FLUENCY

1
FLUENCY

• A NELIP Presentation
• Developed by Tamara Baren
• and Mary Dunton
• Power Point by Yvonne Dunn

2
Walk Around Survey

• Activity is found on Page 4
• Take 2 minutes to complete the left hand column-
  a definition of fluency
• -2 reasons fluency should be taught
• -3 ways I teach fluency in my classroom
• Take 5 minutes to share your ideas with 2 other
  people not at your table

3
Fluency Is The Bridge between decoding and
comprehension

• Reading with good phrasing and expression helps
  readers construct meaning from printed words.
  Comprehension is an integral part of fluency.
• 3 keys to effective fluency instruction
• modeling fluent reading,
• Having students practice reading passages
• Supporting students while they read by reading
  with them pg 5

4
FLUENCY

• Speed- the rate of reading, usually determined in
  words per minute WPM or correct words per minute
  CWPM
• Accuracy- the student recognizes most words
  automatically
• Expression- the student uses appropriate
  phrasing, tone and pitch. Prosody is the term
  commonly used for these elements
• Comprehension-refers to understanding
• 
  page 7

5
Negotiated Definition Activity

• Each team member takes 2 quotes from pgs 8 and 9
• Identify the key words/phrases
• As a group-Write a definition of Fluency using
  the key words found in the quotes
• Share the definitions with the class

6
Where does Fluency fit into the BIG picture?

• Page 10 WCSD Literacy Panel overview of the Key
  Elements components which compose fluency
• Pages 1112-Standards checklist -note
  there are no oral reading fluency references in
  grades 4 6. However students still need to be
  brought up to grade level.
• Page 13-Primary outcomes and 12 secrets of
  academic literacy

7
Fluency is the implied piece of reading
outcomes when self-monitoring is talked about.
Without fluency, the move from learning to read
to reading to learn does not occur effectively.
Students with low reading rates and ineffective
fluency habits get left behind in 2 ways Time
and Comprehension Dunton and Baren
8
One size fits all activities and strategies

• Fluency, like music, has rhythm, phrasing, and
  requires text interpretation
• Students have a)current instructional level of
  fluency and b) a grade level benchmark for
  fluency- teachers need to know both
• There are many ways to teach fluency, time must
  be built into the teaching day for students to
  practice fluency effectively.

9
Reference Pages

• Page 15-lists different strategies to use to
  develop fluency- look and highlight what you
  already do
• Pages 19, 20, 21, and 22 are more strategies
• Page 23,24,25, and 26 -talk about poetry and
  poetry websites and activities.
• -think about where your students hear poetry?
  Songs and raps
• -can you study lyrics? rewrite them?

10
Prosody is the ability to read a text orally
using appropriate pitch, stress juncture, and to
project the natural intonation and phrasing of
spoken words upon the written text. Prosodic
cues are the structure of the text and language
which helps students identify the appropriate
pitch, stress, and juncture assigned to a given
text which helps students identify the
appropriate pitch, stress, and juncture
assigned to a given text. -page 27 M.
Richards (2000)
11
Phrased Text Lesson

• Page 29- has the directions on how to do a
  phrased text lesson
• Page 30-The passage about sea turtles is clumped
  into 2 and 3 word passages.
• Read as a whole group
• Note how reading in the clumps gives it rhythm?
• With a partner-clump the passage about Blizzards
• Share with your group. Variation on pg.34

12
More reference pages

• Pgs. 31-33- most common 300 word phrases- if we
  teach these like we do sight words we can
  increase fluency-how would you teach them?
• Pgs. 36-38-guidelines for repeated readings
• Pgs. 39-42-guidelines for readers theater
• Pages 44-60-additional ideas and activities

13
Antiphonal (an-tif-on-al) Reading

• Directions are on page 43 on how to do an
  antiphonal reading with your class.
• We will do one using
• The Water Dance handout
• Written by a 4th grade class

14
Developmental Lens

• Page 64- identifies Stages Of Development
• Emergent phase-no reading rate because they cant
  read yet, they memorize
• Beginning-early- are reading word by word and
  just learning to decode and cant phrase read
• Begin taking reading rates of students at the end
  of the beginning phase

15
More on developmental levels

• Page 65 has a 5 point fluency scale
• Page 66 relates this scale with the students
  developmental spelling stages
• Pages 80-88 are examples of texts at the
  developmental levels.

16
Data Collections

• Pages 106,108,109 have reading rates
• Page 107 gives directions on how to calculate
  reading rates
• Reading rates are also calculated on the PALS
  assessment for grades 1-3
• There is a difference between WPM (words per
  minute) and CWPM (correct words per minute)

17
Reading Rates

• Critical for upper grades especially
• Oral rates differ from silent reading rates
  generally younger students have rates that are
  oral reading rates and older students are silent
  reading rates
• Page 108 Stone Fox
• Total words-12,000
• Time _at_200wpm 2 hours
• Time _at_100wpm 4 hours

18
Websites

• Page 117- http//dibels.uoregon.edu is website
  for DIBELS-Dynamic Indicators of Basic Early
  Literacy Skills
• www.literacyempowerment.org for little books

19
Summary

• With a partner
• 1. Look at the time frames of your day
• 2. Identify where you already do fluency work in
  your class ( think of SFA)
• 3. Identify other areas you might be able to do
  fluency activities during the day/or how this
  would help in the other content areas.