AUTOMATICITY AND FLUENCY WITH THE CODE Planning for Instruction

AUTOMATICITY AND FLUENCY WITH THE CODE Planning for Instruction
Sarah Mc Donagh, Ph.D. Western Regional Reading First Technical Assistance Center

Content Development Content developed by: Prepared by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education & Human University of Oregon Development Texas A & M University Beth Harn, Ph. D. Sarah Mc Donagh, Ph. D. College of Education Western Regional Reading First University of Oregon Technical Assistance Center University of Oregon Prepared by: Patrick Kennedy-Paine

U.S. Department of Education, Office of Special Education Programs
Acknowledgments U.S. Department of Education, Office of Special Education Programs Institute for the Development of Educational Achievement, College of Education, University of Oregon Dr. Sharon Vaughn, University of Texas at Austin, Texas Center for Reading and Language Arts website:

Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

Session Objectives The objectives of today’s session are to:
Define automaticity and fluency, and identify the components of reading fluency. Identify what the research tells us about the importance of fluency and effective fluency instruction. Determine how to assess automaticity and fluency development and establish the need for fluency building. Plan for automaticity and fluency instruction in the classroom. Select and sequence letter-sounds, words and text to enhance oral reading fluency. Set appropriate fluency goals. Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.

Fluency with the Code: “The ability to read connected text rapidly, smoothly, effortlessly, and automatically with little attention to the mechanics of reading such as decoding” (Meyer & Felton, 1999, p. 284)

Principal components of reading fluency:
Accuracy in decoding Automaticity in word recognition Appropriate use of prosodic cues

Definitions Automaticity: The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text. Fluency: The combination of accuracy and speed in reading connected text. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression. Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent.

Why Fluency is Important?
Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

What the Research Says About Fluency
Fluent readers: Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehension Read with speed and accuracy Interpret text and make connections between the ideas in the text Nonfluent readers: Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend

What the Research Says About Fluency
Successful readers... rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words. process virtually every word they read. use letter-sound correspondences to identify words. have a reliable strategy for decoding words. read words numerous times to build instant recognition.

What Skills Does Fluency Include?
Accurate and efficient skills in: Letter-sound correspondences (alphabetic understanding) Blending sounds to form words (alphabetic principle) Word identification (regular and irregular) Word knowledge or vocabulary Comprehension monitoring 1. The goal of phonological awareness instruction is to enable children to work with the phoneme level. PA is comprised of multiple concepts. 2. However, not all children can begin at the phoneme level. 3. Start at the task where children are not firm….no need to backtrack through the entire continuum if children have preskills. 4. Give examples of each task level. 5. Explain onset rime (the set of <?> before the first vowel (sw - im; b = at)

Instructional Priorities: Grade 1
The above slide shows the curriculum map for alphabetic principle in First grade. Fluency involves building a child’s automaticity in whole word recognition and embedding that skill within reading connected text.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4b (ORF).

The above slide shows the curriculum map for fluency in Second grade. Point out that the focus in the second grade curricular maps is to develop fluency in reading connected text as a rate of 90 or more CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 90 wrc.

The above slide shows the curriculum map for alphabetic principle in Second grade. Point out that automaticity also needs to be developed at the whole-word level.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 90 wrc.

The above slide shows the curriculum map for fluency in Third grade. Point out that the focus in the third-grade curricular maps is to develop fluency in reading connected text at a rate of 120 CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 120 wrc.

Critical Elements in Automaticity & Fluency with the Code
The National Reading Panel report (2000) indicates the following elements as essential in Fluency Instruction: Repeated Readings Corrective Feedback Not all children need all... differentiate! These are essential findings from the NRP report for building automaticity and fluency with connected text: Repeated Readings: Having students re-read passages that they read with accuracy can help build fluency. Fluency is only part of the picture: Fluency is not the end goal of reading instruction; however, it is an essential bridge to comprehension Corrective feedback: Feedback is an important feature in building reading fluency. Brief, repeated sessions: Fluency building instruction is more effective in brief sessions (10-15 minutes) distributed throughout the day to build a skill to automaticity. Learn to differentiate: Not all students need fluency building; if students are reading fluently, allocate time to other areas of reading. Keep the end in mind.. Fluency is only part of the picture! Relatively brief sessions (15-30 minutes)

Critical Elements in Automaticity & Fluency with the Code
Activities should involve the following: Repeated reading of materials that students read with good accuracy (>90%) Regular practice at the skill (e.g., multiple times a day/week) with short time intervals (15-30 minutes) Corrective feedback from teacher/instructor Ambitious goal setting Graphing/charting of learner performance Modifying instructional materials as student performance warrants

Application Activity: Identifying SBRR in Practice
Work in small groups to analyze two lessons, and evaluate the effectiveness of the instruction in terms of the critical elements of automaticity and fluency with the code.

Assessing Automaticity and Fluency DIBELS NWF & ORF
Each measure is designed to assess accuracy and fluency. Accuracy: How well does the child perform the skill? Fluency: How easily or quickly does the child perform the skill? The best way to gather this information is to use the student booklets and examine responses to the task.

Assessing Automaticity: DIBELS NWF
The DIBELS Measure Used to Assess Automaticity: NWF Nonsense Word Fluency (NWF) for 1st Grade How Well? 50 By When? Middle of First Grade Interim performance predictive of the later goal: 24 at the beginning of First Grade

Examine Student Booklets for Patterns How well does the child perform the skill? Accuracy Skill Example nonsense word “fek” Student Response Student says: Letter sound /f/ /e/ /k/ Letter sound & blend /f/ /e/ /k/ /fek/ Word level /fek/

When analyzing student performance, look for patterns of performance: Words or sounds Correct? Specific sounds correct (e.g. stop vs. continuous), blends, words that begin with continuous sound, vowels, etc. Pattern of Errors? Specific sounds (e.g., stop vs. continuous), substitutions, omission, errors involving vowels. Make sure to rule out articulation, hearing difficulties, or simply having a bad minute!

How easily and quickly does the child perform the skill? How many nonsense words were attempted? A score of 50 letter-sounds per minute involving 20 words is an indication of a whole word strategy. A score of 50 letter-sounds per minute involving 12 words is an indication of a sounding out strategy. How many errors did the student make? Determine accuracy by dividing the number of letter-sounds read correct by total letter-sounds read. 33 correct / 52 total attempted = 63% accuracy

Examine Student Booklets for Patterns How well does the child perform the skill? Accuracy Fluency General performance patterns: Not Accurate: student makes many letter-sound/nonsense word reading errors or is prompted by the examiner to move on to additional items. Accurate but Slow: student reads letter-sounds/nonsense words with over 90% accuracy; however, many hesitations, repetitions and slow pace. Fast but Not Accurate: student is fast but makes many letter-sound/nonsense word reading substitution errors. Fluent Reading: student reads letter-sound/nonsense words with good speed and accuracy.

Assessing Automaticity: DIBELS NWF Frank
What is Frank’s knowledge of the alphabetic principle? Inconsistent on letter-sounds Does not blend any sounds together How accurately can Frank perform the skill? 70% accuracy Readiness for automaticity instruction? Focus on accuracy instruction Develop automaticity with known letter-sounds Instructional implication? He is in need of intensive intervention to meet the end of year goal of being a reader. 16

Assessing Automaticity: DIBELS NWF Tanya
What is Tanya’s knowledge of the alphabetic principle? Accurately produces all letter sounds Consistently blends sounds together to read the word How accurately can Tanya perform the skill? 100% accuracy Readiness for automaticity instruction? Not required at the letter-sound level Develop automaticity with known words: regular and irregular Provide opportunities for connected text reading Instructional implication? Has met mid year benchmark. Move to instruction on connected text reading. 58

Application Activity Work in small groups to complete two additional NWF case scenarios. In doing so, please determine the instructional implications for each case. Is letter-sound and word reading automaticity an appropriate target for instruction for these students? Why or why not?

Assessing Fluency: DIBELS ORF
DIBELS Measure Used to Assess Fluency: Oral Reading Fluency (ORF) at the beginning of the year. Interim or progressive benchmarks by grade: 2nd: 44 Correct words per minute 3rd: 77 Correct words per minute

Examine Student Booklets for Patterns How well does the child perform the skill? Accuracy Fluency General reading patterns: Not Accurate: student makes many word reading errors or is provided words after the 3-second wait. Accurate but Slow: student reads words with over 90% accuracy; however, many hesitations and repetitions. Fast but Not Accurate: student is fast but makes many word reading or word substitution errors. Fluent Reading: student reads with good speed and accuracy.

When analyzing student performance, look for patterns: Specific word types, sight words, or other words read correctly and incorrectly. Hesitations, self-corrections, repetitions Rule out articulation, hearing difficulties, or having a bad minute!

How easily and quickly does the child perform the skill? How many words did the student read correctly? How many errors did the student make? Determine accuracy of reading by dividing the number of words read correct by total words read. 45 words correct / 57 total words=79% accurate

Assessing Fluency: DIBELS ORF Terry
How well is Terry reading? Accurate but slow How accurately can he perform the skill? 92%! Readiness for fluency instruction? Fluency building and sight word instruction may be appropriate

Assessing Fluency: DIBELS ORF Dan
How well is Dan reading? Making many word reading errors. Reads at a slow pace. How accurately can he perform the skill? 70% How easily can he perform the skill? Labored approach Readiness for fluency instruction? Intensive instruction in decoding, irregular word reading, and advanced word reading. Check alphabetic principle skills with NWF. Automaticity instruction may be appropriate.

Application Activity Work in small groups to complete two additional ORF case scenarios to determine instructional implications. Is connected text fluency instruction an appropriate target for instruction for these students? Why or why not?

Application Activity Using Your Data to Plan for Instruction
Examine the Fall DIBELS benchmark booklets for each of your students. Complete the following steps for each student probe on the provided worksheet: Select probe to examine for whole class (NWF or ORF) Identify error patterns: specific sounds (e.g., stop vs. continuous), substitutions, omission, hesitations, vowels, word types, sight words, decoding strategies etc. Calculate fluency score and accuracy score. Determine instructional implication Is the score in the Low Risk, Some Risk or At Risk range? (see progressive benchmarks on slides 40 & 41) Is the performance: Not Accurate, Accurate but Slow, Fast but Not Accurate, or Fluent Determine whether automaticity/fluency instruction is appropriate

First Grade Measures LNF PSF NWF ORF Beginning Middle End Measure
Progressive Benchmarks Is the Student On-Track to Achieve the Benchmark Goal? First Grade Measures Beginning Middle End Measure Score Status LNF < 25 25-36 ≥ 37 At risk Some risk Low risk PSF < 10 10-34 ≥ 35 Deficit Emerging Established NWF < 13 13-23 ≥ 24 < 29 30-49 ≥50 ≥ 50 ORF < 7 8-19 ≥ 20 < 19 20-39 ≥ 40

2nd & 3rd Grade ORF Scores 2nd Grade ORF 3rd Grade ORF Beginning
Progressive Benchmarks Is the Student On-Track to Achieve the Benchmark Goal? 2nd & 3rd Grade ORF Scores Beginning Middle End Measure Score Status 2nd Grade ORF < 26 26-43 ≥ 44 At risk Some risk Low risk < 52 52-67 ≥ 68 < 70 70-89 ≥ 90 3rd Grade ORF < 53 53-76 ≥ 77 < 67 67-91 ≥ 92 < 79 80-109 ≥ 110

Define automaticity and fluency, and identify the components of reading fluency. Identify what the research tells us about the importance of fluency and effective fluency instruction. Determine how to assess automaticity and fluency development and establish the need for fluency building. Plan for automaticity and fluency instruction in the classroom: Select and sequence letter-sounds, words and text to enhance oral reading fluency. Set appropriate fluency goals. Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.

Instructional Components for Automaticity and Fluency with the Code
Automaticity with the code involves instruction in building automaticity at the sound or word level Fluency with the code involves instruction in building fluency within and between sentences “Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.” (Nathan & Stanovich, 1991)

Determining Readiness for Automaticity Instruction
Students are ready to practice developing automaticity with letter-sounds, regular and irregular words when they can accurately identify some: letter-sounds, regular words, and irregular words Or when their DIBELS data indicates necessity

Guidelines for Selecting Letter-Sounds and Words for Automaticity Instruction
Select letter-sounds and words based on priority and utility (frequently occurring and used in text reading). Select letter-sounds and words (both regular and irregular) students are able to identify accurately. Provide additional accuracy instruction on letter-sounds and words not identified accurately. Separate highly similar examples: auditory (b, d) and visual (v, w) on early practice. Begin letter-sound instruction with lower case letters and move to upper case letters as students demonstrate fluency.

Automaticity Instruction: Lesson Design Considerations
Include multiple examples of each letter sound/word in the practice set. Provide two to three short practice opportunities per day. Decrease the amount of time per response (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second. Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks. Review errors from previous lessons and provide continued practice with sounds/words students find difficult.

Setting Goals for Automaticity Instruction
2 approaches to setting automaticity goals: Program provided A final response rate of 1.5 sounds/words per second is considered an adequate minimum response time enabling transfer to reading comprehension (Levy, B. A., Abello, B., & Lysynchuk, L., 1997)

Selecting and Implementing Instructional Strategies for Automaticity Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement. Will the students require additional activities/games outside of the core to provide practice and review? Will the students require a supplemental or intervention automaticity program?

Letter-Sound Automaticity Example: The 1 Minute Dash
Identify a set of letter sounds students can correctly identify. Include multiple cards of each letter in the set. Set a goal (i.e., 30 letter sounds correct). Do a 1-minute small-group practice. Position cards so all can see. Start the stop watch. Present the first letter sound card so that all students answer. Provide quick corrective feedback on errors. Continue presenting letters. Letter-sounds correctly identified go in one pile. Place errors in a second pile. At the end of 1 minute, tally the number of letter sounds correct. Review errors and repeat activity for 1 more minute.

Word Reading Automaticity Examples
1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words. 2. Word recognition grid. Prepare a 5x5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

5 x 5 Grid (Modification of Region XIII Texas Educational Service Center)

Determining Readiness for Connected Text Fluency Instruction
Students are ready to practice developing fluency in connected text when they can: rapidly identify letter-sounds, regular words, irregular words, and read sentences. accurately read instructional level connected text. correctly read words in one minute. Or when their DIBELS data indicates readiness.

Guidelines for Planning for Fluency Instruction
Select passages students can read with 90-95% accuracy. Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage. Set goals for students to improve their fluency. Aim to reduce the time and number of errors. Incorporate reading with expression once students reach 60 words correct per minute on grade level passages. Gradually move from oral to silent reading.

3 approaches to setting fluency goals:
Setting Goals 3 approaches to setting fluency goals: Program provided 30% beyond cold reading Grade level norms

Set Ambitious Goals • Identify starting words correct per minute (e.g., 30 wcpm minute). • Identify end of year grade level target (e.g., 90 wcpm) • Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly ambitious). • Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks). • Monitor progress over time. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

National ORF Rates by Grade Level
 Box appears automatically focusing attention on the end of year performance. This slide presents data from a study completed by Tindal and Hasbrouck when they investigated reading rates across the country. They used the same ORF procedures we used in multiple school and classrooms and determined what the typical child (50th percentile) read at the beginning, middle and end of grades 2-5. Point out that the end of year numbers we are using for our goals closely align with these data: 2nd grade: Our goal >90; obtained 94 3rd grade: Our goal > 120; obtained 114

ORF Growth Rates Data are from a study completed by Fuchs, Fuchs, Hamlet, & German when investigating how oral reading fluency rates develop across grades. It provides information on how many words a week growth the typical child grew as well as minimum and maximum growth rates. Point out that typical growth rates are more robust in grades 1-3 as students overall reading skills are growing exponentially and then the rates slow after grade 4 as student’s focus is on reading for meaning. For students low in fluency, point out the maximum growth rates as goals for students receiving additional instructional support should be higher as they close the gap with their peers.

Selecting and Implementing Instructional Strategies for Fluency Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement. Will the students require additional activities/games outside of the core to provide practice and review? Will the students require a supplemental or intervention fluency program?

Connected Text Fluency Instructional Strategies
Repeated Reading Small Group: choral reading Indvidual: repeated reading Small Group: partner reading Previewing Strategies

Connected Text Fluency Instructional Strategy: Repeated Reading
1. Not a replacement for beginning reading instruction. 2. Not intended to constitute the reading curriculum. 3. A short duration, frequently scheduled procedure to increase oral reading fluency. (modified from Hasbrouck, 1998) 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Connected Text Fluency Instructional Strategy: Repeated Reading
Research has demonstrated that repeated reading: Significantly increases reading rate, accuracy, and comprehension Works with older students as well as elementary children Fosters fluent word recognition through multiple exposures to words Encourages rapid decoding and permits greater attention to understanding the text Provides children an opportunity to orally read at a more fluent level then typical reading instruction allows

Connected Text Fluency Instructional Strategy Repeated Reading Methods
1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times). 2. Fixed-passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100 words on successive trials. 3. Tape-recorded repeated readings. 4. Peer preview. 5. Partner reading. (modifed from Hasbrouck, 1998) 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Pre-teach difficult words (irregular, vocabulary and decoding)
Connected Text Fluency Instructional Strategy Small Group Strategy: Repeated Choral Reading The 3-Step Process Teacher Reads Teacher and Students Read Together Students Read Prior to reading Pre-teach difficult words (irregular, vocabulary and decoding) Preview Text and Make predictions Carefully select text that students will be successful at reading (>90%) Adapted from:

Repeated Choral Reading: Expanded Steps
Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. Keep a steady pace – Chunk the material Teacher can strategically pause to ensure all are actively reading along Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. Teacher monitors to correct errors and provide feedback Students read: The students read the passage with the teacher monitoring and providing feedback. Correcting errors Modeling/Monitoring comprehension by pausing to ask questions or making predictions Adapted from:

Connected Text Fluency Instructional Strategy Individual Strategy: Repeated Reading
For individual students needing to increase reading fluency use the following steps: Identify short reading passages (approx. 150 words) students can read with >90% accuracy Have student read for 1-minutes as quickly and accurately as possible and determine words correct per minute (cold reading) Identify and mark a target rate approximately 30% faster than cold reading Have student independently reread passage with timer until they obtain target rate Teacher repeats step 2 to determine if goal was determined Graph progress (Adapted from Howell & Nolet, 2001)

Example of Repeated Reading Steps
Identify passages student can read with high accuracy Collect cold reading cwpm Determine 30% increase wpm and mark Student practices reading out loud with timer to reach goal Teacher does hot timing again Monitor and graph progress

Ensuring Progress Toward the Benchmark Performance

There are a variety of strategies/programs available:
Connected Text Fluency Instructional Strategy Small Group Strategy: Partner Reading Time spent orally reading is a good predictor of later reading achievement Peer/partner reading is a simple method to provide children more opportunities to read and receive feedback on their reading Students enjoy the approach Effective at building student fluency in reading Provides children a highly structured and engaged instructional reading opportunity There are a variety of strategies/programs available: Classwide Peer Tutoring (CWPT) Peer Assisted Learning Strategies (PALS) Reciprocal Peer Tutoring (RPT) Each program has similar components

Common Components Across Partner/Peer Tutoring Approaches
Incorporated within the regular part of the reading program Completed 2-5 times a week Careful selection of reading materials Students must be trained on steps of approach Performance pairing of students Active reading Progress monitoring of all students to adjust pairing as necessary

Guidelines for Pairing Students
It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following: • Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports! • Adjust pairings according to “personality” issues. • Maintain pairs approximately 4 weeks. (Modified from Hasbrouck, 1998) 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Guidelines for Partner Reading Activities
Teacher needs to select appropriate reading material for lower skilled student to be successful in reading. Create a folder for students including passages and graphs for each student Determine the length of time for the activity and lead the group to keep pace brisk Teacher needs to model steps of partner reading. The higher performing reader reads first as a model. Both students should have an opportunity to lead the reading (coaches and players) Teacher should monitor the group in the activity and reinforce for appropriate behavior. At the end of the activity, have both students summarize what they just read (e.g., retell, main ideas, characters, etc.). Periodic progress monitoring to ensure progress and to readjust pairs. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Connected Text Fluency Instructional Strategy: Previewing Strategies
Increasing the likelihood of students reading with good accuracy and rate Preview text and prime background knowledge Teach students to preview text and make predictions about the text before reading Teacher should model strategies by doing a “think aloud” procedure (“Look at the title, pictures, …”) After preview, teach students to think about what they already know about the topic and what more they would like to learn Teacher should provide a model of effective strategies for prediction (“I think this story will be about…”

Connected Text Fluency Instructional Strategy: Previewing Strategies
Preteach words that are difficult to read and understand: Identify words that will be barriers to student independent reading (e.g., content, vocabulary, etc.) Teach difficult words prior to reading within text Irregular words

How Will I Use this Information In My Classroom on Wednesday?
Which strategy or approach will I use? Which students will I use the strategy with? How will it benefit the students? What are possible roadblocks and steps I need to take to make it happen (i.e. materials, scheduling, etc.)?

AUTOMATICITY AND FLUENCY WITH THE CODE Planning for Instruction

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