Transcript Grade 2: Fluency - Durham Public Schools' Professional

Grade 2:
Fluency
The material in this Institute has been modified from the Florida version of the original reading academies
that were developed by the Texas Education Agency and the Texas Center for Reading and Language Arts.
The copyright to these materials is held by the Texas Education Agency.
The copyrights of individual articles included within the academies is held by the original publishers of the
articles, and they are included here with permission.
Survey of Knowledge
Handouts 1 & 2
Activity
Accuracy
Automaticity
Fluency
Grade-level texts
Independent level
Instructional level
Frustrationallevel
Prosody
Rate
Reading level
WRC
Fluency
Handout 4
Activity
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.
North Carolina Standard
Course of Study
Competency Goal 4:
The learner will apply strategies and skills
to create oral, written, and visual texts.
4.03 Read aloud with fluency and
expression any text appropriate for early
independent readers.
Activity
Measuring Students’ Fluency
One-Minute Reading
Total Number of Words Read
Number of Errors
Handout 5
Example:
If a student reads 66 words and has 8
errors, the student reads 58 words
correct per minute
Words Read Correctly
Per Minute (WRC)
Always encourage students to do their best reading.
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 91
WRC
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 WRC is more
reliable than using a fluency score based
on one passage.
Handouts 6-8
Activity
Second Grade Snapshot:
Michael
VIDEO
3:24
Handout 9
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
Second Grade 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
Fluency Instruction
Fluency instruction begins when students
can read connected text with 90% or
better accuracy (usually by the middle of
first grade).
A Closer Look at Reading Levels
To determine a student’s reading level for a
specific text, calculate:
Correct number of
words read
÷
Total number of
words read
=
Percent Accuracy
Ex: 48 ÷ 50 = (.96) 96% (Independent Level)
Handout 10
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
Pair students to practice rereading text
Computer-Based/Tape
Assisted Reading
Students listen, read along, or record
their own reading, point to text,
subvocalize words, and reread texts
independently
Readers Theatre
Small groups rehearse and read a play
Partner Reading
involves pairing students to practice
rereading text
increases the amount of time students are
reading and provides a model of fluent
reading
Handouts 11 & 12
An Example of Partner Reading
Pair up
Select one of the narrative children’s books you
brought to the institute
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
Computer-Based/Tape-Assisted Reading
Model the proper phrasing and speed of
fluent reading
Handout 13
Activity
Readers Theatre
Involves small groups of students reading
and rehearsing text that lends itself to
dialogue and expression
More Fluency-Building
Practices
Choral Reading
Actively involves students as they read in
unison
VIDEO
7:58
Activity
Chunking
Involves reading phrases, clauses, and
sentences by parsing, or dividing text into
chunks
Consider Diversity:
Limited English Proficient Students
Fluency practice for Limited English
Proficient students involves
Listening to models
Repeated readings
Choral reading
Partner reading
Students with Special Needs
Students with special needs usually
benefit from:
Repeated reading practice, especially in
expository or informational texts
More time on task
Paired reading and rereading
Additional feedback and progress
monitoring
Monitoring Fluency Progress
Students:
Independently read unpracticed text to the
teacher and graph their WPM
Practice rereading the same text several
times
Independently read the text again to the
teacher
Graph score in a different color
Remember . . .
Fluency is increased when students:
Develop instant, efficient word
recognition (automaticity)
Practice repeated reading of texts
Receive feedback and guidance