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Curriculum & Instruction TLI Grant Staff

This curriculum and instruction TLI grant staff training focuses on developing fluency and comprehension skills in students. The program includes assessments, rapid word recognition chart, echo reading, and phrasing practice.

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Curriculum & Instruction TLI Grant Staff

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  1. Curriculum & Instruction TLI Grant Staff Fluency: The Bridge between Word Recognition and Comprehension Fluency 2014-15

  2. Overview • 2 main identified goals are Fluency and Comprehension • BISD Grading Procedures Appendix A-: “The ability to read with accuracy, and with appropriate rate, expression, and phrasing.” • TEA- “the bridge between word recognition and comprehension.”

  3. “…learning to read is NOT a NATURAL process…..

  4. Reading at a quick pace (appropriate rate) without comprehending = not fluent • Reading slowly with comprehension (adequate comprehension) = not fluent Reading Rate Comprehension

  5. MONDAY • Select passage of the week for COLD Read • Assess with one minute readings; mark errors/miscues discretely • Ask 2 Questions Who & What happened? • Calculate WCPM (subtract errors from total words read = WCPM) 68-7=61WCPM • Mark score on Fluency Excel Tracker • This is your REPORT CARD SCORE • Students work in groups, pairs, independently as teacher assesses on other work (not today’s story)

  6. TUESDAY • Introduce Rapid Word Recognition Chart • Model word and give brief definition • Practice chart  Echo reading ~~~~~ • Teacher reads aloud passage of the week • Not too fast and not too slow. Read it just right so that we can understand what we are reading. 10 min max • Teacher asks DOK questions as time permits.

  7. Rapid Word Recognition Chart

  8. WEDNESDAY • 1 Minute Review of Rapid Word Recognition Chart • Check for word understanding ~~~~ • Teacher guides students as they highlight all punctuation • Teacher models reading paying close attention to punctuation/echo or choral read • Teacher asks DOK Questions as time permits • 10 minutes max

  9. THURSDAY • 1 Minute Review of Rapid Word Recognition Chart • Check for word understanding ~~~~ • Teacher guides students as they look at phrasing as they read • Students follow as teacher marks pencil swings under words that have been grouped together as in a phrase. • Teacher models reading in phrases • Allow students to read to each other paying close attention to punctuation and phrasing 14 min max

  10. FRIDAY • Reassess student rate -Final Read • Check student weekly progress growth • Praise all efforts great or small • Suggestion: Create Monday – Friday Graphs 

  11. Middle School Fluency Plan

  12. How to Score Fluency Errors include: • Mispronunciations-pronounces word incorrectly • Substitutions-replaces correct word with different word • Omissions-skips a word • Reversals-reads adjacent words in the wrong order • Hesitations-The student pauses for longer than 3 seconds or takes longer than 3 seconds to sound out a word. In these cases, provide the word and count it as an error.

  13. How to Score Fluency Items NOT Considered Errors • Insertions-adds word not in text • Self-corrections-corrects own errors • Repetitions-reads same word over again • Loss of place-skips a line or loses place. Redirect to correct place  clock continues • If student reads same word throughout incorrectly, count each incorrect word as a separate error.

  14. Oral Reading Fluency Goals for 1st – 12th Grades

  15. Calculating Accuracy Fluency Rate After determining WCPM, divide that number by the total number of words in passage Sample Using 1st Gr. Total Words in Passage: 62 Student Read: 60 Errors: 1 WCPM (60-1=59) 59 Accuracy (59/62=95%) 95 Sample Using 6th Gr. Total Words in Passage: 165 Student Read: 155 Errors: 15 WCPM (155-15=140) 140 Accuracy (140/165=84%) 84

  16. Accuracy Score for Classroom Use Texas Primary Reading Inventory Assessment 2010-2014

  17. Six Weeks Fluency Excel Tracker BGE 2013

  18. Sample of MS Tracker

  19. EFFECT OF DISTRICT FLUENCY INITIATIVE ON 1ST GRADE NON READERS (NR)

  20. Information for 2014 2015 • No Gains in the 2012/2013 or the 2013/2014TPRI/Tejas Lee Results in Fluency or Comprehension. • BISD is suggesting that the Fluency Routine be implemented systematically and with fidelity, every other week – K-5 all students • BISD is suggesting that the fluency Routine be implemented systematically and with fidelity, weekly for 6-10 Tier 2 or T3 students • Routine Card for Elementary and Secondary • Fluency Pamphlet for Elementary and Secondary • Weekly Parent Letter Elementary

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