Name Sheila Vazquez

Date 4/18/13

Clinical Activities: Assessing Fluency Rates

Grade: 2nd Students CWPM 58cwpm

Qualitative Score 11pt Percentile Between 10%-25%

1. What does the students fluency rate, percentile, and qualitative score tell you about his/her reading? The qualitative score shows that she is starting to make progress in fluency. The rate of 58 cwpm and a percentile between 10%-25% show s that the student is not reading at the level she is expected to right now. On a side note: I thought theses scores were interesting because as far as her comprehension online program has placed her, it is on the other side of the spectrum. She is supposed to read books in class at a 2.5- 3.2 level. 2. What are the students strengths related to fluency? D is beginning to develop prosody in her reading. She shows expression when she gets to the end of a sentence that has a question mark by raising her voice a bit. In sections where there are no proper nouns her reading became more fluid and was closer to conversational speed. 3. What are the students weaknesses related to fluency? When D reads she reads very quietly and stumbles over most of the proper nouns, causing her fluency and rate to be low. 4. What area, topic, or concept would you target for instruction? I would target the rate and Ds prosody for individual instruction. 5. What activity would you do with the child to address the concept above? Be specific pretend that a substitute needs to carry out your instructions. To help with prosody I would have the child listen and follow along in a book, to Brave Irene read by Al Gore on http://www.storylineonline.net. Then I would have the student practice reading it using expression and then record the story at the end of the week. For Rate I would put the student with 1-2 other students to form a small group. Then I would select 3 books based on each childs reading level and interests so that each child has books that can be read at different reading rates. Give each child three postit notes: one with the word slow printed on it, one with the word normal, and one with the word fast. Next, ask each child to look through the books in front of them and decide the speed they would use to read each book. Use the postit notes to label the book. (Fluency Power Point Class Notes)

6. What will you do differently the next time you administer this assessment? If I were to do this assessment again I would see if I could do it in the library. I think it may help D to read without other students walking around and talking. If other students were not around it may also help her read a little louder. I might also look for a book without proper nouns that the student may struggle over. This may help with the rate as well as her overall fluency since she will not be working on decoding the name.

Qualitative Fluency Rubric:*** Scores are in bold.*** 1 2 3 Reads in a quiet Expression Reads in a quiet Reads with volume and and Volume voice as if to get voice. The words out. The expression. reading sounds reading does not However, natural in part sound natural like of the text, but sometimes the talking to a reader slips into the reader does friend. expressionless not always reading and does sound like they not sound like are talking to a they are talking to friend. a friend. Reads word by Reads in two or Phrasing Reads with a word in a three word mixture of runmonotone voice. phrases, not ons, mid sentence adhering to pauses for punctuation, breath, and some stress, and choppiness. intonation. There is reasonable stress and intonation. Frequently Reads with Smoothness Reads with hesitates while extended pauses occasional break reading, sounds or hesitations. in rhythm. The out words, and The reader has reader has repeats words or many rough difficulty with phrases. The spots. specific words reader makes and or sentence multiple attempts structure. to read the same passage. Reads slowly and Reads moderately Reads fast and Pace laboriously. slowly. slowly throughout reading.

4 Reads with varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.

Reads with good phrasing; adhering to punctuation, stress, and intonation.

Reads smoothly with some breaks, but self-corrects with difficult words and/or sentence structures.

Reads at a conversational pace throughout the reading. Score 11

Scores of 10 or more indicate that the student is making good progress in fluency. Scores below 10 indicate that the student needs additional instruction in fluency.