Week

1. Warm-up: Example / Non-Examples; MTSS Case Study activity
2. Let’s discuss
3. Fluency lecture review
4. Break
5. Systematic Instruction Workshop

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1. Warm-Up

• Teaching concepts with model-lead-test
• Define multiple exemplar training & Example/Non-Example Training
• Demo: “core”
• Partner Jamboard practice

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1. Warm-Up

• Vocab practice script:
• Frame/Intro: We’re going to learn the word “core.” What word? Yes, core. Core means “the inside of something.” What does core mean? Yes, the inside of something. We’re going to look at pictures. Some pictures are examples of core and some are NOT examples of core.
• Model: Spread out examples and non-examples in a line on the table. My turn. I’m going to find examples of “core.” Point to each card in order and label each as “core” or “not core” and use the definition for brief explanations.
• Lead: Mix up the order of the cards. Let’s do it together. Say it with me. Point to each card in order and label each as “core” or “not core.” Lower the volume of your voice and listen to student responses to determine how many rounds you do in the “lead” phase.
• Test: Mix up the order one more time. Now you’re going to tell me about “core” by yourself. Point to each card and ask a student to label the card as “core” or ”not core.”
• Prompt: If the student waits for 5 s and does not answer, provide the correct response with an explanation using the wording of the definition.
• Error Correction: Tell the student the correct label and give a brief explanation for why using the wording of the definition.

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1. Warm-Up Part II

MTSS Case Study Activity:

• Review the Iris Center MTSS Packet
• Work as a team to make instructional decisions for your assigned case study student
• Be ready to share - numbered heads together!

More Warm-Up

Spelling?

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Vocabulary instruction?

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Review fluency reading notes on Canvas…

2. Let’s Discuss

• Reading Portfolio Less 1 feedback
• UFLI feedback
• Curriculum Review plan…

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3. Fluency�a. Overview

b. Assessments***�c. Interventions***

a. Overview

MOsT GeNRALy DEfinD As tHe EggStent tO WHicH a peRSSun KaN REed wIth sPeeD aKUraSEe aNd pROpuur ExPresHUn

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Reading Fluency

• Accurately
• Percentage words read correctly in 1 min
• Quickly
• Rate of words read in 1 min
• Expression (prosody)
• Phrasing, pitch, punctuation

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• Highly correlated with and central to reading comprehension
• NRP, 2000

Reading Fluency

• Highly Complex Process
1. Letters-to-sounds

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• Blend sounds to form words

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• Automatically retrieve words

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• Make connections and inferences
• (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

Defining Automaticity

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Automaticity:

The immediate recognition of words while decoding.

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd. Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

Automaticity

• Examples of automaticity?

Fluency vs. Automaticity?

Multiple Levels of Fluency

1. Sublexical
1. Phonemic awareness and letters
2. Rapid automatized naming (RAN)
3. Larger letter patterns

Multiple Levels of Fluency

2. Lexical
1. Wording reading automaticity
2. Decoding efficiency

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Multiple Levels of Fluency

3. Text
1. Comprehension
2. Prosody
3. Vocabulary
4. Metacognition

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Reading Fluency

• Potential reasons for low fluency
• Poor Decoding
• Sight Words
• Lack of Practice
• Inappropriate Text level

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Reasons for low accuracy

1. Sublexical problems (with letter-sound correspondence, phonemic blending, etc.)
2. Lacks background knowledge about a certain topic
3. Lacks the oral vocabulary to match decoding attempts
4. Lacks metacognitive strategies: is not monitoring his/her own reading and doesn’t stop to correct errors when they are made

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Reasons for slow reading

1. Are not efficient decoders (needs practice blending and segmenting)
2. Lack a large enough vocabulary (needs to build up sight word vocabulary)
3. Has poor prosody (needs to read with an adult model)

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Turn and Talk

1. Take 30 s to think:

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How might we support students with low fluency (low accuracy or slow reading)?

Have you seen examples of strategies or interventions in your clinical practice placements?

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• Quick breakout room chats in 3s

b. Assessment

Measuring Fluency….

• Accuracy?
• Rate?
• Automaticity?
• Decoding?
• Prosody?

Assessing Prosody

• Assessment for Expressive Reading (Samuels, 2005)
• Can be used along with DIBELS ORF
• 5-Point Rating Scale

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1= Reads single words. No flow. Very choppy.

2= Some phrasing is noted (2-3 words), but still choppy

3= Pauses for ending punctuation. Inflection changes may not be present.

4= Appropriate flow and phrasing is noted as well as attention to punctuation with pauses and appropriate inflection most of the time.

5= Reading generally flows. Voice changes to reflect meaning changes. Appropriate ending inflections.

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Practice Rating Prosody

 Whan that Aprill with his shoures sote

The droghte of Marche hath perced to the rote,

And bathed every veyne in swich licour,

Of which vertu engendred is the flour;

 Whan Zephirus eek with his swete breeth

Inspired hath in every holt and heeth

The tendre croppes, and the yonge sonne

Hath in the Ram his halfe cours y-ronne;

And smale fowles maken melodye,

 That slepen all the night with open ye--

So priketh hem Nature in hir corages--

Than longen folk to goon on pilgrimages,

And palmeres for to seken straunge strondes,

To ferne halwes, couth in sondry londes;

 And specially, from every shires ende

Of Engelond to Caunterbury they wende,

The holy blisful martir for to seke,

That hem hath holpen, whan that they were seke.

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Multidimensional Fluency Scale

Assessing Fluency

• Oral Reading Fluency (ORF) CBMs or repeated readings
• Carnine’s reading rates for instructional levels

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How to Pick a Reading Level

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1. Ask student to read passages (not timed) and you mark the errors.

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2. Determine if this passage is at an appropriate reading level:�

Number of errors:�Number or words correct:�% words correct:

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Resource: https://www.readinga-z.com/learninga-z-levels/level-correlation-chart/

Number of errors: 5�Number or words correct: 169/ 174�% words correct: 96

Reading Levels

I. Independent level

• 95% accuracy
• Without assistance
• Homework assignments and pleasure reading
• Smooth, free of signs of anxiety or stress, and fluent
• Fluency tests using this level text

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Reading Levels

II. Instructional level

• At least 90% accuracy
• Highest level with teacher support
• Challenged, but not frustrated
• Can read the materials with teacher’s help
• Practice reading at this level

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Reading Levels

III. Frustration level

• < 90% accuracy
• Comprehension impaired due to word reading
• Look for:
• Finger pointing
• Squirming
• Word-by-word reading
• Lack of expression

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Assessing for Diagnosis

Andrew (a pseudonym), is an eighth-grader who recently moved to a different town where he entered a new school in March. It soon became evident to his teachers that Andrew was having difficulty with his academic work.

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At a weekly meeting during which teachers discuss any concerns about their students, several teachers brought samples of Andrew's work to share. The teachers agreed that the school's reading specialist should determine if reading problems were contributing to Andrew's struggle with his assignments in several classes.

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The reading specialist conducted an IRI (informal reading inventory) and planned to follow up with additional assessments if Andrew's performance on the IRI indicated possible deficits in phonemic awareness, phonics and decoding, vocabulary, and/or comprehension. The specialist built a fluency assessment into the initial IRI by using a stopwatch to determine how many words Andrew could read in the first 60 seconds of each IRI passage.

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The reading specialist began the IRI using a sixth-grade passage, two years below Andrew's grade. The passage was at a frustration level for him: He had difficulty with decoding, phrasing, and expression, and was only able to correctly answer four of the eight comprehension questions. Because the passage was at Andrew's frustration level, the WCPM score was not calculated. The specialist then repeated the assessment using a fifth-grade passage; Andrew was able to read it with 94 percent accuracy and correctly answer six of the eight comprehension questions.

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The specialist calculated Andrew's WCPM score for this passage and compared his score, 131 WCPM, to the norms for fifth-graders in the spring (Hasbrouck and Tindal, 2006). The 50th percentile in the spring of fifth grade is 139 WCPM. Because Andrew's score fell less than 10 words below it, his fluency is within the expected range for fifth grade readers in the spring.

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The reading specialist's conclusion was that Andrew appears to be reading approximately three years below grade level, but that his fluency skill level appears to be appropriate for his overall reading level. Before designing Andrew's reading program, the specialist plans to administer a diagnostic assessment focused on phonics and decoding, and a more comprehensive assessment of vocabulary and comprehension.

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She suspects there may be some underlying weaknesses in Andrew's decoding skills contributing to his delay in overall reading development. His intervention will likely include fluency instruction and practice to keep him on track, and may also include decoding and comprehension instruction, depending on the results of the other diagnostic assessments.

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BREAK

Assessing Fluency

• How often should you progress monitor?
• If significantly below grade level, WEEKLY
• Somewhat below grade level, EVERY 2 WEEKS
• At or above grade level, ONCE A MONTH

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• Pick passages at independent level (95% or higher) and record errors within 1 min read

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• Mark and count errors and determine % correct

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Using Assessment Data

• Use data to set target reading rates for repeated readings (cold read/hot read):
• Set rate at 40% higher than “cold” reading rate
• e.g., a rate of 50 WMP = a goal of 70 WMP for rereading exercises --- 50 + (40% of 50) = 70
• Student practices passage and can stop when reading at 70 WMP with 3 errors or fewer
• After 10 passages in which goal is met, increase goal by 5 WMP (so, 75 WPM)

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Setting Long Term Goals

• Look up the desired reading rate by the end of the goal period (e.g., 110 WPM for 2^nd graders at the end of the year)
• Determine the student’s current reading rate (e.g., 70 WMP)
• Count how many weeks are left in the year (e.g., 24)
• Subtract to determine “desired improvement” (e.g., 110 – 70 = 40 WPM gain is desired)
• Divide desired improvement by number of weeks for a weekly WMP target (e.g., 40 % 24 = 1.67 WPM)

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• In general, gains of 2 WPM are acceptable for students on grade level and 1.5 WMP for students slightly below grade level or students with disabilities

Assessing Fluency

• DIBELS Oral Reading Fluency (ORF)
• Passages are calibrated to the goal level of reading for each grade level.
• Students read each passage aloud for 1 minute.
• Words omitted, substituted, and hesitations of more than 3 seconds are scored as errors.
• Words self-corrected within 3 seconds are scored as accurate.
• The number of correct words per minute from the passage is the oral reading fluency score.
• Reads 3 passages in one assessment (use middle score)
• Includes both benchmark passages to be used as screening assessments across the school year as well as 20 alternate forms for monitoring progress. �

DIBELS ORF

• Materials Needed for Administration:
• Examiner copy of passage with directions
• Student copy (non-numbered version) of passage
• Clipboard
• Stopwatch
• Red pencil or pen

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DIBELS ORF

• Place the examiner probe in front of you so the student cannot see what you record.
• Place the student copy (non-numbered, full size) in front of the student.
• Directions to Student:
• Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop", I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

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DIBELS ORF

• Beginning Administration
• Start your stopwatch when the student says the first word of the passage.
• The title is not counted.
• If the student fails to say the first word after 3 seconds, tell them the word and mark it as incorrect, then start the stopwatch.
• The maximum time for each word is 3 seconds.
• If the student does not provide the word within 3 seconds, say the word and mark the word as incorrect.

DIBELS ORF

• Score as You Go
• Follow along on the examiner copy of the probe.
• Put a slash (/) over words read incorrectly.
• Ending Administration
• At the end of 1 minute, place a bracket (]) after the last word read by the student, stop and reset the stopwatch, and say "Stop." (Remove the passage.)

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DIBELS ORF

• Discontinue Rule
• If the student does not read any words correctly in the first row of the first passage, discontinue the task and record a score of 0 on the front cover.

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DIBELS ORF

• Record the total number of words read correctly on the bottom of the scoring sheet for each passage.

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• If the student reads fewer than 10 words correct on the first passage, record their score on the front cover and do not administer passages 2 and 3.

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• If the student reads 3 passages, record their middle score on the front cover. For example, if the student gets scores of 27, 36, and 25, record a score of 27 on the front cover.

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DIBELS ORF

• Hesitations
• If a student hesitates or struggles with a word for 3 seconds, tell the student the word and mark it as incorrect.
• If necessary, indicate for the student to continue with the next word.

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DIBELS ORF

• Hyphenated words
• Count as two words if both parts can stand alone as individual words.
• Count as one word if either part cannot stand alone as an individual word.

DIBELS ORF

• Numerals
• must be read correctly in the context of the sentence.

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DIBELS ORF

• A word is scored correct if it is pronounced correctly given the context of the sentence.
• If the word is mispronounced in the context, it is scored as an error.

DIBELS ORF

• Self-corrections
• A word is scored as correct if it is initially mispronounced but the student self-corrects within 3 seconds.
• Mark SC above the word and score as correct.

DIBELS ORF

• Repetitions
• Repeated words are not scored as incorrect and are ignored in scoring.

DIBELS ORF

• Dialect and Articulation
• The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference.
• For example, if the student consistently says /th/ for /s/, and reads "rest" as "retht", he or she should be given credit for a correct word.
• This is a professional judgment and should be based on the student's responses and any prior knowledge of his/her speech patterns.

DIBELS ORF

• Insertions
• Inserted words are ignored and not counted as errors.
• The student also does not get additional credit for inserted words.
• If the student frequently inserts extra words, note the pattern at the bottom of the scoring page.

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DIBELS ORF

• Omissions
• Omitted words are scored as incorrect.

DIBELS ORF

• All words that are read correctly but in the wrong order are scored as incorrect.

DIBELS ORF

• Abbreviations should be read the way you would normally pronounce the abbreviation in conversation.
• For example, TV could be read as "teevee" or "television" but Mr. would be read as "mister".

Additional CBM Resources

• https://app.easycbm.com/

BREAK

c. Interventions

Essential Elements of Story Reading Instruction to Build Fluency

1. Provide practice for ALL students to build fluency
2. Teach and stress accurate reading
3. Provide instruction in reading with expression
4. Teach and incorporate vocabulary and comprehension
5. Promote motivation and high levels of engagement

Building Fluency in Small Groups

• Round-robin
• Too easy
• Boredom
• Too difficult
• Frustration/embarrassment
• Lead to less academic engagement (i.e., practice)

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Beginning State of Passage Reading

• Begin story reading exercises right away (as soon as students are decoding several words)
• Initially, students can sound out words in a story ---> eventually have them read passages
• Next, have students read by sight
• A good deal of reading should be choral at this stage, as this allows students to develop fluency skills

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Primary Stage of Passage Reading

• Typically begins after the first year of reading instruction
• Students work on accuracy, fluency, and comprehension
• At both stages, we emphasize accuracy and fluent reading
• Warm up passage reading with related word list exercised (select true decodable texts at the students instructional level)

Modifications for Higher Grades

• For students who have had more than two years of reading instruction…
• Silent structured reading is ok
• Most reading should still be read orally, but a small part at the end can be read silently
• The teacher follows with comprehension questions
• The portion read silently can increase up to the fifth grade if students are developing sufficient accuracy

Format for Readings

1st read: Read in small groups (one student at a time) for accuracy

2nd read: Read in small groups (one student at a time) for comprehension

3rd read: Read chorally in small group or with partners for fluency

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***Emphasize reading rate until students are reading at 135 wmp

Recording Errors

• For many students, teachers can keep a discrete list of number of errors and words missed during the lesson
• For students with more support needs, the teacher might need a photocopy of the passage for recording errors, even in small groups
• Write student initials over errors

Building Fluency

• SAFER (Carnine, 2004)
• Successful
• Anxiety-Free
• Engaged Reading
• Instructional enhancements
• Advance organizers
• Error correction
• Motivational strategies

Building Fluency

• Instructional Level
• Decodable text
• 15-30 min
• 97% accuracy is goal
• Procedures
• Finger pointing (engagement)
• Set error limit (motivation)
• Two reads: first for accuracy, second for comp
• Random selection of students
• Move to next story when met goal

Building Fluency

• Error Correction Procedure
• Error occurs, let student finish sentence and then verbally stop student. See if they self-correct.

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• If student does not know the error, model correct word or ask student to sound out

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• Write word in error on the board for future review

Let’s Practice SAFER

• Groups of 3s
• Use text in Guided Notes and script on next slide
• Pick a teacher and run through the process for 5 min (“students,” make occasional errors)
• Rotate teacher OR keep same teacher

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Include Methods for Building Fluency �with Individual Students

• For students who need additional instruction to build fluency, conduct 1:1 fluency lessons in addition to small group oral reading practice

A. Research / Evidence-Based

1. Repeated Readings

• Usually 100-300 word passage
• Set a goal
• Time and collect rate
• Chart
• Provide model of passage
• Read silently
• Drill words/phrases

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Note: Ceiling effect of 4 readings

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https://youtu.be/8q2mvF_6K6M -- let’s watch!

http://youtu.be/rrrLJR7Zbq0 -- watch on your own

2. Continuous or Wide Reading

• Multiple texts that span genres
• Students choose materials that match their instructional level
• Students read 10-20 min for 3 days a week
• Students record their reading in logs
• Use normative chart to determine when their level is reached
• Read with an adult --- provide corrective feedback
• Can use choral reading or in pairs

3. Additional Oral Reading Formats

1. Choral reading:
• https://youtu.be/rQFlnAukEFs (let’s watch)
• http://www.readingrockets.org/strategies/choral_reading (watch on your own)
2. Echo reading:
• https://youtu.be/4gRXca5G-Ow (let’s watch)
• https://youtu.be/HxFLeIZQzV0 (watch on your own)
3. Paired reading:
• https://youtu.be/qV15vc3jT0Y (let’s watch)
• https://youtu.be/kkCqhzkp9s0 (watch on your own)
4. Alternated reading
• https://youtu.be/gRQAjuUUSTU (let’s watch)

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Consider Using Tech-Based �Assisted Reading

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• Books are presented in visual and auditory forms

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• Student highlights sentences or unknown words

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• Some programs allow student to read and computer records accuracy and rate

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B. Interventions at Multiple Levels

1. RAVE-O: Retrieval, Automaticity, Vocabulary, Engagement with Language, and Orthography

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• https://youtu.be/LZfT2pCwklA --- Let’s watch
• Let’s look at the overview doc on PolyLearn

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Let’s look through the sample materials on

Canvas (10 min)

B. Interventions at Multiple Levels

2. Repeated Readings with Letter-Sound Instruction:
• Review letter-sound correspondence with single letters and digraphs for 5 min
• Introduce the main idea for the first passage and point out a couple of the difficult words. Students take turns reading out loud and following along. Error correct as needed by first reminding students about letter-sound relationships and then multisyllabic strategies.
• Teacher reads the passage twice in unison with the students to provide a model.
• Have each student read the passage aloud for 1 min and record their accuracy and rate
• Discuss two comprehension questions about the passage
• Read a new passage following the same procedures.

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B. Interventions at Multiple Levels

• Word-level structural analysis with text practice:

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Within one 30 min lesson, include explicit instruction of words out of context, and then provide some practice for reading those words in context:

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• Practice sublexical word analysis for 12 min (read words and nonsense words with specific letter patterns, inflectional endings, etc.)
• Practice reading high-frequency words in isolation for 3-4 min
• Practice reading fiction and nonfiction passages that include the target word types (15 min)

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C. Other Fluency Approaches �

1. Reader’s Theater
2. Fast Start Reading
3. Fluency-Oriented Reading Instruction (FORI)
4. Multilevel Timed Repeated Reading

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1. Reader’s Theater

Then Great Big Billy Goat started across the bridge. “TRIP-TRAP, TRIP-TRAP, TRIP-TRAP.”

The old troll called out, “Who’s that trip- trapping over my bridge?”

“It is I, Great Big Billy Goat Gruff. What are you going to do about it?”

“I’m coming up there to eat you,” roared the troll.

“Well, come on up,” bellowed the Great, Big Billy Goat Gruff. I’m waiting for you.”

The troll rushed up to the top of the bridge.

Narrator 1

Narrator 2

All

Great Big Billy Goat

Troll

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2. Fast Start Reading

Task Analysis:

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• First, parents read a short, predictable text several times to their child;
• Next, the parent and child read it together until the child is comfortable;
• Then the child reads it alone, with help from the parent as needed;
• Finally, the parent and child engage in word study activities using words from the passage --- needs more research

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3. FORI

Task Analysis:

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Day 1: Teacher models reading passage and discusses afterwards

Day 2: Class engages in echo reading (teacher reads a sentence or two, then whole class repeats) and students bring passage home to practice with family

Day 3: students read text chorally

Day 4: student read with a partner

Day 5: students complete extension activities; used with grade level text; --- needs more research

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4. Multilevel Timed Repeated Reading

Task Analysis:

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Step 1: Teacher previews the reading material with the students (letter lists, word lists, or connected text) and provides modeling and error correction as needed

Step 2: Teacher reviews a graph and helps student set a rate and accuracy goal for that session

Step 3: Student reads for 1 min while teacher records errors and provides correct pronunciations as needed after 3 sec

Step 4: Teacher and student review the student’s

Step 5: The student corrects errors and practices correct pronunciations of missed words

Step 6: Teacher records score and they decide if the student met his/her goal

Step 7: If met, student goes to next passage; if not, student repeats the same passage during the next session --- needs more research

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Fluency Programs

• Helping Early Literacy with Practice Strategies (HELPS)

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• Developed and researched at NC State
• Combines different components of fluency instruction (e.g., RR, modeling, error-correction)
• Supplemental program (Tier 2)
• 10-12 min per session
• 2-3 sessions per week
• FREE !

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• http://www.helpsprogram.org/ --- Let’s look!

The HELPS Program includes…

1. Structured, repeated readings of ability-appropriate text

2. Having students listen to a more skilled reader read aloud, such as an adult (i.e., Model reading)

3. Systematic error-correction procedures

4. Verbal cues for students to read with fluency

5. Verbal cues for students to read for comprehension

6. Goal-setting (i.e., practicing text until a pre-determined performance criterion is met)

7. Performance feedback, combined with graphical displays of student progress

8. Use of systematic praise and a structured reward system for student reading behaviors and successes

9. For students who are Emergent Bilinguals, too!

Other FREE Fluency Activity Resources

• Florida Center for Reading Resources (FCRR)
• http://www.fcrr.org/

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• Intervention Central
• http://www.interventioncentral.org/academic-interventions

The goal of reading…

Closure / Self-Monitor

• Take 3 min to review your guided notes
• Highlight or star areas you will need to review further OR resources you would like to explore later

4. BREAK