Resource Activity #1: 1 Minute Letter/Sound Dash · • Begin with lower case letters and move to uppercase as students demonstrate fluency 2. Guidelines for the flash-card practice

Oregon K-12 Literacy Framework Professional Development http://oregonliteracypd.uoregon.edu Copyright © 2010 Oregon Department of Education and University of Oregon Page 1 of 1

Resource Activity #1:

1 Minute Letter/Sound Dash 1. Select a set of letter/sounds to practice using these guidelines:

• Select high-priority and high-utility sounds • Select sounds students are able to identify accurately • Separate highly similar examples. Separate sounds with auditory similarity (e.g., b and

d) and visual similarities (e.g., v and w) • Begin with lower case letters and move to uppercase as students demonstrate fluency

2. Guidelines for the flash-card practice activity: • Include multiple examples in the practice set • Systematically decrease “think time” for answering (3-2-1 seconds) • Remove letter-sounds that students have identified correctly for 2 consecutive weeks • Review errors from previous lesson.

3. Make cards for each letter/sound. Include multiple cards of each letter in the set. 4. Set goal for progress monitoring

• Ultimately, students should be able to identify one letter/sound per second • Set goal depending on previous fluency and number of sounds. For example:

o 30 cards that students are accurate but not fluent with: goal might be 30 sounds in 1 minute

o If students have practiced the sounds and are building fluency, a goal might be 30 sounds in 30 seconds

5. Do a 1-minute small-group practice. Position cards so all can see. 6. Start the stop watch and time for the selected goal time (i.e., 30 seconds or 1 minute) 7. Present the first letter so that all students answer together. 8. Provide quick corrective feedback on errors.

If students do not answer correctly: “My turn, this sound is ____. What sound? ____Yes, _____”. (You do not need to go back because there are multiple examples of sounds in the set)

9. Continue presenting letters adjusting the pace of presentation systematically. 10. Letter-sounds correctly identified go in one pile. Place errors in a second pile. 11. At the end of 1 minute, tally the number correct. 12. Review errors and repeat activity.

Adapted from Harn, 2003

Oregon K-12 Literacy Framework Professional Development http://oregonliteracypd.uoregon.edu

Copyright © 2010 Oregon Department of Education and University of Oregon Page 1 of 1

Resource Activity #2 Rapid Reading Chart: Sound Dash Activity

Directions: Read the sounds on the chart. If you finish, go back up to the start and read the chart again until the timer says stop.

a i qu a ck i

qu a ck i i a

ck i i a a qu

i a a qu i ck

a ck a i qu i

i qu i ck a a

Mark the last sound you read. How many sounds did you read?


Resource Activity #3:

No Peeps 1. Model

“You are going to learn how to sound out these words without saying the sounds out loud. Watch my mouth. I’ll say the sounds to myself. Then I’ll say the word out loud.”

Teacher mouths the sounds and then says the word out loud. “What word? ‘Man’.” 2. Instructions

“Your turn. When I point to the letters, sound out this word without making a peep.”

3. Focus and think time

Point next to the word and check to see if students are looking. 4. Verbal cue

“Get Ready.“ 5. Pause 2 seconds 6. Signal

Loop under the first letter and hold for 1 1/2 sec., then loop under the next letter and hold for 1 1/2 sec.

7. What word? 8. Encourage

“All right, you sounded out, ‘man’.”


Resource Activity #4: 5 X 5 Dash

1. Select a set of five words Guidelines for selecting words to practice:

• Select high-priority and high-utility words • Select words students are able to identify accurately • Separate highly similar examples such as:

very/every there/where/here

2. Make a page with a 5 X 5 matrix. Example matrix on an 8.5” X 11” paper:

our there what were the

there what were the our

what were the our there

were the our there what

the our there what were

3. Do a 1-minute small-group practice. Position the paper so all can see. Name the words “This word is ‘our’. “What word?” (pause, tap) “Yes, ‘our’.” “This word is ‘there’. What word?” (pause, tap) “Yes, ‘there’.” Repeat for each word in the row. Activity Directions “I am going to time us for one-minute. If we make a mistake, we will have to go back to the beginning of the row. Answer together when I tap the word. If we don’t answer together, we will go back to the beginning of the row. Let’s see how far we can get!” Activity Start timer. “What word?” pause, tap “What word?” pause, tap etc. Eventually, you can omit “what word” and simply tap. Stop at 1 minute. Correction procedure: “That word is ____. What word? ____yes, ____. Let’s go back.” Adapted from Harn , 2003



Resource Activity #5: Rapid Reading Chart Directions: Read the words on the chart. If you finish, start back up at the start and read the chart again until the timer says stop.

tan tack Mack cab can pass

Mack cab can tack pass tan

can pass tack tan cab Mack

tack tan cab Mack pass can

cab can tan pass Mack tack

pass Mack tack can tan cab

Mark the last word you read. How many words did you read? __________


Options for Passage Reading

Choral Reading • Read the selection with your students. • Read at a moderate rate. • Tell your students, “Keep your voice with mine.” • May wish to have students pre-read the material silently first before choral

reading, which is especially helpful for younger students and students who are less skilled readers.

• Works well in primary grades for short passages, not an entire chapter.

Cloze Reading • Read the selection out loud to students. • Pause at meaningful words, and the students supply the word chorally. • Works best to leave out words at the end of a phrase or sentence to

preserve the flow or the prosody. • Don’t delete words that are short/simple (e.g. to, and, a of), as this will

interfere with the flow of the passage.

Silent Reading (with a Clear Task) • Pose a pre-reading question(s) to focus attention. • Tell students to read a certain amount. • Ask students to reread the material if they finish early (“eternal” task) • Ask students to respond to pre-reading question(s) in pairs, then whole group. • Monitor students as they read. Option: As you come by, a hand on the back

means whisper read to the teacher. Model whisper read before asking students to do so.

• Every class has silent reader “fakers.” Accountability, such as posing pre-reading questions, must therefore be build into silent reading practices.


Partner Reading • Assign each student a partner. • Assign roles – first reader and first coach. • Reader whisper reads to their partner, students alternate by sentence,

paragraph, or page. Amount will vary greatly by grade and skill level of the students.

• Coach corrects errors: Ask: “Touch the word. Can you figure it out?” Tell: “This word is __________, what word? Important: Reread the sentence – not just the word!

• Teach students how to be good partners. Model behaviors you will be looking for.

• Alternatives to support lower readers: o Second reader always reads the SAME material. o Students read the material together.

• Works well in primary grades as a second or third reading of a story or selection.

Individual Turns • Use with small groups. • Call on students in random order. • Vary amount of material read. • Randomizing the amount read and who reads helps keep students on task. • Can also add a focus question for students to be thinking about as they read.

Western Region Reading First Technical Assistance Center, University of Oregon. Adapted from Dr. Anita Archer, 2007.


Resource #6: Planning for Connected Text Fluency

Reminders • For fluency instruction to be appropriate, the student must be able to complete the skill with a high level

of accuracy (>90-‐95%). Before focusing on TEXT fluency, ensure that the student has adequate accuracy of the skill (e.g., knows majority of words, text consists of words known to the child).

• Not a replacement for beginning reading instruction. • Not intended to constitute the reading curriculum. • A short duration, frequently scheduled procedure to increase oral reading fluency.

Guidelines • Select passages students can read with 90-‐95% accuracy. • Schedule repeated opportunities for students to hear models of fluent reading and/or practice the

passage. • Set goals for students to improve their fluency. • Aim to reduce the time and number of errors. • Incorporate reading with expression once students reach 60 words correct per minute on grade level

passages.

Goals • Identify starting words correct per minute (e.g., 30 wcpm). • Identify end of year grade level target (e.g., 90 wcpm) • Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly

ambitious). • Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks). • Monitor progress over time.

Repeated Reading Examples • Fixed-‐timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times). • Fixed-‐passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100

words on successive trials. • Tape-‐recorded repeated readings. • Peer preview. • Partner reading.



Resource #7 - Partner Reading Fluency

Time Materials Procedures

1 Minute ▪ Two copies of the same Fluency Building Sheet or Practice Passage in plastic sleeves. ▪ One dry-erase marker and an erasing cloth in a zipper-lock plastic bag. ▪ Two Fluency Record sheets. ▪ A digital timer or stopwatch.

▪ Teacher announces that fluency timings will begin. ▪ Teacher hands out materials to student partners. ▪ Students remove fluency materials from their folders. ▪ Partners record today’s date on their respective Fluency Record sheets. Partner 1 will read first; Partner 2 will highlight Partner 1’s errors and stopping point with the dry-erase marker on the transparent plastic sleeve. ▪ Teacher monitors to ensure students are ready to begin their timings.

1 Minute

▪ Teacher sets timer and says, “Begin.” ▪ All Partner 1s read. ▪ All Partner 2s mark partner 1 reading errors and stopping point on his/her copy of the Fluency Building sheet or Practice Passage

1 Minute

▪ All Partner 2’s give feedback ▪ Partner 2 tells partner 1 how many elements/words he/she read, the number of errors he/she made, and does the error-correction procedure. ▪ Partner 1 records the numbers on his Fluency Record Sheet. ▪ Partner 2 wipes off the dry-erase markings on his fluency builder and gives the dry-erase marker to Partner 1.

1 Minute

▪ All Partner 2s read. ▪ Teacher again sets timer and says, “Begin.’ ▪ Partner 2 reads the same Fluency Building Sheet or Practice Passage to Partner 1. Partner 1 marks Partner 2 errors and records the stopping point on his/her copy of the Fluency Builder.

1 Minute

▪ All Partner 1s give feedback. ▪ Partner 1 tells partner 2 how many words he/she ready, how many errors he/she made, and does the error-correction procedure. ▪ Partner 2 records the numbers on his Fluency Record Sheet. ▪ Partner 1 wipes off the dry-erase markings on his fluency builder and returns the dry-erase marker and erasing cloth to the zipper-lock plastic bag.

1 Minute

▪ Students put materials away. ▪ Students return their Fluency Building Sheet or Practice Passage, Fluency Record Sheets, and zipper-lock plastic bags with the dry-erase marker and erasing cloth to their portfolios.


TRAINING STUDENTS IN THE PARTNER READING

Devote a minimum of two or three class periods to student training. It is recommended that an explicit instructional model be employed. The procedures should be introduced through modeling followed by considerable guided practice time, with the teacher monitoring student participation, giving feedback, and remodeling as necessary so that students can practice the procedures independently. MATERIALS: ▪ Passages that students can read with 95%-97% accuracy. Each partner would have the same passages, however, some partners may have harder/easier passages. Each passage should be in plastic removable covers. OR Copies of previously taught sounds pages and/or words pages from the Small Group Instruction presentation booklets that are known by all students. ▪ A copy of a Letter-Sounds Record Graph , Words Record Graph, or ORF Fluency Graph for each student partner. ▪ A zipper-lock plastic bag containing a dry-erase marking pen and a small piece of cloth for erasing marks or a small piece of dampened sponge and a washable ink pen for each student pair. ▪ A digital timer or stopwatch. For the teacher model lessons: ▪ An overhead transparency of the selected reading passages▪ An overhead transparency of the scoring record or graph and a dry-erase marker

USE ACTIVITY PROCEDURE OR SCRIPTED PROCEDURE

Activity Procedure: 1. Seat each student with a fluency partner. Partner 1’s left shoulder should be touching

partner 2’s right shoulder. Label the partners as Partner 1 and Partner 2. 2. Model the fluency partnership with a student partner, emphasizing how the listener should

accurately track the words/sounds the partner reads. Tracking helps students keep their place as they silently read along with the reading partner and makes marking errors easier.

3. Review with students: ▪ The procedure for marking errors and noting the stopping point. ▪ The process of word counting and error reporting. ▪ How to calculate the correct words/sounds per minute (cwpm) by determining the total number of words/letters/sounds read and then subtracting errors. For example:


Total Words Read 35 - Errors 2

= CWPM 33

▪ How to use the scoring record or graph.

1. Practice with students; ▪ Set the timer for one minute, and ask all Partner 1s to read. Remind them to lean in toward their partner and whisper-read. Remind Partner 2s to track their partner’s reading accuracy. ▪ Instruct partner 2s to give polite feedback to Partner 1s. ▪ Set the timer again for one minute, and instruct Partner 2s to read. Remind them to lean in toward their partner and whisper-read. Remind Partner 1s to track their partner’s reading accuracy. ▪ Instruct Partner 1s to give polite feedback to Partner 2s.

•There are a variety of strategies/programs available: –Classwide Peer Tutoring (CWPT) –Peer Assisted Learning Strategies (PALS) –Reciprocal Peer Tutoring (RPT)

•Each program has similar components

Figure 5.1 An EXAMPLE OF THE ERROR-CORRECTION PROCEDURE

While the reader is reading aloud for one minute, the fluency partner follows along and underlines any errors. When the timer sounds, the partner notes the last word read with a bracket, then, provides feedback in the following manner: Partner: “You read ____ (total number of) words. You made ____ (number of) errors.” The partner then points to each underlined (incorrect) word and pronounces it correctly for the reader. Reader: Records the CWPM on the Fluency Graph. Note: Establish a “No arguing” rule between partners at this point in the training.


•Can be incorporated within the regular part of the reading program •Complete 2-5 times a week •Careful selection of reading materials •Students must be trained on steps of approach •Performance pairing of students •Progress monitor all students to adjust pairing as necessary Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports! • Adjust pairings according to “personality” issues. • Maintain pairs approximately 4 weeks. (Modified from Hasbrouck, 1998) 1.Teacher needs to select appropriate reading material for each student. 2.Teacher needs to model steps of partner reading. 3.The higher performing reader reads first as a model. 4.Both students should have an opportunity to lead the reading (coaches and players) 5.Teacher should monitor the group in the activity and reinforce for appropriate behavior. 6.At the end of the activity, have both students summarize what they just read (e.g., retell, main ideas, characters, etc.). 7.Periodic progress monitoring to ensure progress and to readjust pairs.


Whole Class Fluency Practice Activity 1. Prepare Motivational Chart (on large poster board, or tag board, write all of the

students’ names down the left side of the board) and place on the classroom wall (clearly visible).

2. Explain to the students that the focus is on accuracy!! The student goal is to

read their selection (a re-read of familiar text that they have already read in their small reading group) without making any errors.

3. The students whisper read independently, or with a partner, their familiar text

(partners need to be pre-determined by the teacher and stay the same for 4-6 weeks).

4. The teacher moves around the classroom listening to individual students read

their selection (one page if there is enough text or the entire book if there is minimal text).

5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if

the text is large), the teacher puts a star, sticker, etc. next to their name on the motivational chart.

6. If the student reads with errors, the teacher immediately uses error correction

(my turn...your turn...), the student finishes the page/story, and the teacher encourages continued practice and makes sure to come back to that student in the next day or two to check for accuracy again.

7. Work on the accuracy goal until ALL students understand that this is the #1

expectation for reading! 8. When students are ready, switch to expression and rate fluency practice (AND

keep the goal of 100% accurate reading). As the teacher moves around the classroom, they will time individual students for 30 seconds to one minute (depending on the length of the text). Count # of words read correctly. If the student read without making errors, record the number of words read next to their name on the motivation chart (the motivation is to read more words each time).

Documents

Resource Activity #1: 1 Minute Letter/Sound Dash · • Begin with lower case letters and move to uppercase as students demonstrate fluency 2. Guidelines for the flash-card practice