Building Comprehension with Fluency EDC 423

Mount Everest (End of Grade 5)

DIBELS, Grade 5 Materials

GRADE 5

DORF Retell should include at least 25% of the words – 1 point yes; 1 point off if NOT in the text

DORF Sample GRADE 2

Three Components of Fluency Accuracy in word recognition (word decoding) ◦Measure: 95% is considered adequate for instructional level reading Automaticity in word recognition (effortless and automatic to free up brain power for comprehension) ◦Measure: Words Per Minute (WPM) which has grade level norms Prosody/Expression: use new-found cognitive energy to engage in interpretive and meaningful reading ◦Measure: Qualitative rubric

Measuring and Determining Accuracy

Automaticity – Grade Level Norms (Hasbrouck & Tindal, 2006) GradeOral WPM Goal Silent WPM Goal

Ways To Build Fluency & Comprehension (Fluency Station Activities) Choral Reading (with different types of texts) Practiced & Recorded Reading for Audience (e.g., podcasting) Character Strips with Feeling Cards Cooperative Repeated Reading Reader’s Theatre Tape reading - could record RT and then follow along with scripts or have audio recordings of books More ideas….see optional reading resources on the wikispace

Choral Reading (Review, discuss purpose and tone, then read together) URI, URI

Choral Reading (Review, discuss purpose and tone, then read together)

Practiced & Recorded Reading (for An Audience)

Character Strips & Feeling Cards Choose a feeling word and read the sentence with that feeling. Talk about ways each is similar or different. Surprised Angry Pleased Disappointed Excited Hopeful Hollis (to Josie): “I thought maybe I’d stay for awhile.” Turn and Talk: Ideas for guided reading groups and fluency station

Cooperative Repeated Reading Reader _________ Rater _________ Date ___ How did your partner read? Rate him or her in each of the following areas for the first and last reading. Fair Good Outstanding Decoding 1………..2………….3…………4…………….5 Pacing 1………..2………….3…………4…………….5 Expression 1………..2………….3…………4…………….5 Try It Out with your selected text

Reader’s Theatre

WAV

Reader’s Theatre

Reader’s Theater Groups 1-3: Reading Your Scripts and Recording using Audacity Groups 4-6: Creating Scripts from the “best” (most fitting to be acted out) of your favorite selected passages from Hollis Woods

Homework Read Hollis Woods p and complete summary chart Book Activity 2 ◦NOW: Meet in your group to select a role ◦THEN: Complete Literature Circles Role Sheet for your selected group role; bring to class on Thursday for your literature circle Extra Fluency Resources (optional) on the wikispace

Review Quiz Mental Representation: What does it look like? (a network of nodes and connectors organized to match the logical structure of the text and the key ideas) Right there questions (literal) should not require readers to make ANY inferences (even referential ones – e.g., “THEY are taking over and threatening nature’s food web”