1. Chase Young, Ph.D. Texas A&M University – Corpus Christi From Fluency to Comprehension

2. Agenda Reading Fluency as the Bridge to Comprehension Building Fluency through Performance Break Implementing Readers Theater Lunch Extending Readers Theater through Scripting Student Produced Movies Powerful Reading Fluency Interventions Break Small Group Instruction for Accuracy, Comprehension, and Fluency

3. Reading Fluency as the Bridge to Comprehension Bridge

4. Elocution According to Hyatt (1943): Reading fluency began as elocution instruction for the purpose of pleasing oral discourse.

5. Humble to Hopeful Goodman’s Miscue Analysis Goodman (1964) conducted a linguistic study on the cues and miscues of 100 primary school readers; he observed an interesting phenomenon. Natural intonation came from comprehension of the text, and was portrayed through oral reading. Although many processes were in play, stress, pitch, and juncture manifested with meaning. Automaticity Theory According to Laberge and Samuels (1974) automatic of word recognition is a prerequisite of comprehension. Automaticity frees cognitive resources used in lower level processing for the higher level cognitive processes necessary for comprehension.

6. Neglected No Longer Fluency: The Neglected Reading Goal (Allington, 1983)

7. Some Aspects Neglected Speaking of Prosody: Fluency's Unattended Bedfellow Sarah L. Dowhower

8. Fluency Matters – Rasinski & Young, 2014

9. Performance-Based Mastery Duke Interpersonal Buddy Understanding Electra Self-Expressive Celeste

11. Building Reading Fluency through Performance Young & Nageldinger, 2014

12. Speeches Use existing, or create your own!create your own!

13. Little Boy Blue, Please Cover Your Nose Little Boy Blue, Please cover your nose. You sneezed on Miss Muffet And ruined her clothes. You sprayed Mother Hubbard, And now she is sick. You put out the fire On Jack’s candlestick. Your sneeze is the reason Why Humpty fell down. You drenched Yankee Doodle When he came to town. The blind mice are angry! The sheep are upset! From now on use tissues So no one gets wet! Poetry

14. Interpretations The Land of Nod BY ROBERT LOUIS STEVENSONROBERT LOUIS STEVENSON From breakfast on through all the day At home among my friends I stay, But every night I go abroad Afar into the land of Nod. All by myself I have to go, With none to tell me what to do — All alone beside the streams And up the mountain-sides of dreams. The strangest things are there for me, Both things to eat and things to see, And many frightening sights abroad Till morning in the land of Nod. Try as I like to find the way, I never can get back by day, Nor can remember plain and clear The curious music that I hear.

15. Inference Mary Had a Little Pet By Judith Natelli McLaughlin Mary had a little pet. Its fur was black as night. It followed her to school one day, Which gave the kids a fright. It made the teachers shout and scream, It gave them such a scare. For Mary didn’t have a lamb— She had a grizzly bear.

16. Poetry Academy Wilfong (2008) increased words correct per minute word recognition attitude toward academic reading comprehension improved attitude toward school Or… Have a full on poetry slam!

17. Find a poem on www.gigglepoetry.com Read it. If you like it, share it.www.gigglepoetry.com

18. You can sing poetry, too! 6:556:55 (to the tune of "Twinkle, Twinkle, Little Star") Tinkle, tinkle, little bat, Wonder where the potty’s at? Straight ahead or to the right? Caves are very dark at night. Little bat, why do you frown? Did you tinkle upside down?

19. In fact, you can sing about anything… Even Tests… Even Tests…

20. Rock and Read! Primary Advanced stand up! Research

22. Readers Theater

23. Readers Theater Research Griffith & Rasinski (2004) Passionate Avg GE 5.80 93% At Risk On Level Young & Rasinski (2009) 20% gain in prosody 65 WCPM gain (35 expected and 29 previous year) Speed Does Matter (Rasinski, 2000) Tyler & Chard (2000) Natural Link to Repeated Readings Martinez, Roser, & Strecker (1998/1999) Motivation

24. The Five Day Format (Young & Rasinski, 2009)Young & Rasinski, 2009 Day 1: Read scripts and form groups Day 2: Focus on word recognition Day 3: Focus on expressive reading Day 4: Practice Performance Day 5: Performance Your Turn!

25. Implementing Readers Theater Video

26. Sources for Scripts Your Reading Program Trade Books Textbooks Poetry Guided Reading Books www.thebestclass.org/rtscripts.html Your Students…

27. Pee Ew! Is That You Bertie? Readers Theater Performance

29. Scripting Student Scripts, Performances, and Interviews

30. Enhancing Authors’ Voice Through Scripting (Young & Rasinski, 2011)Young & Rasinski, 2011 Parody Sophia Finds a Turtle Take it a Step Further with SPMS Mentor Text Straight Up Voice Variation of Billy Goats Gruff Scratch King Kong vs Second Grade

31. Student Produced Movies The Bad News

32. Student Produced Movies (Young & Rasinski, 2013)Young & Rasinski, 2013 Phase 1: Grouping Phase 2: Idea Development Phase 3: Script Treatment Phase 4: Storyboard Phase 5: Scripting Phase 6: Preproduction Conference Phase 7: Filming Phase 8: Post-Production

33. Phase 1: Grouping (Risko & Walker-Dalhouse, 2011; Pachtman & Wilson, 2006) Students groups are selected based preferred genre. How does this phase connect to literacy?

34. Phase 2: Idea Development (Culham, 2011; Dorfman & Cappelli, 2007; Smith, 1994) Students choose method for creating scripts: mentor, parody, or scratch How does this phase connect to literacy?

35. Phase 3: Script Treatment (National Institute of Child Health and Human Development, 2000) Students write a summary Assign roles How does this phase connect to literacy?

36. Phase 4: Storyboard (Naughton, 2008)Storyboard How does this phase connect to literacy?

37. Phase 5: Scripting (Culham, 2011; Dorfman & Cappelli, 2007; Smith, 1994; Young & Rasinski, 2011) As students create their scripts they are analyzing the original text from the point of view of the writer. What did the author do to make his or her writing so engaging? How can we incorporate those features into my script? How does this phase connect to literacy?

38. Phase 6: Preproduction Conference The production team meets with the teacher and discuss light edits, materials, and responsibilities. How does this phase connect to literacy?

39. Phase 7: Filming The student director runs the production of each scene, with input, of course, from other members of the production (and me). The director carries the storyboard and script, leads the class to filming locations, makes sure all props and materials are ready, and directs characters’ actions and assists with their lines. How does this phase connect to literacy?

40. Practicing Prosody Video

41. Phase 8: Post-Production Students learn how to upload the movies into the software, drop clips into the editing line, delete unused takes, reorder and cut clips, configure special effects, utilize transitions, add music, and create title and credit sequences. How does this phase connect to literacy?

42. Sophia Finds a Turtle SPM Written and Produced by Second Graders Genre: Comedy. Method: Parody Video

43. SPMs and Literacy Students reflected on their reading preference, identified different genres, composed summaries, drafted sequences, used their knowledge of story structure to deconstruct text and turn it into a new creation, rehearsed the script focusing on expressive and meaningful reading, proficiently wielded multiple technologies, and offered their unique understandings of text. They had a purpose.

44. Pee Ew! Is That You, Bertie? SPM

46. Effective and Efficient What I learned from Lightning

47. Which aspects of your instruction do you feel are most effective, most efficient? How do you make them so? Do you know the research that supports your effective instructional practices? Discussion One

48. Lightning was a third-grade student. His oral reading was choppy, halting, and boring. His low reading rate (55 words per minute, WPM) was hampering both his reading achievement and Lightning’s sense of himself as a reader. He did not enjoy reading, had no favorite books, and his progress was slow even in small-group configurations. Lightning had begun the year on the Developmental Reading Assessment (DRA, Beaver, 1991) Level 18, approximately one year below grade level. After six weeks of guided reading intervention, he showed no assessed growth. His DRA level remained the same. Case Study (Mohr, Dixon, & Young, 2012)

49. The Method of Repeated Readings (Samuels, 1979)

50. Visually Representing RR 18-24 in 8 Weeks

51. In which instructional aspect could you or teachers you have observed be more effective or efficient? What seems to hinder the effectiveness of this instruction? Discussion Two

52. Despite his improvement in reading speed (approx 70 WPM), it was noted that Lightning’s expression did not consistently match the meaning of the story. Though he was excited about his progress, he still not enjoy reading. Case Study

53. Automaticity Rate Prosody Speaking of Prosody: Fluency’s Unattended Bedfellow (Dowhower, 1991)

54. The Limbic System

55. Lightning’s progress with repeated readings was remarkable. He does need to read text more prosodically. As a reading professional, you have to make a choice. Case Study

56. CMSE (if you feel the Education World needs more acronyms) is a NIM and RR Hybrid This stacked intervention using NIM and repeated reading was used for another eight weeks. Lightening’s DRA level increased from a 24 to a 30, only slightly behind the third grade expectation. Lightning read the DRA-level 30 text with very good comprehension, 99% accuracy, at 99 WPM, and great expression—a score of 4 according to the rubric. After the completion of the study, 2 weeks later, he read a 34 and was excited from the program. 10 Weeks: 24-34. Read Two Impress (Young, Mohr, & Rasinski, 2015)Young, Mohr, & Rasinski, 2015

57. Compare the advantages and disadvantages these two modes of reading and the hybrid. Consider the role of the teacher and the students. What tends to interfere with using these modes efficiently and effectively in a classroom? Discussion Three

58. Lightening clutched his new Diary of a Wimpy Kid book and said, “Now, don’t forget about your chubby little buddy, Mr. Young!” Case Study

59. Appropriate Assessments Analysis of Assessments Research-Based Instruction Evaluation of Instruction Teacher and Student Modification of Instruction Stacked Instruction Learning from Lightening

60. How are effectiveness, efficiency, and engagement related to literacy achievement? How can teachers increase student engagement in addition to their own effectiveness and efficiency? Tell us about a time when you were very engaged in a reading or writing task. What characterized this experience that teachers could replicate in their instruction? Discussion Four

61. In small groups, make a list of things teachers do to manage students and to teach students. Compare these listed items and the time given to them. How could a teacher save even 20-30 minutes a day in order to have more time for rich instruction? Task (if time)

63. Planning Small Group Instruction for Accuracy, Comprehension, and Fluency The Final Segment

67. Let’s Do This

69. Evaluation and Raffle

70. chase.young@tamucc.educhase.young@tamucc.edu - www.thebestclass.org www.thebestclass.org Thank you.