(Learning & Support Teacher) 2013 Strategy 5 Monitoring V.Garrett-Meade (Learning & Support Teacher) 2013

A look into an independent future….. Monitoring A look into an independent future….. http://www.youtube.com/watch?v=H4btc8xwGGg

Embedded Teaching Strategy Fluency

Factors that influence reading comprehension Decoding accuracy Fluency Vocabulary - specialised information Identifying the Main idea of the text Knowing the skills and strategies that help locate the answer (written)

Stepping stones to reading… Alphabetical Principle Phonemic Awareness Accuracy and Fluency Vocabulary Comprehension

K-10 Literacy Continuum Interactive Look at Reading continuum. Fluency. K-10 Literacy Continuum Interactive http://www.literacy-continuum.det.nsw.edu.au/Matrix

Fluency Reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. Meyer and Felton defined fluency as "'the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" (1999, p. 284) If a reader has to spend too much time and energy figuring out what words are, she will be unable to concentrate on what the words mean ( Coyne, Kameenui, & Simmons, 2001).

What the research says about fluency Fluent Readers Non Fluent Readers Focus their attention on understanding the text. Syncronize skills of deecoding, vocabulary and comprehension Read with speed and accuracy Interpret text and make connections between ideas and the text. Focus their attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend S. McDonough ( SLC 2011 )

So what IS fluency? Pace Accuracy Prosody (The rhythm, stress and intonation of speech) Comprehension When assessing prosody listen for ; Expression Volume Phrasing Smoothness

Fluency rates? In the Assessment to Programming Document the current rates are; Year 3 : 80-100 correct words per minute 0-3 errors Year 5+ 100-120 correct words per minute 0-3 errors By Year 7 – 8 it’s expected they would be reading a minimum of 150+cwpm with 0-3 errors on an instructional text. Year 7’s average fluency score was 129.4 with the lowest score of 93 cwpm. Year 8’s average fluency score was 142.5 with the lowest score of 68 cwpm.

NSW Centre for Effective Reading – Middle Years Fluency Background Information http://www.cer.education.nsw.gov.au/professional-learning/middle-years/fluency

Adjusting reading rates Most people have a constant rate when reading. This rate is the fastest pace at which a person can understand complete thoughts in successive sentences of relatively easy material. As long as the material is relatively easy to read, a person's rate stays constant. For different types of tasks, however, readers often alter their rate. Students with slow reading rates are often not aware that good readers adjust their rate depending on the purpose of reading. Making these types of adjustments is particularly important for studying or completing assigned readings because a student with poor reading skills otherwise struggles to complete lengthy reading assignments.

Using the gears Carver (1990) used the analogy of adjusting reading speed to the shifting of gears in a car. First and second gears are the slowest, most powerful gears. First gear is used to memorize materials. Second gear is used to learn material. Third gear is the typical reading rate. The fourth gear, skimming. Fifth gear, scanning, are the fastest but least powerful gears. These gears are useful when you are trying to locate a specific piece of information or trying to get the general sense of a passage without reading every word.

Adjust your reading rate Monitoring Adjust your reading rate

Team Teaching Lesson Structure Modelled Lesson ( the first lesson they have on the timetable in Week 9 ) Review previous strategies/lesson etc. Pre teach text vocabulary. Explicit teaching of monitoring strategy. Partner fluency read – explicit teaching of expectations, model, timed read Reflection/Wrap up

Team Teaching Lesson Structure Guided Lesson ( the second and/or third lesson they have on the timetable in Week 9 or 10 ) Review previous strategies/lesson etc. Review Monitoring strategy Pre teach text vocabulary. Partner fluency read – reminder of expectations, model, timed read. Reflection/Wrap up

Team Teaching Lesson Structure Indpendent Lesson ( the last lesson in Week 10 ) Review previous strategies/lesson etc. Review Monitoring strategy. Pre teach text vocabulary. Partner fluency read – reminder of expectations, model, timed read Reflection/Wrap up

What you need to prepare You need a piece of text that is more that 200 words in length. The piece of text must be at a correct readability level for Year 7 or Year 8 students. Use a readability calculator ( NB – Technical vocabulary may change the reading level. You may need to either find an alternative text or write the text and replace higher level vocabulary words. See Vikki, Gilda or Nick for help with this ). Please mark on the page or indicate where 50, 100, 150 and 200 words are on the text. Circle them if you can. You will need to count the number of words. You will only need to do this for these lessons. In future fluency reads you won’t be asking the students to self monitor how many words they were able to read in 1 or 2 minutes.

What you need to prepare Please give me your text at least 2 days BEFORE your lesson and your pre teach vocabulary words so that I can familiarise myself with them. Have the Monitoring BLM ( pg 10 ) ready for students during the lesson.

An idea for further practice for reading fluency using i-technology http://www.youtube.com/watch?v=cSQuAjI-aIc