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On the Road to Reading with the Common Core State Standards Fluency Comprehension Fluency Phonics SNRPDP Common Core State Standards for Fluency 3rd and 4th Grades • Move to reading aloud with sufficient accuracy and fluency to support comprehension. – Read on-level text with purpose and understanding. – Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. – Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • Continue reading with sufficient accuracy and fluency to support comprehension. – Read on-level text with purpose and understanding. – Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. – Use context to confirm or self-correct word recognition and understanding, SNRPDP Fluency’s Four Corners Accuracy Prosody What’s happening in your school? Rate Comprehension SNRPDP Fluency According to A Dictionary of Reading and Related Terms, fluency is . . . “the ability to read smoothly, easily and readily with freedom from word recognition problems.” SNRPDP Fluent Readers A fluent reader can: • read at a rapid rate • automatically recognize words • phrase correctly SNRPDP Automaticity Automaticity refers to the ability to recognize many words as whole units quickly and accurately. It is knowing how to do something so well you don’t have to think about it. SNRPDP Three Signs of Automaticity A child is reading fluently if he can: • read with expression • read aloud and then retell the story or content of the selection • comprehend equally well a similar passage read if listened to SNRPDP High Frequency Words • There are approximately 600,000+ words in the English language. • 13 words account for over 25% of the words in print • 100 words account for approximately 50% of the words in print • 250 words make up 70-75% of all the words children use in writing • Of those 250 words, about 20% are function words such as a, the, and and SNRPDP Can HFWs be taught? • Research shows that readers store “irregular” words in the lexical memory in the same way they store socalled “regular” words. (Gough and Walsh, 1991) • Children do not learn “irregular” words as easily or quickly as “regular” ones. • Therefore, children need to be taught “irregular,” high-frequency words with explicit instruction. Standard RF.3.3d SNRPDP “Irregular” Word Teaching Sequence • Teacher Demonstration • Your Turn to Try SNRPDP Measuring Oral Reading Rate One minute, “cold read” 100 word passage Errors = Mispronunciations (bell for ball) Substitutions (dog for cat) Omissions 3 second rule SNRPDP Scoring the Oral Reading Rate To calculate a student’s oral reading rate, do the following: Correct # of words read divided by Total # of words read equals Accuracy Rate SNRPDP Determining Reading Levels 96% - 100% Independent Level 90% - 95% Instructional Level - 89% Frustration Level SNRPDP Fluency Rubrics SNRPDP Fluency Strategies and Activities Lessons for Rate • Repeated Readings Lessons for Prosody • Phrased Reading • Connected Text • Reader’s Theatre • Guess My Emotion • Choral Reading Using Poetry and Prose Lessons for Accuracy • Read Speed • Reader’s Theatre • Give Me Five • Quick Sort Standard RF.3,4,5.4b SNRPDP • Reader’s Theatre Dr. Richard Allington once wrote . . . “Fluency . . . the neglected goal of reading instruction.” SNRPDP