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From Flashcardlet > 1111 - Rica - Fluency > Flashcards

1111 - Rica - Fluency Flashcards

0
Q

Think of “fluency” as a bridge between…

A

word analysis&raquo_space;> reading comprehension (by reading more swiftly, they can comprehend)

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1
Q

What is the progression from letter naming to word reading in connected text(comprehension)?

A

Letter Naming&raquo_space; Phonemic Awareness (not making connection with written letters to sound, just ORAL)&raquo_space; Alphabetic Principle (written letter to sound connection) &raquo_space; Sight Words (regular and irregular spelling patterns)&raquo_space; Phonics (one syllable, to multi-syllabic, break down the sounds specifically)&raquo_space; Fluency (no longer focusing on breaking down, looking at the words holistically to read quickly.)&raquo_space; (Comprehension)

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2
Q

What is the “automaticity theory”?

A

It is based on the principle that tasks become easier, requiring less attention through practice,
Decoding becomes automatic through explicit instruction and practice.
The goal of teachers is to move students beyond accuracy in decoding to automaticity so attention can be focused more on the comprehension of the text.
***our goal is students are automatic with word recognition so they can focus instead on comprehending what they are reading.

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3
Q

What are the three indicators of ‘fluency’?

A

Accuracy - determines that the students are pronouncing the words correctly as they read -reading correctly, understand the patterns, etc.

Pacing - Students are reading the text at the correct speed (according to the speed of their daily speech) - not reading too fast or too slow

Prosody - Students are reading with expression, phrasing, pitch, and volume according to context and punctuation.

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4
Q

Factors that disrupt fluency..

A
  • Weak word analysis (blending and decoding skills - you cannot move on until mastered)
  • Stopping to decode unfamilar words (maybe use letter cards)
  • Lack of content vocabulary (not being exposed to more words)
  • Lack of background knowledge (ELL, they may need background info so they aren’t confused)
  • Lack of complex syntactic structure (structure of text - ELL students it may be an issue - talk out some sentences and how they are worded)
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5
Q

Examples of Fluency Instruction..

A

-teacher will discuss the purpose of fluency and explain Accuracy, Pacing, and Expression

  • First assess the students (on index cards, even the difficult ones)
  • Cut it off at the amount of wpm. (don’t overwhelm them)

Passage reading:

  • Read the words (I read)
  • Echo read words (I read, you read)
  • Chorally read (we read)
  • Have students read independently

**she is frontloading the students with all the long vowel sounds that will be in the passage.

Do for about 4 days, have them read and practice the passage over and over. On the 5th day, assess them with a different passage but with the same vowel-sounds/word-types.

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6
Q

Fluency and Silent Reading

A

According to National Reading Panel (2000) silent reading DOES NOT improve fluency (has no effect).

Even though it has little impact, it can be used to encourage children who can read silently to enjoy reading, find new info, explore new vocab.

**MAKE SURE FLUENCY WORK IS DONE OUT LOUD

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7
Q

Fluency Strategies & Instruction

A
  • mostly happens in small group (not whole group) many students are at different levels
  • introduced by teacher giving a direct explanation of what they except: accuracy, pacing, expression
  • teacher needs to MODEL what a fluent reader looks like
  • teacher analyzes her own reading (modeling)
  • analyzes expression.
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8
Q

Fluency Strategies examples (guidance)

A
  • Pre teach the vocabulary (frontload before reading the passage, 7-10 words)
  • Model fluent reading
  • Support the students reading
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9
Q

Fluency Strategies Examples (Student Practice)

A
  • Student reads the text with support of a teacher or classmate
  • Timed readings
  • Repeated readings (Use the same passage for 4-5 days)
  • Reader’s Theatre (WOOHOO!)
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10
Q

Fluency Strategies (Feedback)

A

-discuss with the student the progress for fluency

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11
Q

Specific Fluency Strategies for accuracy (8)

A 
Pre-teach Vocab
Echo Reading
Choral Reading
Repeated Reading
Phonemic Awareness
Sight Word Instruction
Reading Passages aligned with phonics (sound-spelling patterns) instruction
Reader's Theater
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12
Q

Fluency Strategies - improving rate

A
  • Partner reading
  • Choral Reading
  • repeated reading
  • timed reading
  • whisper reading
  • Reader’s Theater
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13
Q

Strategies for improving prosody in fluency

A

(prosody means using expression)

  • instruction of punctuation in texts (?!.)
  • reader’s theater (dialogue, narrative, etc)
  • choral reading
  • read alouds by the teacher (very important that you MUST MODEL pitch, tone, expression, etc).
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14
Q

How to Struggling readers with fluency development

A
  • use phonics
  • use texts at independent level for reading instruction (use repeated reading)
  • review phonics instruction (very targeted - sound/spelling pattern)
  • review sight word instruction (targeted - decodable texts - OPEN COURT READING - A clOWN comes to tOWN)
  • paired reading, choral, echo, reading
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15
Q

Helping Special Needs with Fluency Development

A
  • Use texts that is differentiated (audio-tape, bigger font) fit their needs
  • phonics instructions (targeted) decodable OPEN COURT
  • sight word (targeted)
  • paired reading, choral, echo with teacher support
16
Q

Assisting EEL students with fluency development

A
  • PRETEACH vocabulary, using VISUALS
  • model prosody, such as phrasing, syntax, and punctuation
  • review phonics instruction (targeted)
  • review sight word instruction (targeted)
  • paired reading: choral, whisper, and echo with teacher support
17
Q

Fluency development for advanced learners

A
  • more advanced texts (not more pages of the same level)
  • silent reading
  • literature-based activities - extended learning
18
Q

Assessments for Fluency

A
  • Oral Fluency Assessment (wpm - numbers on the right)
  • Running Records (write title of book, level of book, number of words, and the source)
  • Miscue Analysis (miscue means you are crossing off their errors - writing down the mistakes they made in their passage reading )
  • Observation notes (are they reading at a good pace? etc.)
  • Word recognition lists
    • Dolch Sight Word list- use to know what you need to target
  • Timed fluency practice
    - read a passage, you time the student for one minute - you graph to where they read. Has a M T W TH F - they can see if the shaded graph goes up or down throughout the weeks.

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