Review of Six Minute Protocols Sabin Elementary

Six Minute Solution Instructional Format Teacher sets timer & says, “Begin” Partner 1 reads & Partner 2 marks 7 errors & stopping point on his/her copy of passage. 1 minute Teacher announces it is time for fluency practice. Partners record date on their respective record sheets Partner 1 reads first Partner 2 marks errors & stopping point with marking pen 2 copies of the same level of passages in plastic sheets Students are matched to stories based on reading level 1 marking pen & cloth in a plastic bag 2 student record sheets Timer for the teacher Procedures Materials Time Take folks through a preliminary “walk through” of the Six Minute Solution Routine.

Students return their passages, record sheets & bags with the marking pen & sponge to their portfolio. 1 minute Partner 1 tells Partner 2 how many words he/she read, how many errors were made & does error correction procedure. Partner 2 records the numbers on his/her record sheet Partner 1 wipes off his/her passage & returns the marking pen & cloth to the plastic bag. Posted Script for error correction and charting routines. Chart for each student to track their progress (permanent record) Teacher again sets timer & says, “Begin.” Partner 2 reads the same passage to Partner 1. Partner 1 records errors & stopping point on his/her copy of passage. Partner 2 tells Partner 1 how many words he/she read, how many errors were made & does error correction procedure Partner 1 records the numbers on his/her record sheet Partner 2 wipes off his/her passage & gives marking pen to Partner 1.

Rank Students and Select Partnership Procedures : Using a class roster, list students in order of fluency score first and then by reading level. Assign partners based on ranking. Once partnerships are selected, label each partner in the partnership #1 and the other #2. Partner 1 should be the stronger of the two partners. Note: Students must be assigned practice passages timings at their independent or instructional grade level.

Mark your worksheet like this. For example, Gail Adams and Franco Nunez can be fluency partners because both have an instructional reading level of 3 and are within 4 CWPM of each other. Franco will be Student A in the first partnership because he reads with fewer errors! Mark your worksheet like this. Try the next one. First partnership is easy- students have same reading level and an oral fluencyr ate of within 4 cwpm of each other. Franco is Partner A since he has the higher CWPM. ***MODEL WITH SPREADSHEET!!!!!

Partner Behavior The teacher demonstrates giving polite feedback to a partner after the one-minute reading is completed. “You read 85 words. I heard 3 errors. Your correct words read per minute is 82.” Script : You read ______. I heard _____errors. Your total is ________ I teach students to say “ I heard” rather than “ You made” because it sounds so much kinder.. 55

Error Correction Procedure- “ Point, Say, Ask” The teacher demonstrates correcting errors using the tell and repeat method which is used after the one-minute reading is completed. The teacher points to an error and says the correct word “This word is _______.” The teacher then asks his/her partner, “What word?” Partner repeats word correctly. The error correction procedure requires that the partner tell the correct word( rather than the incorrect word) and have the partner repeat. Two reasons for this : Want to reinforce correct word Want to teach students to avoid errors. Most middle school students do not want to be corrected so knowing that they will have to “ go through” an error correction exercise will help them to read more carefully. Give Response cost example. 55

Charting progress

What do I have to have done by August 31st? Group my students Organize my folders Establish a set time for Six Minute Become familiar with the lesson routines