Six Minute Solution Diane Newman

Diane Newman newmandk@haslett.k12.mi.us
Six Minute Solution Diane Newman Welcome! It is an honor and privilege to be here. My background. Norms: cellphones bathroom breaks 1 call back to order with hand up nod head to show understanding

Goals To understand what fluency is and how it impacts reading.
2. To understand the rationale and research behind reading fluency and the Six Minute Solution program. 3. To understand and be able to use Six Minute Solution Program. Good teaching always begins with goals or objectives so that the participants know what they’ll be learning – where they’re headed. To get the big picture

Agenda What is Fluency? Research and Rationale Assessments
Selecting fluency partners and instructional groups Introducing the fluency concept Establishing partner behavior Training students in the partnership model Managing materials Student progress and record keeping Comprehension and writing strategies Conclusion: more than six minutes a day

Reading: 5 Big Ideas Elementary
Alphabetic Principle Phonemic Awareness Vocabulary Fluency Comprehension

Reading: 5 Big Ideas Secondary
Word Study Vocabulary Fluency Comprehension Motivation

Automaticity is… Performance of a skill without conscious thought
Necessary for proficiency Improved through practice, perfect practice Take a moment to establish partners – identify partner #1 and partner #2. **Strategy: THINK, PAIR, SHARE – teacher gives a question, students think about question, partners compare and check answers okay to change answer, partners share out with class #1 Shutting garage door for me #2 Golf Weave participants’ stories of automaticity into discussion of each point above. #3 One of the fundamental principles of learning is that practice is important. However, practice has to be “perfect practice” to be worthwhile for learning. Practice has to be at the proper instructional level; not too hard, not too easy and it must be monitored to ensure that it is productive to learning. (Tie to participants’ stories, not to reading. That tie will come in the next slide.)

Automaticity in Reading
Frees up cognitive space for comprehension and critical thinking Leads to enjoyable reading Fluent reading requires all parts of the brain. As a reader becomes more automatic with phonological awareness, decoding and sight words, the areas of the brain used for critical thinking (frontal lobe) are freed up and more attention can be devoted to comprehension. We have more attentional resources available once underlying skills become automatic. The way to expend less attention on skills like decoding is to teach them to the point of automaticity. *How does automaticity in reading or any activity make it more enjoyable? Give partners time to discuss.

Fluency Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy 2001) Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kahn and Stahl 2000) If a reader has to spend too much time and energy figuring out what words are, they are unable to concentrate on what the words mean. Fluency is more than speed, it also includes comprehension and expression. Fluency is reading accurately, quickly and with expression – this is the definition given in the Six Minute Solution book.

Dysfluent Readers 1. Students who struggle with underlying skill deficits, such as decoding and word recognition. 2. Students who have adequate skills, but are slow at word and text reading.

Strategies for Fluency
Phrase-cued Reading Alternate Oral Reading Simultaneous Oral Reading Reader’s Theatre Choral Reading Round Robin Reading Repeated Readings Let’s discuss some developmental approaches to fluency improvement. These approaches are helpful for most children who need to develop their fluency. However, some children may need intervention beyond these techniques. Teachers use various strategies to preview a text they include: previewing key words, introducing the content, looking at the text ahead of time. All of these increase the likelihood that the task will be productive for increasing fluency. The first strategy to improve fluency is phrase-cued reading. This can be modeled and taught directly to help students move beyond word-by-word reading. Teacher models fluent reading in phrases then student reads it. Alternate Oral Reading – Pair up students 1 & 15, 2 & 16, etc. they alternate reading an assigned passage – stronger reader goes first. Simultaneous Oral Reading – fluent reader reads along with weaker reader, weaker reader hears better phrasing and experiences sense of fluency. Repeated Readings – Six Minute Solution

Rereading to Build Fluency
“Practice Makes Perfect” Repeated Reading Research (Levy, Nichools,& Kroshen, 1993; Meyer & Felton, 1999; Samuels, 1979) Six Minute Solution is based on repeated reading research Research also supports students’ reading skills improve when they work with peers in structured reading activities RESEARCH shows that rereading builds fluency. Whatever you’re doing: basketball, piano, processing text in a smooth, efficient and accurate manner, practice makes perfect. Repeated reading of same passage to build reading fluency has been well documented in research studies. HANDOUT P. 2 explanation of Rereading to Build Fluency

Decoding and Fluency In order to read fluently the reader must be able to decode the vast majority of words automatically with approximately 95% accuracy While fluency helps improve decoding it is not sufficient to remediate an underlying decoding problem Any underlying decoding problems must also be addressed either prior to or in conjunction with fluency practice. HANDOUT P. 2 97% - 100% Independent level 91% - 96% Instructional level 90% and below Frustration level 95% # used a lot in Six Minute Solution as Independent level

Independent Reading & Fluency
Students that are fluent generally find reading to be pleasurable and therefore read more Reading more increases reading related skills, vocabulary, background knowledge, decoding, and fluency skills The rich get richer and the poor get poorer, the “Matthew Effect” Amount of time spent on independent reading increases when it is pleasurable. The gap widens dramatically between strong and weak readers. Want the aim line to be on an upward trend. Discuss what the “Matthew Effect” means. Coined by Keith Stanovich Matthew 13:12 “Students with low word recognition and fluency skills will read less.” HANDOUT P.3 Because students have insufficient word knowledge to comprehend what they read, they typically avoid reading and don’t have the opportunities to see and learn many new words. Schools have not caused the gap, we unintentionally exacerbate it.

In 10 minutes of independent reading…
A fluent reader might read 2,000 words A struggling reader might read only 500 words Ideally we want: Grades wpm Grades – 200 wpm Studies show that students who read 180 cwpm passed all state tests Equal practice time, unequal practice

Work Completion & Fluency
Think of the amount of reading assigned in upper elementary, middle school, and high school Both students are assigned the same amount of reading The student who reads 180 wpm will complete their work in two hours while a student who reads 60 wpm will need six hours to complete the same text How many of you can picture or put a name to a student or two in your class like this? HANDOUT P. 3

Reading Achievement and Fluency Practice
We have the tools and knowledge to change the statistics! (44% of fourth graders were not fluent according to NAEP scores) Fluency can be taught. “Guided, repeated, oral reading procedures are appropriate and valuable avenues for increasing reading fluency and overall reading achievement.” (National Reading Panel 2000) I do it, we do it, ya’ll do it, you do it. NAEP = National Assessment of Educational Progress I do: direct explicit instruction – model fluent reading to student(s) We do: read the passage together Ya’ll do: partners read it together You do: student does it alone HANDOUT P. 3

So how are we supposed to help these kids?
“Never, never think outside the Box !” Six Minute Solutions is a research-based, quality program that teaches fluency. Providing time and arranging instructional groupings sometimes needs to be creatively thought through – unlike the cat, we need to think outside the box to reach these kids!

Six Minute Solution Overview
Time Materials Procedures 1 minute Timer Folder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth Get Ready Teacher announces that fluency timing will begin Partner 1 Reads Partner 2 Gives Feedback Partner 2 Reads Partner 1 Gives Feedback Students put away materials HANDOUT P. 1-2 Handout is more descriptive than this slide.

Six Minute Solution Books
Grades Interventions Passage Reading Levels Primary K-2 1-3 Intermediate 3-6 3-8 1-6 Secondary 6-9 6-12 4-9

Primary: Step 1 - Assessments
Assessment is critical in determining students’: Knowledge of phonetic elements (6 Phonetic Elements Assessments: letter/sounds, CVC short, blends and digraphs, vowel combinations, CVC with distractors, “r” controlled vowels ) Level of sight-word acquisition (Automatic Words Assessment) Oral reading rate on a grade-level passage (Passage Assessments, AIMSweb or DIBELS fluency scores) Instructional reading level (San Diego Quick) STEP 1: This is the first step in the Six Minute Solution program – assessment. Chapter 1 HANDOUT P The phonetic elements assessment, automatic words assessment and passage reading assessments do not need to be given in order to use the program. Depending on a student’s instructional level, the teacher may elect to focus on fluency building for phonetic elements and/or sight-word fluency before passage reading fluency. More proficient readers may need to work only on passage reading fluency. Primary level (K, 1, 2) need to determine 1) students’ knowledge of phonetic elements 2) level of sight word acquisition 3) oral reading rate on grade-level passages, and 4) instructional reading level. Six Minute Solution has three different assessments ( phonetic element assessment, automatic words assessments, passage reading assessment) included to find these or use DIBELS to find entry point. Students with more significant reading problems may need more extensive assessment that assessments found in this book. Assessment provides baseline information so student growth can be evaluated. You can be a slow grade level reader. Phonetic Elements Assessment – tests mastery of individual letter names and sounds, single-syllable, short-vowel words, single-syllable long-vowel words, consonant blends and digraphs, vowel combinations, and “r” controlled vowels. There are six subtests in the Phonetic Elements Assessment. Start with the test that is based on the best estimate of student knowledge to begin testing. For example a kindergarten teacher might select the Letters and Sounds subtest at the beginning of the school year, while a first-grade teacher might select the CVC Short Vowel Patterns subtest. No more than 3 seconds per subtest item before marking the item as incorrect. Continue administering the subtests until the student’s accuracy rate drops below 90%.

Assessment: Phonetic Elements What do you need
Approximately min./student Copies of a Student Copy of selected subtest Select the appropriate list based on your best estimate of student knowledge. Ex. A kindergarten teacher might select the Letters and Sounds subtest at beginning of school year; a first grade teacher may select the CVC Short Vowel Patterns subtest at the same point in the year Teacher Record Sheet for each student being assessed Highlighter or marking pen for the teacher The book says it takes 1-2 hours. Amount of time is dependent on how many students you’ll be testing. Your testing spot should be away from other students so they can’t hear the other students Two copies: one for you and one for student – you can laminate (plastic sleeve) yours to record errors or have one for each student for a permanent copy of errors. If a student is well below grade level, assess them at their estimated reading level until 95% Rotate through group to test all students HANDOUT P. 14 – 17 Level 1, 4, 6, and 9 Grade Level Fluency Assessment Passages HANDOUT P. 18 Fluency Assessment Report for parents HANDOUT P. 19 Initial Assessment Class Record Sheets for both oral reading rates and instructional grade levels of entire class. **We are currently using these class assessment records in our content area classes for PAIRED READING strategy.

Primary Assessment: Phonetic Elements Assessment
Procedure: Give the student a Student Copy of selected subtest Instruct the student to say the letter name, the letter sound, or the word depending on the subtest being administered Follow along, track the correct responses as well as the errors allowing only three seconds per subtest item before marking it incorrect. You are assessing for automatic knowledge of phonemic elements, which is the goal of this program. Continue administering the subtests until the student’s accuracy rate drops below 90% Record their student’s individual instructional-level list number on the Class Record Sheet. Phonetic Elements Assessments in Primary book p

Assessment: Automatic Words What do you need
Approximately 2.5 min./student Two copies of a Student Copy of selected word list (select the appropriate list based on your best estimate of student knowledge) Teacher Record Sheet for each student being assessed Highlighter or marking pen for the teacher The book says it takes 1-2 hours. Amount of time is dependent on how many students you’ll be testing. Your testing spot should be away from other students so they can’t hear the other students Two copies: one for you and one for student – you can laminate (plastic sleeve) yours to record errors or have one for each student for a permanent copy of errors. If a student is well below grade level, assess them at their estimated reading level until 95% Rotate through group to test all students HANDOUT P. 14 – 17 Level 1, 4, 6, and 9 Grade Level Fluency Assessment Passages HANDOUT P. 18 Fluency Assessment Report for parents HANDOUT P. 19 Initial Assessment Class Record Sheets for both oral reading rates and instructional grade levels of entire class. **We are currently using these class assessment records in our content area classes for PAIRED READING strategy.

Primary Assessment: Automatic Words by Ten
Procedure: Give the student a Student Copy of word list Instruct the student to read the words quickly and carefully Follow along, drawing a line through any word the student does not read correctly within three seconds, and record errors at the bottom of the word list(s). When a student misses one word on any list, stop. This is the list number that the student should begin practicing. Record their student’s individual instructional-level list number on the Class Record Sheet. This sheet will help form instructional groups. Handout p. 40 Automatic Assessment sheets in Primary book p

Assessment is critical in determining fluency
Primary/Intermediate/Secondary Assessments Step 1: Fluency and Instructional Reading Level Assessment is critical in determining fluency partnerships and appropriate reading levels 1. Give each student a one minute timing on a grade level passage to determine oral fluency rate 2. Give each student a test to determine instructional reading level (91-96% accuracy) - San Diego Quick, silent reading test or a passage placement accuracy test Oral Fluency Assessment sheets in Intermediate book p and Secondary book p San Diego Quick Assessment sheets in Intermediate book p and Secondary book p STEP 1: This is the first step in the Six Minute Solution program – assessment. Chapter 1 Primary level (K, 1, 2) need to determine 1) students’ knowledge of phonetic elements 2) level of sight word acquisition 3) oral reading rate on grade-level passages, and 4) instructional reading level. Six Minute Solution has three different assessments ( phonetic element assessment, automatic words assessments, passage reading assessment) included to find these or use DIBELS to find entry point. Students with more significant reading problems may need more extensive assessment that assessments found in this book. Assessment provides baseline information so student growth can be evaluated. You can be a slow grade level reader. HANDOUT P. 4 and 7 Assessment information HANDOUT P. 10 is an explanation of San Diego Quick Assessment HANDOUT P. 11 Teacher copy of San Diego Quick Assessment HANDOUT P. 12 Student copy of San Diego Quick Assessment HANDOUT P. 13 Class record sheet for San Diego Quick Assessment

Assessment 1: Fluency What do you need
Approximately 2.5 min./student Two copies of a grade-level fluency assessment passage Data sheet for the teacher to record correct wpm (oral fluency rate) Timer, clipboard, marking pen The book says it takes 1-2 hours. Amount of time is dependent on how many students you’ll be testing. Your testing spot should be away from other students so they can’t hear the other students Two copies: one for you and one for student – you can laminate (plastic sleeve) yours to record errors or have one for each student for a permanent copy of errors. If a student is well below grade level, assess them at their estimated reading level until 95% Rotate through group to test all students HANDOUT P. 14 – 17 Level 1, 4, 6, and 9 Grade Level Fluency Assessment Passages HANDOUT P. 18 Fluency Assessment Report for parents HANDOUT P. 19 Initial Assessment Class Record Sheets for both oral reading rates and instructional grade levels of entire class. **We are currently using these class assessment records in our content area classes for PAIRED READING strategy.

Guidelines for Counting WCPM
Count a word read correctly as correct. Don't say the correct word after the student has said an incorrect word. Wait three seconds before supplying a word to a student who is stuck. Errors Mispronunciations and dropped endings Omissions Out of sequence (count as two errors) Words supplied by teachers Substitutions with synonyms Repeated errors are counted each time Not Errors Mispronunciations or dropped endings due to dialect or speech problems Repetitions Insertions Self-corrections Here’s how to do the Oral Fluency Assessment Don’t say, “Ready, set, go!” Refer to assessment passages HANDOUT P Grade 1 p. 14 Grade 4 p. 15 Grade 6 p. 16 Grade 9 p. 17

Curriculum-Based Norms in Oral Reading Fluency
Students target fluency rate is based on his/her instructional reading level not current grade placement. Ex. Initial goal for an 5th grader reading at a 4th grade instructional level is cwpm. Once they have met that initial goal, increase cwpm to upper range or move them to next grade level. As a general rule, students scoring below 50th % benefit from participating in fluency building program. HANDOUT P. 20 Hasbrouck and Tindale Chart *WCPM = Words Correct Per Minute Hasbrouck, J., & Tindal, G. A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636–644.

Conducting a One-Minute Timing Handout p. 16 passage Handout p
Conducting a One-Minute Timing Handout p. 16 passage Handout p. 20 Hasbrouck & Tindal Chart Handout p. 19 Initial Assessment Record Assessment test passage level 6 - the reader should make some mistakes to give the assessor some practice. Remember we are finding Oral Reading Fluency Rate. HANDOUT P. 14 Read “Marsupials” aloud On Elmo show “Marsupials” test and mark errors, figure WRC On Elmo show Hasbrook and Tindale chart – below 50% On Elmo record fluency score on Initial Assessment record Use of plastic sleeve for errors – saves paper with large classes We can also see if a passage is at their instructional grade level by looking at 100 words read and figuring out the errors number.

Assessment 2: Instructional Reading Level What do you need
Approximately 2.5 min./student Materials to determine instructional reading level (passage placement accuracy test, word recognition test (San Diego Quick, group silent reading test) Data sheet for the teacher to record instructional reading level Passage placement accuracy test = grade level assessment passages – Ex. the “Mammals” passage if student reads 100 words Word recognition test = San Diego Quick Group silent reading test examples = Gates-MacGinitie, Scholastic Reading Inventory, McLeod Test of Reading Comprehension Record the students’ instructional level on the Data sheet HANDOUT p. 19 called Initial Assessment Record. This is the same sheet you wrote the students’ fluency levels on.

Passage Placement Accuracy Test: What do you need Determining Reading Levels Chart (Using a 100-word passage) Passage Errors Allowed Passage Reading Level Comprehension Level 3 or fewer errors Independent (97% - 100%) Good to Excellent 4 - 9 errors Instructional (91% - 96%) Good to Satisfactory 10 or more errors Frustration (90% & below) Satisfactory/Fair/Poor Look at the assessment we just did called “Mammals.” Based on my score, this would be my instructional reading level. You can use a grade level 100 word passage. Many teachers assign students fluency passages at their instructional level with the intent of having them progress more quickly. Other teachers – especially those of reluctant readers- assign fluency passages at their independent level with the intent of having them experience immediate success, resulting in increased motivation and self-esteem. Students should NEVER practice fluency with a passage in which their reading is less than 90% accurate. We would never practice shooting a basketball incorrectly or playing an instrument incorrectly. Practice perfectly. San Diego Quick p

Conduct an Instructional Reading Level Test San Diego Quick Assessment Handout p San Diego Quick Assessment Handout p. 19 Initial Assessment Record I’m a fifth grader so I’ll start the assessment 2-3 grade levels below = grade 2. HANDOUT p. 11 teacher’s copy Results: Independent – grade 3 Instructional – grade 4 Frustration – grade 5 Read San Diego test aloud – participants score On Elmo show teacher copy with errors On Elmo show “Errors and Reading level” form On Elmo show Initial Assessment form to put reading level on

Step 2 - Selecting Fluency Partners
Partnering appropriately is essential to the success of the program Match students as closely as possible by both oral fluency rates and instructional reading levels Now that you’ve assessed the students to determine their fluency and reading level, the next step is Selecting Fluency Partners

Selecting Fluency Partners
Materials: Fluency data for each student A student ranking sheet or computer spreadsheet program that generates ranking order Handout p. 19 Initial Assessment Record Reminder: students need to be at the same instructional reading level. Have participants turn to HANDOUT P Use the student ranking sheet “Initial Assessment Record” with oral reading rate and instructional reading level or computer spreadsheet.

Selecting Fluency Partners
Fluency rates should be within words of each other – within 10 words at the primary level Rank by fluency and by instructional reading level 1 and 2, 3 and 4 would be partners, and so on Once partnerships are established, assign them partner 1 and partner 2. Partner 1 should be the strongest of the two partners (models the reading first).

Initial Assessment Record Teacher__Mrs
Initial Assessment Record Teacher__Mrs. Newman_______________ Class_____Reading Strategies__ Date March 2013_____ Student Name Assessment 1-Oral Reading Rate (CWPM) 2- Instructional Reading Level Jeremy 67 4th Jon 68 Lisa 75 Kendra 78 Stacie 80 Joe 86 Sean Erin 90 Kara 91 5th Craig 92 Scott 99 Sue 100

Selecting Instructional Grouping
Entire classrooms Small groups Individual fluency programs Parent-student partnerships Cross-age partnerships This was fundamentally designed for entire classroom but can be used successfully in different configurations. Share my experience. Small groups: Monday – teacher and students preview for accuracy, set timer 1 minute, student whisper read, underline difficult words. Tuesday thru Thursday – teacher and students choral read for 1 minute, set timer, student whisper read. Friday – students pair up or read to teacher for final reading. Individual fluency programs – special ed, remedial or resource rooms, not possible to select evenly matched fluency partners. Can set target goals words above initial timing. Can use passage for more than one week if necessary. Parent – student – use it at home, share example. Cross-age – older student paired with younger student. Older student conducts 1 minute timing. Another way to use 6 minute solution **Cold Timings, practice 1, practice 2, hot timing with partner

Troubleshooting Partners
Absenteeism Odd number of students One child who is far below all the others in reading ability Students who read less than 40 cwpm most likely need to increase sight vocabulary – automatic word lists (handout p. 38) Noise Level Absenteeism: teacher or aide substitute – partner up with other pair at same readability level. Odd number: Triad instead of a pair, reads 3 times per week One child far below: paired with teacher, aide, student tutor, or classroom volunteer 40 cwpm: Less than 40 cwpm most likely need to increase sight word vocabulary – benefit from single word fluency practice (automatic word lists) Goal to read 60 cwpm on high frequency words. Students can do both single word lists and practice passage fluency practice. **Determining which AUTOMATIC WORD list to use: begin with set 1 – time for 1 minute – when student reads fewer than 60 cwpm, stop and this is where to begin building sight word fluency. Noise: lean in and whisper behavior – noise is not a problem. Can move students into the hall or around room. Example of automatic word list begin on P. 38 HANDOUT

Step 3 - Introducing the Fluency Concept
Set aside 30 minutes for lesson Introduce the concept of fluency using activity procedure or scripted procedure (in book). Select the Practice Passage for demonstration. Explain the practice passage and model reading fluency procedure. Rationale reduces resistance! Step 3: Now that you’ve assessed the students and selected the fluency partners, you need to introduce the fluency concept. Practice passage should match the lowest level of readability in the class.

Introducing the Fluency Concept
What is Reading Fluency? The ability to read text: Accurately Quickly With expression The next two slides show blackline masters to use to introduce the fluency concept. Students deserve an explanation prior to starting in any new procedure. They are more likely to be enthusiastic participants when they know the what and why of an activity. Rationale reduces resistance Introduce the value of building fluency, benefits of rereading, practice makes perfect concept, correlation among fluency, comprehension, and work completion. Remind them that fluency is the ability to read accurately, quickly (not too quickly) and with expression. **I can give you some cheats……like in video games. Gets student buy-in. Can use script in the book: “Our class will be starting a daily reading fluency program. Before I explain the program to you, I want to talk about what fluency is and why it is important. Reading fluency is the ability to read text accurately. That means that you know the words. Reading fluency is also the ability to read text quickly. However fluency is not speed-reading. Good readers read quickly, but not too quickly. Finally, reading fluently is the ability to read with expression…….” “Everyone, when you read fluently, you are reading how? (accurately)” Students respond.

Introducing the Fluency Concept
It is directly related to: Reading comprehension Independent reading Work comprehension Another blackline master.

Modeling the fluency procedure
Select practice passage for demonstration (match to lowest level of readability in the class) Explain one minute timing Demonstrate whisper reading and tracking with finger or pen, underline unknown words Figure CWPM Graph scores Explicitly model Explain timer (1 minute) Teacher demonstrate whisper reading (we are practicing oral not silent reading) while tracking with finger or pen and underline any unknown words, draw a diagonal or bracket after last word read. – when the timer goes off. How to count total number of words read – go to number at the beginning of the line and then count to the last word read. How to subtract unknown (incorrect) words Figuring CWPM Clarify any unknown words Have the students whisper read for one minute twice to compare their scores (second one should be better) Discussion of the benefits of repeated readings Show how to graph scores – fill in passage number and date and score – Have them graph both scores. HANDOUT P (Graphs)

Introducing the Fluency Concept Demonstration –
Teacher Models: Track words with finger or pen Underline unknown words Timer sounds, draw bracket around last word read Count the number of words Count the number of unknown words Find CWPM Graph score Students whisper read two times while timed to compare scores. Demonstrate whisper reading “Great Lakes” Show Marium’s graphs

Step 4 – Establishing Partner Behavior
Set aside 10 minutes Instruct on appropriate fluency behavior Providing appropriate corrective feedback Noise level No arguing rule Use activity procedure or scripted procedure (in book) You model partnership Students practice partnership When working in partners, , #1 should be the stronger reader and read first. Students are not told this. Now that you have 1) assessed students, 2) established partnerships and instructional groupings, 3) introduced the fluency concept, you are ready for… STEP 4 – Establishing Partner Behavior They will be working in partners - a partner #1 and partner #2 Partnerships to be successful – students need to work together in a polite and respectful manner – cooperative. Working relationship, not necessarily a friendship. We are a learning community. Giving polite feedback “You read__________(total # of ) words. I heard _______ (# of ) errors.” The partner then points to each underlined (incorrect) word and pronounces it correctly for the reader. The partner asks the reader to repeat the word correctly. Lean in and whisper Clearly state the No Arguing Rule – arguing wastes time **Teacher directly and explicitly demonstrates all of this. READ SCRIPT FROM BOOK!!

Step 5 - Training Students in the Partnership Procedure
Set aside 30 minutes for 3 days Put students in any partnership Model the fluency partnership using an overhead with a student Model the procedure of marking errors and noting the stopping point Model the error-correction procedure “You read__________(total # of ) words. I heard _______ (# of ) errors.” Model how to calculate the cwpm and graph score Use activity procedure or scripted procedure (in book) After you’ve established partner behavior, you’re ready for STEP 5: You are modeling to students how to be partners Fluency partner doesn’t have to be a final partnership for this training. Remember to use a passage readability that matches the lowest level in the room when modeling this. Once students are trained, should only take 6 minutes per day. When modeling, have student (partner 1) read to you – ask them to make some mistakes so you can model marking errors. Model tracking each word while partner is reading. Tell them to say, “You read _______(# of words).” and “I heard __________(# of errors).” This is kinder than “You made 5 errors.” Partner then points to the incorrect word(s) and repeats it correctly. Then asks partner to read it correctly. Use explicit instructional model when training students. Prevents problems later. Model making errors, stopping point, error correction procedure, calculating cwpm, and graphing. Have students practice after you’ve modeled – REMINDER: lean in and whisper, track partner’s reading, polite feedback, switch Put materials away

Training Students in the Partnership Procedure Demonstration Handout p
Training Students in the Partnership Procedure Demonstration Handout p , 41 Passages Partners choose to read either HANDOUT p. 14, 15, or 16. Graph scores on p

Step 6 – Managing Materials
Set aside 10 minutes Pocket Portfolio for each partnership 2 copies of practice passage Transparency Fluency graphs Zip lock bag Dry erase marker Eraser Monitoring Accountability STEP 6: Show class where portfolios will be. Make sure kids know who is partner 1 and who is partner 2. Demonstrate process for getting the next week’s passage on Friday and filing old passages Demonstrate storing materials **Show example of portfolio and next week’s passages folder

Step 7 – Student Progress and Record Keeping
Check for reading progress at the instructional level not at grade level Check students Fluency Graphs for -Is adequate progress being made? -Do students have the appropriate passage? - Are the partnerships appropriate? - Is it an appropriate time to increase the difficulty level of the practice passage being used by partners? Graphs are motivating to students – they can see their reading improve. Students at correct instructional level should make weekly progress. HANDOUT p Fluency graphs **Show Marium’s graphs?

Building Phonetic Elements Fluency
Step 1: Presentation of New Phonetic Element Model or teach new phonetic element or pattern. Hold up a card “This letter says___.” “What letters make up this element? ____” “What does this element say?___” “Say its sound with me.__” “Say it by yourselves.___” Step 2: Group Practice of New Phonetic Element Step 3: Independent Practice of the New Phonetic Element Step 4: Review Phonetic Elements Use the Phonetic Elements Fluency Building Sheets Small group and partner practice Primary book Chapter 10 p

Building Automatic Words Fluency
Day 1: Introduce 5 of the set of 10 words. Introduce each word by using a flash card “This word is___. What word? ____ Say the letters in this word with me. What do these letters spell? Say the word again with me.” Practice new automatic words – magnetic letters, word walls, white boards, write in uppercase letters, lowercase letters, four corners of your white boards Day 2: Introduce the next 5 words. Review yesterday’s 5 words. Introduce new words using the same procedure as day 1. Review of automatic words using flash cards, magnetic letters, memory game, mixing up letters to making the words again

Building Automatic Words Fluency
Partner Practice: Assign partners based on assessment results p. 95 in Primary Book Train students in the Six Minute Solution Primary fluency concept Provide time each day for partner practice with Automatic Words Fluency Building Sheets Have partners record their own scores on an Automatic Words Record Graph When students can accurately read their assigned list of automatic words at 60 CWPM, they should be moved to the next list of automatic words with the introduction, instruction and practice cycle all over again.

Let’s Practice Example 1: Kevin’s Fluency Graph Handout p. 25
Example 2: Sarita’s Fluency Graph Handout p. 26 HANDOUT P. 29 – 30 Turn to these pages in handout Kevin – 8th grader, 4th grade instructional reading level. He is at expected reading rate for instructional level. He is making adequate progress. Monday he had 90 cwpm, practiced 4 times and is now at 100 cwpm. Next week Monday his fluency increased to 95 cwpm (up 5 from last Monday). Last score 110 cwpm. Could move him to 5th grade level with continued progress. Sarita – at 4th grade instructional level. She should be cwpm. She is below expected range. Need to evaluate if she was placed correctly. Teacher can 1) lower practice passage 2) add practice with automatic word list 3) add additional instructional strategies. Can move a student up a grade higher than their current grade: 7th grader reading 8th grade level.

How to help a student who is not making progress
Check instructional reading level Read the practice passage with the student to make sure that the student is placed appropriately Provide additional practice with the automatic word lists Go a grade level below Check decoding skills – may need extra instruction Carefully monitor Consider a strategic partnership Give extra untimed practice #1 Remember a student who reads less than 40 cwpm should be in an intensive comprehensive reading program (intermediate and secondary level). They may need to work 3-5 times per week with automatic word lists instead of passages. #1 If placed at the correct reading level, vast majority of students make excellent progress. #1 Student should be able to read 95% of words if at correct level. If not, drop down a level. #3 Automatic word lists – begin with set 1, move sequentially through lists. When student reads fewer than 60 cwpm, stop. Begin there to build sight-word vocabulary. Move to next set when they reach 60 cwpm. #6 When monitoring, make a point of meeting with the partnerships of struggling readers to ensure accuracy. #7 You can place a stronger reader with a struggling reader as a practice partner. The struggling reader can follow along while the stronger reader follows closely behind, echoing the words of the stronger reader. #8 Extra untimed reading practice – partners can whisper read to each other. #8 Partners can ping pong read sentences back and forth to each other to gain confidence and familiarity with the passage.

Step 8 - Comprehension and Summary Writing Strategies
Summarizing Paraphrasing Retelling Describing Expository Sequence Structure Summary Writing Strategies Use modeling and guided practice to teach these to independent practice – “I do, we do, you do” Summarizing – read a paragraph, tell main idea of paragraph in a sentence or count number of words (ex. 10 words) to summarize. Same as paragraph shrinking. Paraphrasing – read a paragraph, put info in paragraph in own words. Easier to learn info when it is in your own words instead of text language. Read, cover, recite, check. Retelling – read paragraph and retell by using phrases: “This paragraph begins with ____________, Next, I read____________, Then I learned_________. Describing – list characteristics, features, or examples of topic using key words/vocabulary. Ex. Spider Web graphic organizer: main idea in circle, details fan out from it. Expository Sequence Structure – Teach students how texts are structured: 1) Sequencing - some passages list events first, next, then, then, finally 2) Comparing – how something is alike or different, use a Venn diagram, terms: alike, in contrast 3) Analyzing Cause and Effect – terms: consequently, because, if-then, use a graphic organizer 4) Problem Solving – a defined problem, a solution , terms: furthermore, one rease for, use a graphic organzier Summary Writing Strategies – On last day (Friday), students write a summary of the passage using a frame p. 31 handout – teacher models this the first time. HANDOUT P

More than Six Minutes a Day
On the first day of the week Some students may need additional fluency practice Certain grouping configurations Incorporating comprehension and writing These are examples of times when it may take more than six minutes a day. Bullet #1 – First day each partner silently read passage, confirms any unknown words #2 – Resource classes, classes with larger number of struggling readers. #3 – Guided reading groups, strategies classes #4 – Comprehension practice and summary writing takes more time.

Mondays Distribute new Practice Passage
Preview the passage and underline unknown words Teacher supplies unknown words Make sure students are accurate before beginning First Timing Word Walls

Tuesday – Thursday Six minutes a day
More if you want to include comprehension and writing More if needed Change it up – chorale reading one day where teacher models the reading fluency as student follow along. Then teacher sets timer and students whisper read themselves.

Friday Final Timing Turn in current week’s practice passage
Select new passage for following week

Teacher Duties Change partners if necessary
Move students up or down in reading levels Monitor student reading and provide corrective feedback Monitor progress Use check list to ensure fidelity

Moving Upstream: A Story of Prevention and Intervention
60

In a small town, a group of fishermen gathered down at the river
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on shore quickly dived in and pulled the child out. 61

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could. 62

At that moment, their colleague came back.
In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?” 63

river. So I got someone to fix the bridge.”
She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.” Parable illustrates our work in the schools and the idea of not waiting for failure. In the parable all the energy is going into saving the kids vs prevention/intervention. Six Minute Solution is an excellent intervention/prevention. too *Reflect and share with your partner: What are the messages that come to mind from this story? (if time) Prevention = identify students at-risk before they actually fail! 64

Let’s Try it! Six Minute Solution Overview
Time Materials Procedures 1 minute Timer Folder containing two copies of the same passage, two copies of the fluency graph, on dry erase marker and cloth Get Ready Teacher announces that fluency timing will begin Partner 1 Reads Partner 2 Gives Feedback Partner 2 Reads Partner 1 Gives Feedback Students put away materials Have participants formulate an action plan or best practice list for the upcoming school year.

Exit Slip Goals: To understand what fluency is and how it impacts reading. 2. To understand the rationale and research behind reading fluency and the Six Minute Solution program. 3. To understand and be able to use Six Minute Solution Program.

Thank you!

Six Minute Solution Diane Newman

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