Strategies that Work Teaching for Understanding and Engagement

1. Strategies that WorkTeaching for Understanding and Engagement Workshop 9: Fluency & Automaticity Debbie Draper, Julie Fullgrabe & Sue Eden

2. Agenda for the morning 8:30 – Introduction / overview of workshops Definitions of fluency / automaticity Development of fluency Assessing fluency Teaching strategies Handwriting and links to comprehension

3. Module 1: Effective Professional Learning and Comprehension • Module 2:Monitoring Comprehension • Module 3:Making Connections • Module 4: Maths & Comprehension • Module 5:Questioning Strategies • Module 6:Inferencing • Module 7: Visualising and Visual Texts • Module 8:Non-fiction reading strategies • Module 9:Fluency and Automaticity • Module 10:Vocabulary

4. Module 11: Maths and Comprehension July 22nd (last Friday of holidays) • Module 12: Structures and Processes for Comprehension instruction August 26th (Friday, T3, Wk 5) • Module 13: Using Data September 2nd (Friday T3, Wk 6) EXPO – 28th October (Friday Term 4, Wk 2) • Module 14: Digital Comprehension 4th November (Friday T4, Wk 3)

5. Fluency Phonics Successful Readers Vocabulary Phonemic Awareness Comprehension

6. Fluency Phonics Phonemic Awareness Vocabulary Comprehension

7. What do fluencyand automaticity mean to you? fluency automaticity

8. Some definitions Automaticity is a general term that means the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice.

9. Back to Work After Many Years

10. Some definitions Fluency is reading (and writing) with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point that they do not require conscious attention.

11. There is a very, very tall coconut tree and there are 4 animals,  a lion  a chimpanzee  a giraffe  .....AND...  a squirrel    They decide to compete to see who is the fastest to get a banana from  the top of the tree.Who do you guess will win? Your answer will reflect your personality. So think carefully . . .           Try and answer within 30 seconds.         The Banana Test

12. If your answer is: Lion = you're dull Chimpanzee = you're dense Giraffe = you're a complete moron Squirrel = you're hopeless A COCONUT TREE DOESN'T HAVE BANANAS. 

13. What Is Fluency? Speed + Accuracy = Fluency Reading quickly and in a meaningful way (prosody) Decoding and comprehending simultaneously Freedom from word identification problems Fluency is derived from the Latin word fluens which means “to flow” Smooth and effortless reading

14. Some definitions Automaticity is defined as fast, accurate and effortless word identification at the single word level. The speed and accuracy at which single words are identified is the best predictor of comprehension. Fluency, on the other hand, involves not only automatic word identification but also the application of appropriate prosodic features (rhythm, intonation, and phrasing) at the phrase, sentence, and text levels.

15. DesleaKonza – Fluency – 07:04 minutes

16. Levels of Fluency Texts Passages Paragraphs Phrases Words Letters Sounds Rapid Automatic Naming

17. http://reading.uoregon.edu/big_ideas/flu/index.php

18. Texts Phrases Words Letters Sounds Rapid Automatic Naming

20. Texts Phrases Words Letters Sounds Rapid Automatic Naming

21. d k f h b

23. Texts Phrases Words Letters Sounds Rapid Automatic Naming

24. Word Recognition High Frequency Words Sight Words Onset-rimes (word sorts, drills) Prefix / Suffix Syllables Root words & word families – linked to etymological strategies Word Walls – rapid reading

25. Prefix & Suffix

26. Syllables Closed – syllables that end in a consonant e.g. rabbit Open – syllables that end in a vowel e.g. tiger Vowel silent – usually long vowel sounds e.g. compete Vowel digraphs– ai, ay, ea etc e.g. boat R-controlled – when a vowel is followed by “r”, the letter “r” affects the sound of the word e.g. bird, turtle Consonant + “le” – the consonant and the “le” form the final syllable e.g. table, little

27. Word level

29. http://www.oxfordwordlist.com/pages/

30. Texts Phrases Words Letters Sounds Rapid Automatic Naming

31. African Elephant

32. Common phrases

33. Texts Phrases Words Letters Sounds Rapid Automatic Naming

34. …it has been proven beyond any shade of doubt that skilful readers process virtually each and every word and letter of text as they read. This is extremely counter-intuitive. For sure, skilful readers neither look nor feel as if that’s what they do. But that’s because they do it so quickly and effortlessly. Almost automatically; with almost no conscious attention whatsoever, skilful readers recognise words by drawing on deep and ready knowledge of spellings and their connections to speech and meaning. In fact, the automaticity with which skilful readers recognise words is the key to the whole system…The reader’s attention can be focused on the meaning and message of a text only to the extent that it’s free from fussing with the words and letters.

35. Intonation & Punctuation ABC? DE. FGH! I? JKL. MN? OPQ! RST! UV? WX. YZ! 123. 4! 567? 89. 10!

36. What can fluent readers do? Read every letter in every word. Read almost every word. Perceive letters in chunks; recognise high frequency letter combinations. Apply syllabication strategies to divide lengthy words with little conscious analysis. Use punctuation correctly.

37. What can fluent readers do? Read fluently with adequate speed, phrasing, intonation; their reading sounds like they’re speaking. Apply their knowledge of orthography to help identify unknown words they encounter. Activate, apply their extensive vocabulary.

38. What can fluent readers do? Use their knowledge about the structure of written text to anticipate words as they read. Rely little on contextual information because word recognition is rapid, automatic and efficient. Construct meaning as they read.

39. Partner Activity

40. Prosody Matrixor A Six Dimension Fluency Scale Phrasing Smoothness Pace Work in pairs Read Article Assess Swap Roles

41. Text Strategies

42. Modelled: Read a piece of text to students. Model fluent and dysfluent reading. Read with speed but no expression etc. Talk about what is happening with students.

43. Increasing Your Students’ Reading Fluency 1-3 01:19

44. Shared: Read text fluently. Ask students to read with you. Practise and provide feedback. Use a fluent reader as a model.

45. Guided: Model reading aloud in guided reading Use strategies such as paired reading (fluent reader with less fluent reader)

46. Independent: Provide opportunities for Repeated readings Choral Reading Echo Reading Paired Reading Readers’ Theatre Timed trials with charting

47. Fluency Activities 03:32

48. http://reading.uoregon.edu/big_ideas/flu/flu_features.php

50. Why assess fluency? Oral reading fluency measures are valid: have been found to predict results on high stakes reading comprehension tests Benchmarks for satisfactory reading rates are the same regardless of reading programme Benchmarks help teachers identify who is at risk for below year level performance