Fluency (grades 2 3)
- 1. Fluency 2nd and 3rd Grade Susie Hayes, Anthony Flemmons, Catie Hanson
- 2. Language of Learning Aware of audience and intent when speaking Converses with a variety of audiences (teachers, peers) Uses tone, gestures, pace, intonation to enhance meaning Uses language to cooperate with peers Uses vocabulary specific to the task Retellings are logical, sequenced, on topic Predicts and recalls
- 3. Reading Fluency ➔ Decoding and word recognition automatic ➔ Reading Speed increases (90-110 wpmc) ➔ Phrasing and expressiveness improves ➔ Able to concentrate on the message
- 4. Reading Fluency Instruction: ● Improves accuracy, fluency, and comprehension. ● Repeated oral reading techniques are found to be most effective. ● Oral reading with modeling and/or corrective feedback are most effective. ● Sustained silent reading shows no proof of improved reading. http://diverselearnersinliteracy.weebly.com/uploads/1/4/9/1/14917734/873518 642_orig.jpeg
- 5. Assessments for Reading Fluency ● Qualitative Reading Inventory- 6th Edition (QRI-6) ● Curriculum Based-Measurements (WPMC) ○ AIMSweb ○ Fastprobes (Fastbridge Learning) ● Woodcock-Johnson IV Diagnostic Reading ● DIBELS: Dynamic Indicators of Basic Early Literacy Skills
- 6. Interventions for Reading Fluency Repeated Reading With Error Correction Think Alouds (3rd-8th grade) Paired Reading (4th-8th grade) Word Attack (1st-3rd grade) Decoding (1st-2nd grade) Reading to learn (4th-8th grade)
- 7. Phonic Spelling ➔ Spelling by Pattern ➔ Stage one of spelling development ➔ Understands that the same sound can be made by different letters ➔ Understands that different sounds can be made by the same letter ➔ Understands open and closed syllables in one-syllable words and when adding endings. ➔ Silent letters ➔ Understands some syntax endings ➔ R-controlled vowels in one syllable words ➔ R-influenced vowels
- 8. Interventions for Phonic Spelling ➔ Slash and Dash Method used for students in Middle School and High School ◆ Words that should be used for the slash and dash method: ● Grade level Vocabulary ● Polysyllabic words ● High value words ● Descriptive words for creative writing assignments.
- 9. Basic Narrative Writing ● Uses basic sentence patterns ● Statements ● Questions ● Interrogatives Joins sentences, often overusing “and” Generally capitalizes beginning of sentences Inconsistent punctuation—periods, questions marks, exclamations Usually uses consistent tense and correct subject-verb agreement Titles work appropriately Writes in first or third person Begins to use narrative form (e.g., follows Story Grammar Plot) Includes many details, time sequence in narratives Proofreads for spelling and word choice
- 10. Writing Fluency Assessments ➔ Curriculum Based Writing Probes ◆ 1 Minute to think ◆ 3 Minutes to write ◆ Teacher is able to look at specific areas the student is struggling in writing ◆ After determining what area the student struggles, teachers can develop what type of interventions should be used for the student
- 11. Interventions for Struggling Writers ● Modeling should be used when teaching struggling learners ● Teachers should focus on teaching the writing process when teaching struggling learners ○ Model the writing process by think alouds and guided practice ○ Providing rubrics and visual frameworks as organizers for students. The Writing Process ● Prewrite- Planning what to write ● Draft- Writing a first draft ● Revise- Changing things in writing to make it better ● Edit- Checking the writing ● Publish- Writing the final draft