Transcript Fluency Assessments - Ashland School District

with
Phyllis Ferguson
www.save-the-teacher.com
What is Fluency?
Fluency is the ability to read most
words in context quickly and
accurately.
• Fluent readers recognize words
automatically when reading silently and
aloud.
• Fluent readers read with expression
when reading aloud.
RDA/TLS/EAC/MBM/4-03
2
Stroop Test
Elements of Fluency
Automatic
Accurate
Quick
Expressive
Meaningful
Fluency
Assessments
Why Assess Fluency?
Bridge between recognition and
comprehension
Highly correlated with comprehension
More focus on meaning when fluent
Is a reflection of decoding, strategies,
comprehension and self monitoring
Things to Note
Intonation, phrasing, inflection, expression
What strategies are missing that are influencing
fluency
Is inattention to punctuation a factor
Is the type of literature a factor
Is the child reading with meaning
Does he/she know they should be reading for
meaning
Are miscues affecting meaning
How quickly self-correction occurs
What to Use
Qualitative Analysis—BRI, Running Record
• Accuracy and automaticity
CBM/ORF Oral Reading Fluency assessment
1 minute timing
Instructional level text
Repeat with other texts
Mean score
• Accuracy score %= wcr / wr
• Rate = wcpm
Oral Reading Fluency
(ORF)
Target Rate Norms
Fall
(WCPM)
Winter
(WCPM)
Spring
(WCPM)
1
2
3
4
30-60
50-90
70-110
10-30
50-80
70-100
80-120
30-60
70-100
80-110
100-140
5
6
7
8
80-120
100-140
110-150
120-160
100-140
110-150
120-160
130-170
110-15120-160
130-170
140-180
Grade
Source: Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc.
Available at www.aimsweb.com/norms/reading_fluency.htm. Data are also adapted from
“Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5,” by
J. E. Hasbrouck and G. Tindal, 1992, Teaching Exceptional Children, 24, pp. 41-44.
Assessing Expressive Reading
• Appropriate expression and phrasing
• Stress, pitch variations, intonation, rate, phrasing,
pausing
• Shows that the reader is making sense of the text
• Qualitative Rubric
Reads grade level passage/ as little as 60 seconds
• Scores with rubric
Multidimensional Fluency Scale
Oral Fluency Rubric
4 Reads primarily in larger, meaningful
phrase groups
3 Reads primarily in three- and four-word
phrase groups
2 Reads primarily in two-word phrase
groups with some three- and fourword groupings.
1 Reads primarily word-by-word
How to Develop Expressiveness
Modeling
Coaching and formative feedback
Involvement in Readers Theater or Choral
reading
Practice, practice, practice in contexts that are:
Meaningful
Purposeful
Engaging
Multidimensional Fluency
Scale
Expression and Volume
Phrasing
Smoothness
Pace
How Does Fluency
Assessment Fit?
Quick and Easy to administer
Easy to understand
Reflect the components of Fluency
Automaticity
Accuracy
Quick- Rate
Expression
Makes Meaning
Fluency
• Fluency is the ability to read most words in
context quickly and accurately.
• Fluent readers recognize words
automatically when reading silently.
• Fluent readers read with expression when
reading aloud.
RDA/TLS/EAC/MBM/4-03
18
How is Fluency developed?
Fluency is best developed through
modeling during teacher read alouds and
students reading and re-reading of
instructional level and independent level
materials.
RDA/TLS/EAC/MBM/4-03
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How to Increase Rate and
Accuracy
Repeated Readings
Instruction for accuracy
• Sight vocabulary
• Phonics
• Word Analysis
Warning: Don’t give students the idea that
being fast is being a good reader
Rate must be coupled with comprehension
How is fluency developed
continued:
Data suggests that independent silent
reading is not an effective practice when
used as the only type of reading
instruction to develop fluency and other
reading skills, particularly with students
who have not yet developed critical
alphabetic and word reading skills.
RDA/TLS/EAC/MBM/4-03
21
9 Steps to Building Fluency
1. Develop orthographic/phonological foundations
(phonemic awareness, letter knowledge,
phonics).
2. Increase vocabulary and oral language skills.
3. Effectively teach high-frequency vocabulary
and provide adequate practice.
4. Teach common word-parts and spelling
patterns.
(Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and
reading comprehension. The Reading Teacher, 58 (6), 510-519.
9 Steps to Building Fluency (2)
5. Effectively teach decoding skills and provide
adequate practice.
6. Provide students with appropriate texts to
assist in building fluent reading.
7. Use guided oral repeated reading strategies
for struggling readers.
8. Support, guide and encourage wide-reading.
9. Implement appropriate screening and progress
monitoring assessments.
(Pikulski & Chard, 2005)
How is Fluency supported
through Balanced Literacy?
Read Aloud
• Provides a teacher model of
fluent and expressive reading
Shared Reading
• Students develop fluency and phrasing
through repeated readings of shared
text.
RDA/TLS/EAC/MBM/4-03
25
• Familiar Reading
– Students read at their independent levels
– Students choose books from a variety of texts
– Teacher assesses two or three students for
accuracy level.
– Teacher conducts one-minute timed rereading
of fluency passages.
– Students practice reading high frequency
phrases for fluency.
– Student monitors buddy rereading and graphs
fluency rate.
• Independent Reading
– Rereading for the purpose of building fluency
– Repeated practice with instructional level
word study tasks
– Independent practice to build automaticity
with previous learning
•
•
•
•
•
Encourages student choice
Increases motivation
Involves practicing reading strategies
Maximizes reading competence
Habituates monitoring and record keeping
• Repeated Oral Reading
– Student-adult reading
– Partner reading
• EEKK
– I read/you read
– Read together
– I read you follow
– Supportive reading
•
•
•
•
•
Choral
Songs and chants – Casual
Reader’s Theatre
Tape assisted reading
Echo reading
Because fluent readers do not have to concentrate on
decoding the words, they can focus their attention on what
text means.
• Phonics/Spelling
– Instruction promotes automaticity.
– Teacher uses connected text to provide
explicit instruction in fluency.
– Teacher provides initial practice in
controlled, connected text in which
students can practice their newly learned
skills successfully.
– “Quick Write”
– Dictation
•
•
•
•
•
Speed Drills
Letters
Colors
Consonant sounds
Sight words—irregular words
Word families (such as the –am, at, -ame, -ate lists.
• Change the ending consonant
(e.g., man, mat, map, mad).
• Phrase cards
One minute timing – Self Monitor—set new goal
Chunking and Phrasing
Hook, 2001
• In Guided Reading
– In Book Selection?
• Fluency develops as a result of many
opportunities to practice reading with a high
degree of success.
– During the introduction ?
• An overview provides context for the story
• Meaning is built the moment the reader
picks up the text and anticipates reading it
so that the reader draws continually on
meaningful information, synthesizes and
organizes it, and responds to what she
understands.
–During the first reading?
• Guidance and feedback are critical to
fluent reading.
–After Reading?
• Teaching points, based on observed
needs, provide an opportunity for
explicit instruction.
–Through the extension?
• Repeated rereading promotes fluency
–Choral reading
–Reader’s theatre
–Familiar Reading box