F LUENCY I NTERVENTIONS. L EARNING TARGETS I can identify at least two strategies I already use or...

FLUENCY INTERVENTIONS

LEARNING TARGETS

I can identify at least two strategies I already use or will use in the future to increase students fluency.

I know the different resources available in my building that specifically work on fluency.

I have a plan for how I will intervene with my students on improving their fluency.

All Staff: Diagnosing and identifying Reading Problems

Using the Diagnostic Tool/I've Dibeled Now What?

Phonemic Awareness

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Reading Intervention Materials Training Matrix

FLUENCY: WHAT IT IS AND WHY IT IS IMPORTANT

FLUENT READERS

Read words accurately

Recognize words AUTOMATICALLY, giving attention to comprehension

Group words together quickly, not concentrating on decoding

Read aloud effortlessly, with expression, prosody

AUTOMATICITY

Is quick, accurate recognition of letters and words

Frees cognitive resources to process meaning

Is achieved through corrected practice

WORKING MEMORY AND AUTOMATICITY

Colorado Reading First

WHY IS READING FLUENCY IMPORTANT?

“Fluency provides a bridge between word recognition and comprehension.”-National Institute for Literacy (NIFL) 2001, p.22

9 STEPS TO BUILDING FLUENCYPIKULSKI & CHARD, 2005

1.Develop phonemic awareness, letter knowledge & phonics foundations

2.Increase vocabulary and oral language skills3.Effectively teach high frequency words4.Teach common word parts and spelling patterns5.Teach/practice decoding skills (including multi-

syllabic)6.Provide students time in appropriate text to

build fluent reading skills7.Use guided oral repeated reading strategies8.Support and encourage wide reading9.Implement screening and progress monitoring

assessments

RESEARCH BASED INSTRUCTIONAL STRATEGIES

STRATEGIES TO INCORPORATE TO ENHANCE FLUENCY

Echo Reading Practice reading previously read text with

accuracy, fluency, and expression Teacher reads text first, students read same text

aloud


Cloze Reading Teacher reads the selection, teacher pauses on

meaningful words, students read word chorally Can modify with boys read, girls read, table

groups, etc.


Phrasing fluency practice Cluster reading into appropriate phrases, rather

than reading word-by-word. Appropriate phrasing helps the reader to

understand the passage

PARTNER READING

Intentional pairing of students to practice reading Examples: low student with medium student,

medium with high, lowest readers in triads Procedures for partner reading

explicit, modeled and practiced (including: seating arrangement; length of reading (sentences, paragraphs, pages, etc)

correction procedure (ex: “Stop Check”, “The word is ____”, “Can you figure out that word?”)

REPEATED READINGS

Reading the same text numerous times with the goal being increased rate each time Whisper read Hot and cold timings Graph and rubric

Whole group chorally or partners

STRATEGIES TO INCORPORATE TO ENHANCE FLUENCY Readers Theater This approach provides a realistic opportunity for students

to read orally and practice their use of information, inflection and fluency. It is helpful not only for fluency but also for comprehension because the students must decide how to convey their interpretation of the text – through their oral reading/performance == to an audience.

Suggested Procedure: Students select texts/tasks, or they are assigned

parts/roles for a “performance.” Students practice reading the text and/or completing the

task, getting help from others before the performance with unfamiliar words, phrasing, intonation, and expression.

Students read their scripts/texts or perform their tasks orally for an audience.

ONE ON ONE FLUENCY PRACTICE

1. Identify DIBELS ORF goal on graph2. Preview Passage

Student reads, you correct errors, help blend, etc. 3. Show student where the “goal word” is in the passage ie.

the 110th word for a 3rd grader 4. Time Student for 1 minute 5. After Timing

Point out errorsGraph results

6. Next dayIf met goal, go on to next passageIf did NOT meet goal, read passage again (continue this each day until goal is reached)

IMPORTANT INSTRUCTIONAL PRACTICES

Drop and listenImmediate error correction

ROUND ROBIN IS DEAD!!!

WHY ISN’T ROUND ROBIN READING EFFECTIVE TO USE TO DEVELOP FLUENT READERS?

Round Robin Reading…

Provides limited engagement Gives an inaccurate view of reading Promotes faulty reading habits Invites inattention and disruption Gets in the way of effective strategies Consumes valuable classroom time that could be

spent in more meaningful ways Causes anxiety and embarrassment Hampers listening comprehension

SKILL BUILDERS SIX MINUTE SOLUTION

SKILL BUILDERS

Sight words Phrases Sentences Paragraphs

Fiction text

6 MINUTE SOLUTION

Primary Intermediate Words Phrases Sentences

Non-Fictional text

FRESH READS

Fresh Reads are available as blackline master and online.

Fresh reads connect vocabulary and theme to the basal story for the week.

NEXT STEPS: FLUENCY AND COMPREHENSION

FLUENCY COMPREHENSION

Fluency Folder Retelling with pictures Summary paragraph frame (6 Minute

Solutions) IVF summary

Day 1 Day 2 Day 3 Day 4 Day 5

10 min ENTRY TASK:Partner read or whisper read previous Leveled Reader





10 min FLUENCY:1 minute “cold” timingChoral read (Fresh Read passage)

10 min FLUENCY:3 – 1 minute timings(Fresh Read passage)

10 min FLUENCY:1 minute “hot” timing(Fresh Read passage)

20 min FLUENCY:3 – 1 minute timings(RN or 6 min. passage)IVF summary

20 min FLUENCY:3 – 1 minute timings(RN or 6 min. passage)IVF summary

FLUENCY IN THE 90 MINUTES

NEXT STEPS

Make Your Plan Identify how you will incorporate fluency practice

INTO the 90 minute block. What materials will you use? When will you incorporate fluency? What strategy(ies) will you use? How will you know if the practice is making a difference?

AND/OR Identify how you will incorporate fluency practice

OUTSIDE the 90 minute block. What materials will you use? When will you incorporate fluency? What strategy(ies) will you use? How will you know if the practice is making a difference?

F LUENCY I NTERVENTIONS. L EARNING TARGETS I can identify at least two strategies I already use or...

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