present. However, the majority may be present. However, the majority of phrasing seems appropriate and of phrasing seems appropriate and preserves the syntax of the author. preserves the syntax of the author. Little or no expressive interpretation is Little or no expressive interpretation is present. Reader attempts to read present. Reader attempts to read expressively and some of the story is expressively and some of the story is read with expression. Generally reads read with expression. Generally reads at an appropriate rate. at an appropriate rate.
Oral Reading Fluency ScaleOral Reading Fluency Scale2 - Reads primarily in two-word phrase groups 2 - Reads primarily in two-word phrase groups
with some three- and four-word groupings. with some three- and four-word groupings. Some Some word-by-word reading may be present. word-by-word reading may be present. Word Word groupings may seem awkward and groupings may seem awkward and unrelated to unrelated to the larger context of the sentence or the larger context of the sentence or passage. A small portion of the text is read passage. A small portion of the text is read with expressive interpretation. Reads with expressive interpretation. Reads significant sections of the significant sections of the text excessively slowly or fast. text excessively slowly or fast.
Oral Reading Fluency ScaleOral Reading Fluency Scale1- Reads primarily word-by-word. 1- Reads primarily word-by-word.
Occasional two- or three-word Occasional two- or three-word phrases may occur – but these are phrases may occur – but these are infrequent and/or they do not infrequent and/or they do not preserve meaningful syntax. Lacks preserve meaningful syntax. Lacks expressive interpretation. Reads text expressive interpretation. Reads text excessively slowly. excessively slowly.
Oral Reading Fluency ScaleOral Reading Fluency ScaleA score of 1 should also be given to a A score of 1 should also be given to a
student who reads with excessive student who reads with excessive speed, ignoring punctuation and speed, ignoring punctuation and other phrase boundaries, and reads other phrase boundaries, and reads with little or no expression. with little or no expression.
Source:Source: Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Pikulski, K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, Pikulski, K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available DC: U.S. Department of Education, National Center for Education Statistics. Available at http://nces.ed.gov/pubs95/web/95762.asp at http://nces.ed.gov/pubs95/web/95762.asp
CBM Fluency AssessmentCBM Fluency AssessmentCurriculum Based Measurement - Curriculum Based Measurement -
http://easycbm.com/info/reading_asshttp://easycbm.com/info/reading_assessments.php essments.php
Students can take the measures Students can take the measures onlineonline
Fluency Beginnings Fluency Beginnings Assess student readingAssess student reading
Incorporate Fluency StrategiesIncorporate Fluency Strategies
Assess progress to share at next Assess progress to share at next meetingmeeting
FluencyFluencyHow will you incorporate fluency into How will you incorporate fluency into
your classroom?your classroom?
Thank YouThank You
For For Attending the Fluency Attending the Fluency
WorkshopWorkshop