Maine Department of Education 2006 Maine Reading First Course Session #12 Fluency Instruction

Maine Department of Education 2006 Key Learning Goals Session 12 Fluency Instruction To enable class participants to transform their theoretical understandings into classroom practices that support student development of fluency, including the use of the following instructional strategies: modeling fluent oral reading (read aloud) followed by student reading (shared reading) modeling reading with expression followed by student reading with expression guided oral repeated readings tape-assisted reading partner reading readers’ theatre

Maine Department of Education 2006 Fluency (Put Reading First, 2001) Fluency is…. the ability to read a text accurately, quickly, and with proper expression and phrasing. Fluency is important because….. it frees the brain to comprehend. Monitoring student fluency progress…. is useful in evaluating instruction and goal setting. can be motivating to students.

Maine Department of Education 2006 When Should Fluency Instruction Begin? (Put Reading First, 2001) When students can read connected text with 90% accuracy or better (usually by middle of first grade). When proficient readers recognize the vast majority of words in text quickly, allowing them to focus on text meaning. Don’t emphasize rate too soon as it can negatively impact accuracy.

Maine Department of Education 2006 Changing Emphasis of Five Essential Elements

Maine Department of Education 2006 Curriculum Maps for Alphabetic Principal Kindergarten

Maine Department of Education 2006 First Grade

Maine Department of Education 2006 Second Grade

Maine Department of Education 2006 Third Grade

Maine Department of Education 2006 What Are Some Guidelines for Fluency Instruction? (Put Reading First, 2001) To build fluency, students should practice fluent reading in more than one text at the appropriate level of difficulty. If students make steady progress in a level of text, but are not approaching their fluency goals on their first unpracticed reading, continue to read texts at that level. If students are meeting their fluency goals on text read for the first time, move them to text at the next level of difficulty. If student are having difficulty achieving fluency goals, move them to texts at an easier level or continue at current level, but lower the goal.

Maine Department of Education 2006 What Instructional Strategies Improve Reading Fluency? (Put Reading First, 2001) Repeated oral reading of texts combined with feedback and guidance from teachers and peers improves reading fluency. Repeated oral reading can be accomplished through: Partner Reading Choral Reading or Echo Reading Timed, repeated readings Computer-Based/Tape-Assisted Reading Readers’ Theater

Maine Department of Education 2006 Other Instructional Strategies That Promote Reading Fluency (Put Reading First, 2001) Modeling fluent reading Sight vocabulary practice/speed drills Explicit instruction in phrasing, expression, and attention to punctuation Dictated experience stories Rereading familiar text Book buddies (reading to younger students)

Maine Department of Education 2006 Considerations for Selecting Children’s Literature for Fluency Practice Narrative vs. Informational Concept familiarity/Prior Knowledge Vocabulary Knowledge Sight Decodable Content Related Sentence structure Size of print and line spacing Phrasing and punctuation

Maine Department of Education 2006 Considerations for Fluency Instruction for Students with Learning Disabilities and/or Limited English Proficiency Provide many opportunities for students to listen to models and to engaged in repeated reading, choral reading, and partner reading. Repeated reading should emphasize expository and informational text. Provide more time on task. Provide more feedback and progress monitoring.

Maine Department of Education 2006 Survey of Knowledge Insert the following words into the correct spaces….. ProsodyIndependent level AutomaticityRate FluencyGrade-level texts WRCFrustrational level AccuracyInstructional level Grade level texts

Maine Department of Education —2—1 3—things worth remembering 2—things to learn more about 1—burning question