Review of Six Minute Protocols

1. Review of Six Minute Protocols Sabin Elementary

2. Time Materials Procedures 1 minute • 2 copies of the same level of passages in plastic sheets • Students are matched to stories based on reading level • 1 marking pen & cloth in a plastic bag • 2 student record sheets • Timer for the teacher • Teacher announces it is time for fluency practice. • Partners record date on their respective record sheets • Partner 1 reads first • Partner 2 marks errors & stopping point with marking pen 1 minute • Teacher sets timer & says, “Begin” • Partner 1 reads & Partner 2 marks 7 errors & stopping point on his/her copy of passage. Six Minute Solution Instructional Format

3. 1 minute • Posted Script for error correction and charting routines. • Chart for each student to track their progress (permanent record) • Partner 2 tells Partner 1 how many words he/she read, how many errors were made & does error correction procedure • Partner 1 records the numbers on his/her record sheet • Partner 2 wipes off his/her passage & gives marking pen to Partner 1. 1 minute • Teacher again sets timer & says, “Begin.” Partner 2 reads the same passage to Partner 1. Partner 1 records errors & stopping point on his/her copy of passage. 1 minute • Posted Script for error correction and charting routines. • Chart for each student to track their progress (permanent record) • Partner 1 tells Partner 2 how many words he/she read, how many errors were made & does error correction procedure. • Partner 2 records the numbers on his/her record sheet • Partner 1 wipes off his/her passage & returns the marking pen & cloth to the plastic bag. 1 minute • Students return their passages, record sheets & bags with the marking pen & sponge to their portfolio.

4. Rank Students and Select Partnership • Procedures : • Using a class roster, list students in order of fluency score first and then by reading level. • Assign partners based on ranking. • Once partnerships are selected, label each partner in the partnership #1 and the other #2. • Partner 1 should be the stronger of the two partners. • Note: Students must be assigned practice passages timings at their independent or instructional grade level.

5. For example, Gail Adams and Franco Nunez can be fluency partners because both have an instructional reading level of 3 and are within 4 CWPM of each other. Franco will be Student A in the first partnership because he reads with fewer errors! Mark your worksheet like this. Try the next one.

6. Partner Behavior The teacher demonstrates giving polite feedback to a partner after the one-minute reading is completed. • “You read 85 words. I heard 3 errors. Your correct words read per minute is 82.” Script : You read ______. I heard _____errors. Your total is ________ 55

7. Error Correction Procedure- “ Point, Say, Ask” • The teacher demonstrates correcting errors using the tell and repeat method which is used after the one-minute reading is completed. • The teacher points to an error and says the correct word “This word is _______.” The teacher then asks his/her partner, “What word?” • Partner repeats word correctly. 55

8. Charting progress

9. What do I have to have done by August 31st? • Group my students • Organize my folders • Establish a set time for Six Minute • Become familiar with the lesson routines