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/fhttp://www.nationalreadingpanel.org/FAQ/faq.htm#11aq.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 with

SpeedSpeed

AccuracyAccuracy

Prosody -Prosody -

(vocal expression)(vocal expression)

Fluency and TheoryFluency and Theory

Lev 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/vygotshttp://www.learningtheories.com/vygotskys-social-learning-theory.htmlkys-social-learning-theory.html

Fluency and TheoryFluency and Theory

Howard 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/assessmehttp://penningtonpublishing.com/assessments/Fluency%20Assessment.pdfnts/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/cbhttp://terpconnect.umd.edu/~dlspeece/cbmreading/studentmat/grade1/index.html mreading/studentmat/grade1/index.html

Fluency Grade LevelsFluency Grade Levels

Grade Words Correct Per Minute Grade Words Correct Per Minute (Spring)(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, Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htmwww.aimsweb.com/norms/reading_fluency.htm. .

Classroom Fluency ChartClassroom Fluency Chart

StudenStudent t NameName

FallFall

AccuracAccuracyy

WinterWinter

AccuracAccuracyy

SpringSpring

AccuracAccuracyy

FallFall

RateRateWinteWinterr

RateRate

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 Scale

4 - Reads primarily in larger, meaningful 4 - Reads primarily in larger, meaningful phrase groups. Although some phrase groups. Although some regressions, repetitions, and regressions, repetitions, and deviations from the text may be deviations from the text may be present, these do not appear to present, these do not appear to detract from the overall structure of detract from the overall structure of the story. Preservation of the author’s the story. Preservation of the author’s syntax is consistent. Some or most of syntax is consistent. Some or most of the story is read with expressive the story is read with expressive interpretation. Reads at an interpretation. Reads at an appropriate rate. appropriate rate.

Oral Reading Fluency ScaleOral Reading Fluency Scale

3- Reads primarily in three- and four-3- Reads primarily in three- and four-word phrase groups. Some smaller word phrase groups. Some smaller groupings may be present. However, groupings may be present. However, the majority of phrasing seems the majority of phrasing seems appropriate and preserves the syntax appropriate and preserves the syntax of the author. Little or no expressive of the author. Little or no expressive interpretation is present. Reader interpretation is present. Reader attempts to read expressively and attempts to read expressively and some of the story is read with some of the story is read with expression. Generally reads at an expression. Generally reads at an appropriate rate. appropriate rate.

Oral Reading Fluency ScaleOral Reading Fluency Scale

2 - Reads primarily in two-word phrase 2 - Reads primarily in two-word phrase groups with some three- and four-word groups with some three- and four-word groupings. Some groupings. 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 passage. A small portion of the text is read with expressive interpretation. read with expressive interpretation. Reads significant sections of the Reads significant sections of the text excessively slowly or fast. text excessively slowly or fast.

Oral Reading Fluency ScaleOral Reading Fluency Scale

1- 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 Scale

A 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 Assessment

Curriculum 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

FluencyFluency

How 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