Transcript Slide 1

Teaching the New Frameworks
4-8
The Importance of Fluency and Time
Spent with Eyes on the Page
April 2007
Copyright © 2007 Mississippi Department of Education
Big Ideas in Beginning Reading
Phonemic Awareness
Fluency
Vocabulary
Reading
Comprehension
Alphabetic Principle/Phonics
April 2007
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Mississippi NAEP Results
NAEP 4th Grade Results
15%
3%
52%
30%
Below Basic
April 2007
Basic
Proficient
Advanced
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Mississippi NAEP Results
8th Grade Results
18%
1%
40%
41%
Below Basic
April 2007
Basic
Proficient
Advanced
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NAEP Oral Reading Study
Accuracy
97
96
94
94
Below Basic
April 2007
Basic
Proficient
Advanced
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NAEP Oral Reading Study
130+ WPM
80 – 104 WPM
105 – 129 WPM
Basic and Below
April 2007
Proficient
Advanced
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Fluency
Fluency is the ability to
read a text quickly,
accurately, and with
proper expression.
- National Reading Panel
April 2007
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Fluency
Fluency is the ability to read the
vast majority of words in a text
quickly, accurately, and with
proper expression so that
meaning is retained. Ultimately,
automatic and silent reading is
what matters.
-National Reading Panel and Elfrieda Hiebert
April 2007
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Three Components of Fluency
• Accuracy
• Rate
• Prosody--phrasing and expression
April 2007
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Fluency Matters Because:
• Associated with comprehension-fluent readers are
more likely to understand what they read
• Associated with vocabulary development--the more
you read, the more words you learn
• Which in turn facilitates more comprehension-knowing more words means new texts are easier to
comprehend
• Facilitates pleasure, making you more likely to read
more--the more you read, the easier it is to read,
making it more likely for you to read more
April 2007
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The Matthew Effect
“For unto every one that hath shall
be given, and he shall have
abundance: but from him that hath
not shall be taken away even that
which he hath.” (Matthew XXV:29)
April 2007
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Extensive Reading Practice
Therein lie the most challenging aspects of teaching older
students: they cannot read, so they do not like to read;
reading is labored and unsatisfying, so they have little
reading experience; and because they have not read
much, they are not familiar with the vocabulary, sentence
structure, text organization, and concepts of academic
“book” language. Over time their comprehension skills
decline because they do not read, and they also become
poor spellers and poor writers. What usually begins as a
core phonological and word recognition deficit, often
associated with other language weaknesses, becomes a
diffuse, debilitating problem with language—spoken and
written.
April 2007
Copyright © 2007 Mississippi Department of Education
Fluency is NOT a Competency
• Nor is fluency an objective/benchmark
• Not easily testable
• Fluency varies based on type of text,
background knowledge, purpose for
reading, etc.
• Fluency is a support--a means by
which students become proficient in
other areas
April 2007
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MLAF 2006
Fourth graders should read accurately
instructional level materials (texts in
which no more than approximately 1 in
10 words are difficult for the reader)
with an appropriate reading rate. (A
fourth grader should read between 115
and 140 words per minute by the end of
fourth grade.)
April 2007
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MLAF Fluency
Recommendations
• 3rd grade 100-115 words per minute
• 5th grade: 140-170 words per minute
• 7th grade: 195-235 words per minute
April 2007
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Readable Texts
• Students need to regularly read
instructional level texts, that is, texts they
are actually able to read.
– Scaffold reading in the core program so all
students can be successful.
– Provide ample opportunities for reading in
instructional level texts.
– Provide access to instructional level texts for
independent reading.
April 2007
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What Students Need to Learn
• How to decode words in isolation
and in connected text.
• How to automatically recognize
words accurately and quickly with
little attention or effort.
• How to increase rate of reading
while maintaining accuracy.
April 2007
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How Can Teachers Determine If
Students Need to Build Reading
Fluency?
• Select six students (e.g., two top, two
middle and two low).
• Ask students to read a selection from the
text orally.
• This will provide an idea of how well each
group of students will be able to deal with
assigned text.
April 2007
Copyright © 2007 Mississippi Department of Education
Possible Supports for Students
Needing Help with Fluency
• Independent reading vs. supported
reading
• Building background information prior
to reading
• Explicit instruction in reading for a
variety of purposes
• Use of advanced organizers
April 2007
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Four Ways to Build Reading Fluency
1. Model proficient oral reading
April 2007
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Four Ways to Build Reading Fluency
1. Model proficient oral reading
2. Scaffold instruction for students
April 2007
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Scaffolding Instruction for
Students May Include
• Echoic Reading
• Choral Reading
• Paired Reading or Partner
Reading
April 2007
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Owen & Mzee
The Language of Friendship
IN A SPECIAL PLACE IN KENYA live two
great friends: a yound hippopotamus
named Owen, and a 130-year-old giant
tortoise named Mzee. No one guessed
that they would become friends, or that
they would become famous around the
world. And no one expected that their
friendship would last so long. But the
story of Owen and Mzee has always been
full of surprises.
April 2007
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Choral Reading
This is the great Kapiti Plain.
All fresh and green from the African rains.
A sea of grass for the birds to nest in,
And patches of shade for wild creatures to rest in;
With acacia trees for giraffes to browse on,
And grass for the herdsmen to pasture their cows on.
But one year the rains were so very belated,
That all of the big wild creatures migrated.
Then Ki-pat helped to end that terrible droughtAnd this story tells how it all came about!
April 2007
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Supplemental Texts
www.kenyabeasts.org.uk
The Hippopotamus is a well-known
animal that most people will recognize
instantly. Despite being depicted as a
gentle, slow giant in many stories and
cartoons, the reality is very different.
Hippos are fast, they can outrun the
average man, and they are big and badtempered if interfered with.
April 2007
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Supplemental Texts
www.kenyabeasts.org.uk
They have massive, curved canine teeth in
both the upper and lower jaw which they use
both in defense and attack. Their skin is
almost completely hairless but does contain
a large number of mucous glands which
protect the animal’s hide in the water and
prevent it from drying out. They spend most
of the day in the water, coming out onto land
in the early evening and then through the
night to graze.
April 2007
Copyright © 2007 Mississippi Department of Education
Independent Reading vs.
Supported Reading
• Break the assignment down into
smaller, more manageable parts
• Utilize opportunities for focused
practice
• Read sections of the passage chorally
• Assign the reading to pairs or
cooperative groups
April 2007
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Cooperative Group Reading
• Teacher assigns a section of text to a
small group of students.
• Students read the passage, ask one
another clarifying questions and interpret
information in their own words.
• Groups “teach” the material to their peers.
• Students ask questions and are
responsible for taking notes on the
information.
April 2007
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Four Ways to Build Reading Fluency
1. Model proficient oral reading
2. Scaffold instruction for students
3. Provide ample practice
opportunities
April 2007
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Repeated Reading
• Reading the same text several times
builds fluency
• Poems and short passages
• Choral readings
• Performances
• Reader’s Theater
• Reading for pleasure
• Read and time--keep charts
April 2007
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A Model for Repeated Reading
• Short, 1-2 minute passages
• Students read
• Teacher reads aloud to model
fluency
• Students read again
• Students write briefly to summarize
or answer questions--accountable
• 15-20 minutes a day
April 2007
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Four Ways to Build Reading Fluency
1. Model proficient oral reading
2. Scaffold instruction for students
3. Provide ample practice
opportunities
4. Encourage the use of phrasing
April 2007
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Modeling and Explicit Teaching
• Using punctuation and other text
features to determine phrasing,
prosody
• Teacher modeling of fluent and choppy
reading
• Remember--speed matters, but
comprehension matters more!
April 2007
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Time with Eyes on the Page
• Typical basal programs and literature
based programs may minimize time
spent reading
• Avoid round-robin reading or wholeclass turn taking
• Avoid using teacher read aloud only
April 2007
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Increasing Reading Time
• Read in all subjects
• Alternatives to whole-class turn taking
– Echoic reading
– Choral reading
– Paired reading
• Independent Reading
• Instructionally efficient planning--avoid
instructional practices that take a long
time with little return
April 2007
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Time with “eyes on the page”
• Spend time reading--read as much as
possible
• Goal--90 minutes per day of reading--with
“eyes on the page”--at all grades
• Goal--read 1,000,000 words by the end of
third grade
• Goal--read half a million words a year from
4th grade on
April 2007
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Final Thoughts
• Fluency aids the development of
vocabulary and comprehension.
• Teachers should pay careful attention
to building fluency activities into all
lessons.
April 2007
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