1. Robin Ventura, NCDPI Halifax County Schools Thursday, August 8, 2013

2. Roxanne Hudson, Ph.D. All Rights Reserved

3. Robin Ventura Fluency

4. Robin Ventura Think-Pair-Share

5. Review the multi-layered, multi-faceted nature of reading fluency. Focus on students who need intervention in reading fluency. Learn how to use a intervention focused on increasing automaticity. Practice using the method with a group. Explore additional fluency-building tools and strategies. Understand the expectations for Common Core Writing Standards Robin Ventura

7. Here is the translation: We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain. (Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.) So how did you do? Assuming you found the exercise difficult (that was our intention), consider that we disguised only eight of the forty-four known phonemes in the English language. And imagine if this weren't a game.

8. Robin Ventura Accuracy Automaticity Prosody

9. AUTOMATICITY Letter level —quick and effortless identification of letter sounds Word level —quick and effortless word recognition or decoding Text level —fluid pace in reading connected text Robin Ventura

10. Letter level Slow access to letter sounds impairs decoding accuracy and fluency (Hudson et al. 2006). Not sufficient for students to be accurate in letter sound knowledge. Robin Ventura

11. Turn to handout 1 Read this passage as quickly and carefully as you can There will be an exam! Robin Ventura

12. How zany calls are thyse in qhe poqy? Whyse cen you finq QNA? How cen QNA be iqanqical in ell calls? Why is iq izborqenq for calls qo pe sizilar puq noq qhe saze? Robin Ventura

13. Here is the translation: We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, the DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain. (Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.) From the reading simulation at http://www.pbs.org/wgbh/misunderstoodminds/reading.html Robin Ventura

14. Word level Slow decoding impairs understanding Cognitive load is reduced as automaticity is increased Cognitive resources can be devoted to comprehension Robin Ventura

15. Text level Refers to the fluidity of text reading, including the rate of reading Typically measured in correct words per minute (CWPM) Allows attention to focus on the meaning of text Robin Ventura

16. The Bottom Line As with any skill that requires an individual to coordinate a series of smaller actions to create a unified process, it is practice that allows the learner to develop expertise. (Kuhn & Stahl, 2002) Robin Ventura

17. Find your Fluency Rubric in your packet of materials Study the rubric Listen to a couple of examples of oral reading Work toward a consensus with your group members to determine each students’ fluency score Robin Ventura

18. We will now focus on a strategy called Repeated Reading. If delivered correctly for 15-30 minutes per day for five weeks, a student will grow an average of ½ year in reading. It improves automaticity at the letter, word, and text level in order to reduce the readers’ cognitive load and increase his or her reading comprehension. Robin Ventura

20. Much more powerful if adults model reading for students. Students should more frequently read passages to an adult (ES = 1.37) rather than a peer (ES =.36) Instructors should provide direct corrective feedback after every session Much more powerful if students read until they reach a rate and accuracy criterion (ES = 1.78) rather than a set number of times (ES =.38) Robin Ventura A meta-analysis of repeated readings research by Theirran (2004) found that these elements are critical for success:

21. Can be used to increase automaticity with Letter sounds Sight Words Decodable Words Connected Text Text should be at students’ instructional or independent level Should not be used with students who are not accurate or who are already fluent.

22. Best if done individually or in small homogenous reading group Can be done with groups up to 6 At least 3 times a week 15 minutes per student/group Roxanne Hudson, Ph.D. All Rights Reserved

23. Materials can be purchased or teachers can make their own It is important that the materials follow a sensible progression that systematically addresses the areas that need to be worked on, increase in difficulty in small steps, are organized so that teachers and students can easily use them, and are at the appropriate level to meet the student’s needs. Primary Resources: www.easycbm.com www.fcrr.org www.timrasinski.com Robin Ventura

24. Connected text can come from anywhere: decodable books, leveled books, core reading program stories, etc. As long as it is at the student’s instructional (90-95% accuracy) or independent (95% + accuracy) reading level, any text can be used. Robin Ventura

25. The website in general (www.interventioncentral.com) is very helpful in the areas of CBM, RTI, positive behavioral support, reading, writing, and mathwww.interventioncentral.com The name of the tool is OKAPI! The Internet Application for Creating Curriculum-Based Assessment Reading Probes and can be found at http://www.interventioncentral.org/htmdocs/ tools/okapi/okapi.php http://www.interventioncentral.org/htmdocs/ tools/okapi/okapi.php Robin Ventura

28. § Reader's Theater Grades 1-4 Samples Sources for Reader's Theater Websites for Finding Songs and Music Reader's Theater Grades 1-4 SamplesSources for Reader's TheaterWebsites for Finding Songs and Music Robin Ventura

29. Online Resources The Karoke Channel Online Robin Ventura

30. Use of poems and songs is one of the best methods for building fluency because students must recite or sing in chunks and phrases. Robotic reading is impossible! Let your students participate in a Poetry Stomp or Sing-a-Long. Use rhythm instruments to accompany. Poetry and Song Resources http://www.heinemann.com/shared/onlineresources/E02710/Introduction.pdf http://www.loc.gov/poetry/180/ http://www.poetry4kids.com/ http://www.gigglepoetry.com/ http://judyanddavid.com/cma.html http://www.bussongs.com/ http://www.theteachersguide.com/ChildrensSongs.htm http://www.niehs.nih.gov/kids/music.htm http://www.niehs.nih.gov/kids/music.htm#index http://www.head-start.lane.or.us/education/activities/music/index.html Robin Ventura

31. Students can benefit greatly from hearing and reading along with proficient readers. If the teacher’s time is limited, students can use audible e-books or recorded books. Check out the following free resources: http://www.storylineonline.net/ www.tumblebooklibrary.com http://manybooks.net/ http://www.gutenberg.org/ Robin Ventura

32. “Struggling readers may not gain reading fluency incidentally or automatically. In contrast to skilled readers, they often need direct instruction in how to read fluently and sufficient opportunities for intense, fluency-focused practice.” (Hudson, Lane, and Pullen, 2005) Robin Ventura

33. Roxanne Hudson, Ph.D. All Rights Reserved

34. Use your journal to do a quick write of your first experiences with writing. Robin Ventura

36. Roxanne Hudson, Ph.D. All Rights Reserved

38. Robin Ventura

39. Roxanne Hudson, Ph.D. All Rights Reserved

42. Robin Ventura

43. http://pinterest.com/pin/175640454189937367/ http://pinterest.com/diversedevotion/1st-grade- writing/ http://pinterest.com/diversedevotion/1st-grade- writing/ http://pinterest.com/mrsberken/first-grade- writing/ Robin Ventura