Enhancing and Advancing Reading Mastery K & 1 Fluency Strategies Presented by: Meralee Hoffelt August 6/7, 2012

What are enhancements or advancements? Strategies for taking skills to deeper levels of mastery. Reactions to student performance patterns and data/research. Systems of advancement, simplification of rules, explicit connections, preventative tools. Methods for maintaining program fidelity. Copyright 2012: Educational Resources, Inc. 1

What is Fluency? Teachers who model fluently and students who read fluently … pace use an appropriate pace. punctuation have an awareness of punctuation. phrasing utilize good phrasing. expression read with expression. Copyright 2012: Educational Resources, Inc. 2

3 This is what we hear…

What we Hear…. Copyright 2012: Educational Resources, Inc. 4

5 This is what we want to hear…

What we would like to here… Copyright 2012: Educational Resources, Inc. 6

What we would like to hear… Copyright 2012: Educational Resources, Inc. 7

Fluency Enhancements Additional Repetitions with Word Lists Goodbye Lists VCV Instruction and Correction* Single Word Automaticity Student Behaviors K Story Reading Delivery Steps Fluency Corrections Strong Teacher Models Text Fluency Group and Individual Reinforcement Coding Passages Fluency Interventions Copyright 2012: Educational Resources, Inc. 8

Providing Fluency Repetitions Signature K Lesson 70-Novels Step Three Firming Up Let’s read these the faster way. (Pause one or two seconds.) Word. (Signal.) (Pause one or two seconds.) Next. (Signal.) Step Four Let’s read these the fastest way. Top down. Bottom up. Get ready. (Signal) (Students read from the top of list to the bottom of the list and back to the top.) Step One Follow the script exactly! The script often includes these formats: sounding out rhyming word build-ups two-part words underlined part Step Two Read it the Fast Way/What Word Let’s read these the fast way. First word. (Pause three seconds.) What word? (Signal.) Yes, ____. Next word. (Pause three seconds.) What word? (Signal. ) Yes, _____. Copyright 2012: Educational Resources, Inc. 9

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RM SE 1 Format Practice Words with underlined parts a. First you’re going to read the underlined part of each word in this column. Then you’re going to read the whole word. b. (Touch the ball for longer.) Read the underlined part. Get ready. (Tap the ball.) Long. Read the whole word. (Pause.) Get ready. (Slash.) Longer. c. (Repeat step b until firm.) d. (Repeat steps b and c for each remaining word in the column.) e. (Repeat the column until children read all the words in order without making a mistake. Individual test a. (Call on different children to read one column of words from the lesson.) b. (Praise children who read all words with no errors.) Words with underlined parts a. First you’re going to read the underlined part of each word in this column. Then you’re going to read the whole word. b. (Touch the ball for clean.) Read the underlined part. Get ready. (Tap the ball.)E ēē. Read the whole word. (Pause.) Get ready. (Slash.) Clean. c. (Repeat step b until firm.) d. (Repeat steps b and c for each remaining word in the column.) e. (Repeat the column until children read all the words in order without making a mistake. Copyright 2012: Educational Resources, Inc. 12

Good-bye and Review List Copyright 2012: Educational Resources, Inc. 13

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Helping Students Hear Fluent Models Teacher Model Appropriate Pacing Awareness of Punctuation Proper Phrasing Expression Copyright 2012: Educational Resources, Inc. 15

Coding Passages Punctuation tells what to do as we read: Ending punctuation are red lights and tell us to stop and tap twice.(red) Commas are yellow lights and tell us to slow down and tap once. (yellow) Quotation marks are green lights and tell us to go with a new voice.(green) Punctuation tells how to read: When sentences end in periods, say it like you are talking to a friend.(pink) When sentences end in question marks, ask it like you are asking a question.(blue) When sentences end in exclamation marks, shout it like you are yelling for your team. (orange) Copyright 2012: Educational Resources, Inc. 16

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Time to Prepare: The Old Goat First, circle commas, square end punctuation, underline quotation marks, squiggle emphasized words. Second, use parentheses to indicate appropriate phrasing. Copyright 2012: Educational Resources, Inc. 20

Check Your Work and Practice: The Old Goat Copyright 2012: Educational Resources, Inc. 21

Time to Prepare: A Fish in the Rain First, circle commas, square end punctuation, underline quotation marks, squiggle emphasized words. Second, use parentheses to indicate appropriate phrasing. Copyright 2012: Educational Resources, Inc. 22

Time to Prepare: Going to the Toy Shop First, circle commas, square end punctuation, underline quotation marks, squiggle emphasized words. Second, use parentheses to indicate appropriate phrasing. Copyright 2012: Educational Resources, Inc. 23

Time to Prepare: Ott Comes Out of the Bottle First, circle commas, square end punctuation, underline quotation marks, squiggle emphasized words. Second, use parentheses to indicate appropriate phrasing. Time to Prepare: Ott Comes Out of the Bottle First, circle commas, square end punctuation, underline quotation marks, squiggle emphasized words. Second, use parentheses to indicate appropriate phrasing. Copyright 2012: Educational Resources, Inc. 24

Fluency Correction Details ARE JUST AS CRITICAL AS ACCURACY CORRECTIONS. At the end of the individual turn. Encompasses the ENTIRE turn. When ANY part of the reading lacks pacing, awareness of punctuation, phrasing, or expression. When the reading is so inaccurate that fluency is impacted. Does not replace correction(s) for accuracy. Copyright 2012: Educational Resources, Inc. 25 Accuracy, then fluency!

Fluency Correction My turn. (Provide praise) Fingers back to __________. You track as I read. (Communicate purpose of model) Teacher models fluently. Your turn. Read it just the way I did. Remember to…(Recommunicate goals) Call student name. Copyright 2012: Educational Resources, Inc. 26

Be Careful that… students are directed back to the beginning of the sentence. Then, students track during the teacher model and as the student/group re-reads. students track smoothly under the word during the teacher model and as the student/group re-reads. during the model and the re-read, student tracking corresponds with the words read. Copyright 2012: Educational Resources, Inc. 27

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I Ate Ham Copyright 2012: Educational Resources, Inc. 29

This is a Cat Copyright 2012: Educational Resources, Inc. 30

Fluency Interventions Reciprocal Reading Completed one-on-one with an adult. Student reads a word and then the teacher reads a word, alternating for each word in the story. This strategy forces students to move their eyes more quickly to the next word. Fluency is as much a physical issue (moving eyes quickly to the next word) as it is a decoding issue. Echo Reading Can be implemented in group or with individual. The teacher reads the sentence fluently and immediately the student(s) read(s) it back to the teacher. Watch the time between model and test. For fluent student reading to occur, the teacher must model good reading. Good models show students how to pause at commas, stop at periods, use inflection and move their fingers more quickly under the words. Echo reading accomplishes all of these goals. Copyright 2012: Educational Resources, Inc. 31

Fluency Interventions Model-Lead-Test Reading Done individually, the teacher stands behind the student, places finger on top of the student’s and teacher reads as they track. The next reading, the teacher does the same; however, this time the student reads with a heavy teacher lead. The final reading is student-read with no teacher prompts. With this intervention, the teacher demonstrates both the physical process of moving the finger quickly under the words and the model of pauses, expression and inflection. Graphed Readings Done individually, the student reads a selected passage and afterward graphs the number of words read and the number of errors. Nice way to measure progress at the beginning and end of the week. Copyright 2012: Educational Resources, Inc. 32

Fluency Interventions Read Arounds Completed with the whole group, the students read a selected passage changing readers sentence by sentence. While the order is known to students, the goal is to read so that it sounds like one reader is taking the turn. The challenge lies in not “breaking the chain.” Therefore, there should be several turns for each member in the group. **Variation for engagement is to make the activity cumulative. One student starts and the next student joins, adding students with each sentence until the whole class is choral reading. Students can drop out of the choral reading down to one reader, as well. Phrase Arounds Like Read Arounds, the students read a selected passage changing readers phrase by phrase. In this case, the physical phrase boundaries need to be inserted into the text prior to conducting a phrase around. Copyright 2012: Educational Resources, Inc. 33

Fluency Interventions Cloze Reading Can be completed individually or with a group. The teacher models large portions of the text and periodically omits a word. The students “jump” in with the correct word and the model continues. This is a great intervention for providing a teacher model, while also checking for engagement during the model. The teacher should drop out difficult words in the text and should use caution not to always leave out the last word of sentences. Also, omitted words should not exceed one per couple of sentences as the purpose of the model becomes null with too many interruptions. Copyright 2012: Educational Resources, Inc. 34

Average Times (ERI, Andrews 2006) New Criteria for K and 1 Checkouts “Hot Spots” in Programs Study Rationale Copyright 2012: Educational Resources, Inc. 35

Average Time Study (ERI, Andrews 2006) Three years of student data collected ( ) 28 campuses included in the study across 10 states student SES ranged from 33-97% free and reduced lunch Year One and Two 6344 checkout scores were collected Year Three the final total data base included 25,517 scores Number of scores for each checkout in I and II ranged from: 874 to 239 Average number of scores for each checkout was 543 Difference in times between Year One/Two and Year Three All but four checkouts were within + or – 10 seconds. No checkout was more than + or - 15 seconds Conclusions: In most cases, average times were one minute below the program criterion and in some cases half the program criterion. Next to lesson progress, average times were the most significant predictor of success on DIBELS ORF.

Assessment Form Example Copyright 2012: Educational Resources, Inc. 37

Assessment Form Example Copyright 2012: Educational Resources, Inc. 38

Prior Formats to the Rule (Signature I ) Replacing Final E with VCV: Introducing to Rule (Rule I 40 – 60) VCV Is this word Vowel Consonant Vowel? Get ready. If yes So, will you hear the first vowel’s name? What’s the first vowel’s name? Read this word and say the first vowel’s name. If no So, will you hear the first vowel’s name? What’s the first vowel’s sound? Read this word and say the first vowel’s sound.

Replacing Final E with VCV: Practicing the Rule (Signature I 46) Prompting with VCV VCV Replacement Is this word Vowel Consonant Vowel? Get ready. If yes So, will you hear the first vowel’s name? What’s the first vowel’s name? Read this word and say the first vowel’s name. If no So, will you hear the first vowel’s name? What’s the first vowel’s sound? Read this word and say the first vowel’s sound. VCV Prompt Remember the rule about vowel- consonant-vowel!

Prompting with VCV and Correcting with VCV (Beginning with Signature 1 50)

Replacing Double Consonant with VCV VCV Is this word VCV? Get ready. If yes So, will you hear the first vowel’s name? What’s the vowel name? Read this word and say the vowel name. Get ready. Yes, _________. Starting over. If no So, will you hear the first vowel’s name? What’s the vowel sound? Read this word and say the vowel sound. Get ready. Yes, __________. Starting over.