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

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

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

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

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

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

7. Writing Word Work Independent Reading Supported Reading
Balanced Literacy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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