Materials Easy button Paper for snowball pass

Fluency Brian Kretschmar Old Mill Elementary Brian.kretschmar@Wasatch.edu 801-599-2913

Fluency-Agenda What is fluency Why teach fluency Why test fluency Prerequisite skills General Principles of Teaching Fluency Activities to increase fluency Reflect Set Goals

What is fluency? Snowball pass-3x

What is fluency? _____________________

What is fluency? Accuracy Rate Expression

Why do students need to be fluent? Snowball pass-new paper-3x

Why do students need to be fluent? _____________________________________

Why do students need to be fluent? Comprehension Complete assignments with more ease Self esteem. Increased probability that they will like and want to read.

Why do we test for fluency? Know students’ current levels of performance. Know which students need intervention. Know if our interventions are impacting student performance. Know if students are continuing to make progress.

Is this our goal?

Prerequisite skills needed to be fluent? Think-Write-Share Phonemic awareness-blending Phonics-sounds: consonants, vowels, digraphs, vowel teams Phonics-blending/decoding Sight words

General Principles of Teaching Fluency Practice _____________, ______________! Students need daily __________ practice. Provide immediate corrective feedback. Have students read __________ rather than silently. Students should practice reading at their __________ level when reading alone. Students should practice reading at their ___________ level when reading with a peer, para, or teacher.

General Principles of Teaching Fluency Practice _____________, ______________! Students need daily __________ practice. Provide immediate corrective feedback. Have students read __________ rather than silently. Students should practice reading at their __________ level when reading alone. Students should practice reading at their ___________ level when reading with a peer, para, or teacher. practice practice guided orally independent instructional

Activities to increase fluency? Daily oral PA practice of continuous blending (with signals)? Daily oral continuous blending (with signals) Test and teach (sounds, decoding, sight words) Sight word phrases Daily guided practice Graph student progress Home reading expectation (especially with a series) Readers Theater

Activities to increase fluency? Daily oral PA practice of continuous blending (with signals) Daily oral continuous blending (with signals) Test and teach (sounds, decoding, sight words) ___________________ Daily guided practice Graph student progress Home reading expectation (especially with a series) Readers Theater

Activities to increase fluency? Daily oral PA practice of continuous blending (with signals) Daily oral continuous blending (with signals) sat rat mat fat net let met set top hop cop pop

Sounds and Sight Words Necklace Exit tickets Flashcards (say, spell, trace, say) ________________ Memory Game Excel Precision Teaching Document Computer games Word of the day Word bank/journal Sight word stories

Sounds and Sight Words Necklace Exit tickets Flashcards (say, spell, trace, say) Speed check Memory Game Excel Precision Teaching Document Computer games Word walls Word of the day Word bank/journal Sight word stories

Daily guided practice Model (accuracy, expression, and rate) Length of text should be 50-200 words. Students can reread the same text up to 4 times. Give ______________ corrective feedback. Teacher Prompts: We must train students to look at the text! “Say the sounds and blend them together” “My turn. The word is _____. What word?_______. Go back.” “Read what’s on the page.” Cover illustrations, students point to words, use bookmark

Daily guided practice Partner reading (must teach) Support for lowest readers: Better reader reads material first, lower reader rereads Place in a triad Students read material together Graph progress Set targets Fluent Reflections Post fluency posters Post fix up strategies

Daily guided practice Partner reading (must teach) Support for lowest readers: Better reader reads material first, lower reader rereads Place in a triad Students read material together __________________ Fluent Reflections Post fluency posters Post fix up strategies

Repeated Oral Reading-Whole Grp/Small Group Echo reading Cloze reading Choral reading Crescendo choral reading

Repeated Oral Reading-Whole Grp/Small Group Echo reading _______ reading Choral reading Crescendo choral reading

Echo reading, Cloze reading, Choral reading, Crescendo choral reading The largest airplane ever built flew only one time. Many people know this airplane as the Spruce Goose. Howard Hughes and his staff built this airplane in the 1940s. They built it to carry soldiers and supplies to Europe during World War II.

Curriculum designed to increase fluency? Great Leaps Read Naturally Six Minute Solution Reading A-Z Fluency Passages

Curriculum designed to increase fluency? Great Leaps Read Naturally ______________________ Reading A-Z Fluency Passages

Helpful Supplies Text / books Bookmarks Whisper phones / PVC phones One minute timers Sheet protectors Dry erase markers Other?

Reflect on your current Fluency instruction Fluency Fidelity Checklist Set a fluency goal for next year. What do you want to implement? ___________________________________

Fluency-Agenda What is fluency Why teach fluency Why test fluency Prerequisite skills General Principles of Teaching Fluency Activities to increase fluency Reflect Set Goals

Handouts- (include in resources and then email to participants) Sight Word Test Fluent Reflections Fluency Fidelity Checklist (print out) Automatic Words Record Graph Print out power point Email excel doc Presenter feed back???