Fluency Workshop

By Tina Openshaw

What is Fluency?

Fluency as defined by The National Reading Panel is one of several critical factors necessary for reading comprehension, but is often neglected in the classroom.

National Reading Panel, (2011) What is Reading Fluency? National Reading Panel, retrieved April 12, 2011 from http://www.nationalreadingpanel.org/FAQ/faq.ht m#11

Why should I teach fluency?

Fluency is the bridge between

phonological decoding

and comprehension.
Dr. Tim Rasinski, Professor of Reading at Kent State University

Fluency is reading orally with

Speed Accuracy Prosody (vocal expression)

Fluency and Theory

Lev Vygotsky Language and Learning Theory

Zone of Proximal Development

Learning Theories Knowledgebase http://www.learningtheories.com/vygotsky s-social-learning-theory.html

Fluency and Theory

Howard Gardner Multiple Intelligences Linguistics and Music

http://www.howardgardner.com/Papers/pap ers.html

Fluency Strategies
Paired reading Repeated reading Oral reading Choral reading Small Group reading Tape/CD assisted reading Echo reading Class listening

Fluency Resources

Poetry Rhymes and Songs Joke books Readers Theatre Books on tape/CD Fluency Workstations online at: http://www.kyrene.org/staff/jsorge/centers/flue ncy.htm Language Arts Punctuation

Teaching Fluency in the Content Area

Social Studies Letters or Speeches Science Oral presentations example: How a plant grows. Math Word Problems, academic flash cards

Fluency Assessments

Timed http://penningtonpublishing.com/assessments/Fl uency%20Assessment.pdf Individual http://www.readingaz.com/assess/fluency-passage.html Oral http://terpconnect.umd.edu/~dlspeece/cbmread ing/studentmat/grade1/index.html

Fluency Grade Levels

Grade 1 2 3 4
5

Words Correct Per Minute (Spring) 30-60 70-100 80-110 100-140 110-150

Adapted from AIMSweb: Charting the Path to Literacy, 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm.

Classroom Fluency Chart

Student Name
Fall Winter Accuracy Accuracy Spring Accuracy Fall Rate Winter Spring Rate Rate

Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 Through 5, by J. E. Hasbrouck and G. Tindal, 1992

Oral Reading Fluency Scale

4 - Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from the text may be present, these do not appear to detract from the overall structure of the story. Preservation of the authors syntax is consistent. Some or most of the story is read with expressive interpretation. Reads at an appropriate rate.

Oral Reading Fluency Scale

3- Reads primarily in three- and four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Reader attempts to read expressively and some of the story is read with expression. Generally reads at an appropriate rate.

Oral Reading Fluency Scale

2 - Reads primarily in two-word phrase groups with some three- and four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to the larger context of the sentence or passage. A small portion of the text is read with expressive interpretation. Reads significant sections of the text excessively slowly or fast.

Oral Reading Fluency Scale

1- Reads primarily word-by-word. Occasional two- or three-word phrases may occur but these are infrequent and/or they do not preserve meaningful syntax. Lacks expressive interpretation. Reads text excessively slowly.

Oral Reading Fluency Scale

A score of 1 should also be given to a student who reads with excessive speed, ignoring punctuation and other phrase boundaries, and reads with little or no expression.
K. K. Wixson, J. R. Campbell, P. B. Gough, & A. S. Beatty, 1995, Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available at http://nces.ed.gov/pubs95/web/95762.asp

Source: Adapted from Listening to Children Read Aloud: Oral Fluency, by G. S. Pinnell, J. J. Pikulski,

CBM Fluency Assessment

Curriculum Based Measurement http://easycbm.com/info/reading_assessm ents.php Students can take the measures online

Fluency Beginnings

Assess student reading Incorporate Fluency Strategies Assess progress to share at next meeting

Fluency

How will you incorporate fluency into your classroom?

Thank You
For Attending the Fluency Workshop