The BIG FIVE Components of Reading Fluency Materials: Put Reading First, hiliters for everyone, magentic letters for where, cookie sheet, fluency folder Let’s get present using a brain gym technique: Stand Wrap your arms around you, Cross legs, Bend forward Comforts you.

The Big Five of Reading What are the first 2 parts of the big five of reading that we have already covered? What are the last 3 parts of the big 5 of reading yet to be covered?

The Big 5 Components of Reading Comprehension Phonics What do you remember about phonological awareness? What do you remember about phonics? Play The Name Game Today we are going to cover the next part of the big 5 of reading – fluency. Vocabulary

The Big 5 Components of Reading Fluency What is it? What do you know about it? How do we teach it? How do we assess it? Turn and talk How often do you listen to your student read individually? How can you know what to teach if you do not? This is your chance to find out what your students need and individualize your reading program

Vocabulary Prosody Automaticity Echo reading Phrase-cued text Readers’ theater

Common Core Reading Standards: Foundational Skills (K-5) Read the standards for your grade level Read the standards to see the progression from grade level to grade level Please note anything you do not understand or that you are not sure how to teach.

Writing Word Work Independent Reading Supported Reading Balanced Literacy

Reading and the Brain cat Word meaning Phonological processing /c/a/t/ This is what the brain has to do just to understand a word in print. Go through steps. Look how much of the brain’s power is used just in decoding and attaching meaning to a word. There is not a lot of power left to comprehend what is being read. That is why fluency is so important to teach. Granted, some children can comprehend without fluency and some can read fluently without comprehension, but fluent reading help most children comprehend. Letter ID c-a-t

Essential for comprehension Fluency Accuracy in decoding Automaticity in word recognition Prosody – reading with expression Note: quickly, when appropriate, smoothly, with expression When a child is reading with true fluency, they are showing that they are reading for meaning or comprehension Essential for comprehension

Accuracy and Speed in Decoding Fast, accurate decoding is necessary for comprehension Brain’s attention should be freed up to focus on comprehension Speed Reading Tests fast, accurate decoding Tests sight word recognition

Speed Reading Rates (50th percentile / 75th percentile) Words per minute (wpm) Beginning of year Middle of year End of year First grade 23 / 47 wpm 53 / 82 Second grade 51 / 79 wpm 72 / 100 wpm 89 / 117 wpm Third grade 71 / 99 wpm 92 / 120 wpm 107 / 137 wpm These are cutoffs on Imagine It! If you are not using the cutoffs in Imagine It!, you may find that your third graders are really struggling with fluency. It’s important that fluency be worked on beginning with high expectations in the middle of grade 1.

Speed Reading Rates (50th percentile / 75th percentile) Words per minute (wpm) Beginning of year Middle of year End of year Fourth grade 94 / 119 wpm 112 / 139 123 / 152 Fifth grade 110 / 139 wpm 127/ 156 wpm 139 / 168 wpm Time them and see what level they are reading on.

Speed Reading Must be analyzed to determine what the student’s problems are Phonics Only first sound Only first and last sounds Misses consonant sounds Misses vowel sounds Can’t sound out word Does not use syllables Sight words Sensible errors or nonsensical errors? Other Dolch word list HO 49 Do next page and analyze If sight word problems: Demo Making and Breaking words on transparency with where. They have a blank page in the handout to do Making and Breaking Words

Speed Reading Percent correct tells you if the child is at the right level 95% or more correct – selection is the right difficulty Less than 95% - selection is at the child’s frustration level. Go to an easier passage My last year I started 4th and 5th graders on 2nd grade passages. They are still making the necessary gains on the 4th and 5th grade passages that I would expect them to.

Speed Reading Speed reading practice Dolch Sight Words Folder Coach Rules Partner Speed Reading chart Selections on the child’s level http://education.uncc.edu/bric/reading resources.htm Fluency Partners Practice Program Scholastic: Fluency Formula Spanish or English: Benchmark Education Company Fluency Kits Speed Reading for Assistants Dolch Sight Words www.createdbyteachers.com/dolchcheckpp. html Show fluency folder HO 50-52 After p. 52. Treat them like your class and teach like Celine. Have them analyze mistakes. For fun, do a speed reading test on them using Amber Brown. .

Fluency Prosody Teaching Strategies Source and lessons: Put Reading First Model fluent reading Student-adult reading / Echo reading Choral reading Tape-assisted reading Partner reading Repeated readings Phrase-cued text Readers’ theatre See Put Reading First

Fluency / Prosody Phrase-cued Text Once upon a time, there was a little girl named Goldilocks.  She went for a walk in the forest. Pretty soon, she came upon a house.  She knocked and, when no one answered, she walked right in.  At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry.  She tasted the porridge from the first bowl.  "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said. So, she tasted the last bowl of porridge. This story is in handout HO 53-54 Have them read a line or 2 like the kids without prosody.

Fluency / Prosody Phrase-cued Text Once upon a time,] there was] a little girl] named Goldilocks.]]  She went for a walk] in the forest.]] Pretty soon,] she came upon a house.]]  She knocked] and,] when no one answered,] she walked right in.]]  At the table] in the kitchen,] there were three bowls] of porridge.]] Goldilocks was hungry.]]  She tasted] the porridge] from the first bowl.]] "This porridge] is too hot!“] she exclaimed.]] So,] she tasted] the porridge] from the second bowl.]] "This porridge] is too cold,“] she said.]] So, ] she tasted] the last bowl] of porridge.]] Over time, the phrases can become longer. E.g., So, ] she tasted the porridge ] from the second bowl. Have them mark the text for phrases.

Fluency / Prosody Reader’s Theater Green = first narrator Pink = second narrator Pencil = Goldilocks Blue = Papa Bear Orange = Mama Bear Yellow = Baby Bear Take your passage of Goldilocks and mark accordingly. Read together Cross off speech tags. (next page) Get people to say the parts. Handout

Essential for comprehension Fluency Accuracy in decoding Automaticity in word recognition Prosody – reading with expression When a child is reading with true fluency, they are showing that they are reading for meaning or comprehension See HO p.55 for rubric Essential for comprehension

Resources for Fluency www.timrasinski.com/?page=presentations Sources for Reader’s Theater fcrr.org – Florida Center for Reading Research Work with a partner to make an exit ticket that explains what fluency is and ways to teach it better than I did.

Your Turn Add into your lesson plan an opportunity for fluency practice or readers’ theater. Share your plan with your partner or another partnership.

The Big Five Components of Reading Objectives You will be able to Identify the Big 5 of Reading and how you assess each Find resources to supplement what is missing from the Big 5 in your present reading program Be intentional in planning so the Big 5 are present in all your lessons Plan a lesson that contains the Big 5 You need to write me an exit ticket telling me something you learned today. Strategies I used: Rock and classical music Turn and talk. Tell it better than I did. Jigsaw Brain gym Copy me teaching

Vocabulary Prosody Automaticity Echo reading Phrase-cued text Readers’ theater

Common Core Reading Standards: Foundational Skills (K-5) Look back at the standards for your grade level Turn and talk with your partner about how you will teach your standard to your students. Include any previous grade level standards that your students may need Are there any questions you have about teaching your students to be fluent readers?