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Transcript of Fluency and the Common Core David Liben and David D. Paige [email protected]...
Fluency and the Common Core
David Liben and David D. [email protected]
Student Achievement Partners
http://achievethecore.org/CORE ADVOCATES May 2-3, 2015
CORE ADVOCATES, Denver, May 2-3, 2015 2
Taking Stock • In small groups please share and address the following:• In general what do you think most districts in your state do about fluency
instruction and assessment?• What questions do you have about fluency instruction and assessment?
CORE ADVOCATES, Denver, May 2-3, 2015 3
Outline for Today
• The relationship between fluency decoding, vocabulary and comprehension• How is the role of fluency and fluency instruction impacted by the
Common Core?• Classroom strategies and activities to develop and sustain fluent
reading for all students• Fluency assessment• Fluency Resources• Wrap up
CORE ADVOCATES, Denver, May 2-3, 2015 4
The Fluency-Decoding Connection• Decoding is necessary but not sufficient.• Assessments need to determine which is the problem.• In order to be fluent, decoding needs to be automatic.• How long do you think it takes a fluent proficient reader on average to
recognize a word?
CORE ADVOCATES, Denver, May 2-3, 2015 5
The Fluency-Vocabulary Connection• Name the smartest, wisest person whoever lived. One at a time please raise
your hand.• Most vocabulary is learned through reading or being read to.• Powerful academic word per 1000 (Hayes and Ahrens 1988)
• College graduate speech 17.3• Popular Adult TV shows 22.7• Expert Eye Witness Testimony 28.4• Children’s Books 30.9• Adult Books 52.7• Comic Books 53.5 • Popular Magazines 65.7• Newspapers 68.3
CORE ADVOCATES, Denver, May 2-3, 2015 6
The Fluency-Comprehension Connection
• “Comprehension” is a strange concept.
• A disfluent reader cannot integrate word, phrase and sentence meaning into her sense of what the text is about. (Perfetti 2007)
CORE ADVOCATES, Denver, May 2-3, 2015 7
Fluency and the Common Core
• The Common Core calls for more complex text.
• Let’s consider the feature of complex text and which of these might disproportionately influence disfluent readers.
CORE ADVOCATES, Denver, May 2-3, 2015 8
What are the Features of Complex Text?• Subtle and/or frequent transitions
• Multiple and/or subtle themes and purposes
• Density of information
• Unfamiliar settings, topics or events
• Lack of repetition, overlap or similarity in words and sentences
• Complex sentences
• Uncommon vocabulary
• Lack of words, sentences or paragraphs that review or pull things together for the student
• Longer paragraphs
• Any text structure which is less narrative and/or mixes structures
CORE ADVOCATES, Denver, May 2-3, 2015 9
Experiencing Disfluency
One Thing They Aren’t is Maternal
(Feel for a minute what our disfluent readers feel ALL the time)
CORE ADVOCATES, Denver, May 2-3, 2015 11
One Thing They Aren’t Is Maternal In the blockbuster movie "The March of the Penguins," the emperor penguins were portrayed as fairy parents, loving every egg they laid and mourning every egg that cracked before its time. Among the less storied royal penguins, a mother lays two eggs each breeding season, the second 60 percent larger than the first. Just before the second egg is laid, the mother unsentimentally rolls the first egg right out of the nest. In Magellan penguins, the mother also lays two eggs and allows both to hatch; only then does she begin to discriminate. Of the fish she brings to the nest, she gives 90 percent to the larger chick, even as the smaller one howls for food. In the pitiless cold of Antarctica, the underfed bird invariably dies. Like penguins, many species that habitually jettison a portion of their progeny live in harsh or uncertain environments, where young are easily lost and it pays to have a backup. At the same time, the harshness and uncertainty make it virtually impossible for a mother to raise multiples, so if the primary survives, the backup must go. Sometimes the mother does the dirty work herself. More often, she leaves it to her preferred young to dispatch of its understudy.
Excerpted from “One Thing They Aren’t is Maternal” New York Times
By Natalie Angier May 9, 2006
12
HOW DOES FLUENCY PREVENT and HINDER COMPREHENSION?
• Accuracy• Rate• Prosody
Question: Why do many female penguins kill one of their babies?A: In a harsh environment, she can only raise one. If one dies early, she
has the “insurance” baby.
CORE ADVOCATES, Denver, May 2-3, 2015
CORE ADVOCATES, Denver, May 2-3, 2015 13
Let’s “Read Smooth”Building Fluent Readers
• Fluency Pillars• Reading TO Students• Read Aloud
• Reading WITH Students• Choral Reading
• Listen to Student Read• Repeated Reading• Guided Reading
• Reading Alone• Paired Reading
• Fluency Assessment
CORE ADVOCATES, Denver, May 2-3, 2015 14
Develop Fluent Readers
Fluency Development
Pillars
CORE ADVOCATES, Denver, May 2-3, 2015 15
Develop Fluent
Readers
1. Read TO
Fluency Development
Pillars
CORE ADVOCATES, Denver, May 2-3, 2015 16
Develop Fluent
Readers
1. Read TO
2. Read WITH
Fluency Development
Pillars
CORE ADVOCATES, Denver, May 2-3, 2015 17
Develop Fluent
Readers
1. Read TO
2. Read WITH
3. LISTEN
to
Fluency Development
Pillars
CORE ADVOCATES, Denver, May 2-3, 2015 18
Develop Fluent
Readers
1. Read TO
2. Read WITH
3. LISTEN to
4. Read Alone
Fluency Development
Pillars
CORE ADVOCATES, Denver, May 2-3, 2015 19
Develop Fluent
Readers
1. Read TO
2. Read WITH
3. LISTEN to
4. Read Alone
Fluency Development
PillarsN
arra
tive
Tex
t
CORE ADVOCATES, Denver, May 2-3, 2015 20
Develop Fluent
Readers
1. Read TO
2. Read WITH
3. LISTEN to
4. Read Alone
Fluency Development
Pillars Informational
TextN
arra
tive
Tex
t
CORE ADVOCATES, Denver, May 2-3, 2015 21
• Read Aloud• Students learn how books “work” • Builds general knowledge• Exemplifies differences between written language and everyday
conversation• Builds vocabulary:
• Hear new words (listening vocabulary)• Discuss the use of new words
• Improves comprehension• Listening comprehension is critical to reading comprehension
• Student Achievement Partners Read Aloud Projecthttp://achievethecore.org/page/944/join-the-read-aloud-project-rap-on-edmodo-detail-pg
Kindergarten Plus – Tier 1Reading TO Students
CORE ADVOCATES, Denver, May 2-3, 2015 22
Choral Reading
Reading WITH Students
CORE ADVOCATES, Denver, May 2-3, 2015 23
Choral Reading
• Based on a powerful research base• Benefits ALL readers, not just those who struggle• Easy, quick, and flexible to implement• Allows all students to participate with support• Provides “anonymity” for students embarrassed to read• Allows practice with text that may be challenging for many
students• Can be implemented through middle school
End of 1st grade and older. Students should be
reading connected textTier 1
CORE ADVOCATES, Denver, May 2-3, 2015 24
Two Versions of Choral Reading:•Repeated reading: The same text is read several times over several days•Wide-reading: A similar, but different text is read each day
CORE ADVOCATES, Denver, May 2-3, 2015 25
Choral Reading: Selecting Text• Choose texts from the curriculum• Can be narrative or informational (science & social studies text work
great)• Choose text that the “average” student can read• More challenging text can be introduced once students are
comfortable with the strategy• Text length approximations: About 2 to 2.5 minutes worth - 200 to
350 words depending on grade and reading ability
CORE ADVOCATES, Denver, May 2-3, 2015 26
Choral Reading: Before Reading (the first day with a new text)
• This is NOT close reading but….• To encourage comprehension the teacher briefly previews the text –
the author, the gist of the passage, why we’re reading it, etc.• Read the text aloud to the class while students follow along silently
with their copy• Advise students to pay attention to word pronunciation, unfamiliar
vocabulary, phrasing, pacing, and how the teacher reads with expression.
CORE ADVOCATES, Denver, May 2-3, 2015 27
Choral Reading: Begin Reading Together• Advise students that the goal of choral reading is to read in unison
with “one voice,” like a choir.• Students must read softly enough so as to hear both the teacher and
their neighbors reading – a conversational voice.• Students mimic the pacing of the teacher and the teacher’s use of
expression.• Begin students reading by counting down from “3, 2, 1.”
CORE ADVOCATES, Denver, May 2-3, 2015 28
During Choral Reading:• Teacher reads the passage aloud in a voice that can be heard by the
students.• The teacher should “travel the room” while reading to insure all students
are engaged.• While reading, the teacher simultaneously listens to students as a group:
• Mispronounced/difficult words (hesitations)• Difficult phrases/sentences• Are students reading with “one voice”• Are students using expression
• It’s okay if students are reading softly or even appear to be only following along…
CORE ADVOCATES, Denver, May 2-3, 2015 29
Choral Reading Activity
•Handout: “Grandpa’s Story”
CORE ADVOCATES, Denver, May 2-3, 2015 30
Choral Reading: After Reading
• “Coach” the class much like a choir director• Point out to the class (not individuals) what was done well• Ask the class for 2-3 things that would improve the reading• Repeat the reading a second time to reinforce improved reading• Never single out any one student for either good or poor reading• Always address the class as a single entity
CORE ADVOCATES, Denver, May 2-3, 2015 31
Continuation:Repeated Reading Version:
• Read the same text on days two through four
• Remind the class how to improve the reading
• Transfer of Responsibility: As the class improves, the teacher withdraws her/his voice by reading more quietly or not reading at all. Students must now listen to each other to keep the reading fluent
• When the class is sounding good, spice it up:• Antiphonal reading: split the class in half where each takes turns reading the sentences
• Play the “Catch the Word” game: The teacher reads the text while students follow along silently. On a random basis the teacher stops reading – and the students read only the very next word, the teacher then picks the reading back up – keep it smooth!
• Voices: split the class into different “voices” e.g., grandmom, rap star, baby, grandfather
CORE ADVOCATES, Denver, May 2-3, 2015 32
Choral Reading: Wide-Reading
• On day 2, continue with the next reading• May be a continuation of the same text (a book for example)• Could be a different passage, but one that is similar• Remember students need distributed practice with similar texts over
time• Student Achievement Partners “Fluency Packets”http://achievethecore.org/page/981/fluency-resources
CORE ADVOCATES, Denver, May 2-3, 2015 33
Final Thoughts for Choral Reading …..• Choral reading takes only a few minutes a day• Transition into the lesson for the day• Can add-on a variety of other activities
Other Uses:• Choral read directions• Choral read for emphasis• Any opportunity to have students reading words
CORE ADVOCATES, Denver, May 2-3, 2015 34
Choral Reading Resources
• http://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co
ntext=reading_horizons • https://crmsliteracy.wikispaces.com/file/view/That+Sounded+Good-
Whole+Class+Chorale+Reading.pdf • http://achievethecore.org/page/981/fluency-resources
CORE ADVOCATES, Denver, May 2-3, 2015 35
• Repeated Reading• Guided Reading
LISTEN to Students Read:
CORE ADVOCATES, Denver, May 2-3, 2015 36
Repeated Reading
Social Studies
Complex Text
Struggling Readers
2010Christopher Columbus
Mystery
11th Grade
What do these have to do with improving fluency?
Low Income
George Lucas
CORE ADVOCATES, Denver, May 2-3, 2015 37
0
60 14 1625 25
Comprehension & Fluency Attainment (%ile)
Before Instruction
Comprehension Before Fluency Before
CORE ADVOCATES, Denver, May 2-3, 2015 38
04080 14 4237
91
Comprehension & Fluency Attainment (%ile)
After Instruction
Comprehension After Fluency After
Per
cent
ile
CORE ADVOCATES, Denver, May 2-3, 2015 39
•PALS: Peer-Assisted Learning Strategies (aka, Paired-Reading, Buddy Reading)• Paired Reading is used in many classes across the country• An assisted-reading strategy (so not completely independently)• Research shows paired reading benefits both readers – Morgan study• https://www.tes.co.uk/article.aspx?storyCode=6339142
Students Reading ALONE (Independently)
CORE ADVOCATES, Denver, May 2-3, 2015 40
Paired Reading:
One reader is the “Tutor” and one is the “Tutee”
CORE ADVOCATES, Denver, May 2-3, 2015 41
Paired Reading:
3 Ways for Reading to Occur:1. The Tutee reads while the Tutor reads
along silently unless assistance is needed2. The Tutor reads while the Tutee reads
along silently3. Tutor and Tutee read in a “Paired Choral Reading”
CORE ADVOCATES, Denver, May 2-3, 2015 42
Paired-Reading Implementation• Pair a better reader with a weaker one• Choosing texts: the pair chooses a text of interest to both• Readability: text should be above the instructional level of the “tutee”
or weaker reader, but not above that of the “tutor” or stronger reader• Both readers must easily to see the book; read in a quiet area• Pairs are encouraged to discuss the book to build enthusiasm, and
insure the tutee really understands the content• The pair agree on a “sign” to signal when they will change from
Reading Alone to Reading Together; and to/recap text
2nd-grade and older
CORE ADVOCATES, Denver, May 2-3, 2015 43
Paired-Reading Implementation• Correcting Reading Miscues when Reading Alone:• Very simple – the tutor gives the tutee an opportunity to say the word
correctly (4 seconds or so)• Then the tutor says the word correctly• The tutee repeats it• The two carry on with the reading• Praise from the tutor is good for words the
• tutee figures out • And/or says correctly after the correct pronunciation is provided
CORE ADVOCATES, Denver, May 2-3, 2015 44
Paired-Reading Implementation
Reading Together – a “Paired Choral Reading”• With difficult text the pair can read together• When the tutee is ready to read alone, the “signal” is given to the tutor• When reading becomes difficult again the tutor may go back to reading together• The pair can swap between Reading Alone and Reading Together many times
during a Paired Reading session
CORE ADVOCATES, Denver, May 2-3, 2015 45
Paired Reading Resources
• http://www.readingrockets.org/strategies/paired_reading• http://
www.interventioncentral.org/academic-interventions/reading-fluency/paired-reading • http://
www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase-30952.html • https://www.tes.co.uk/article.aspx?storyCode=6339142
CORE ADVOCATES, Denver, May 2-3, 2015 46
Reading Fluency Assessment
CORE ADVOCATES, Denver, May 2-3, 2015 47
2nd 5th
9th
“But he was a good reader in 2nd grade……”Because test increases in complexity across grades and genre, being fluent in one grade does not guarantee fluency in succeeding grades
CORE ADVOCATES, Denver, May 2-3, 2015 48
Because fluency is the undercarriage of comprehension, we must know students are progressing.
“We weigh our sheep to be sure they are gaining weight.”
The question of import: “Is what we are doing resulting in adequate fluency growth?
CORE ADVOCATES, Denver, May 2-3, 2015 49
When to Assess Fluency?
1st 2nd 3rd 4th – 5th Middle 9thFall Screening Screening Screening
Below Proficient
ScreeningBelow
Proficient
ScreeningBelow
Proficient
WinterSpringNote: Screening is done to determine if student possesses grade-appropriate fluency. If not, Tier 2 instruction may be appropriate.
CORE ADVOCATES, Denver, May 2-3, 2015 50
Indicators of Fluent Reading:
Pace
ProsodyAccuracy
CORE ADVOCATES, Denver, May 2-3, 2015 51
Pacing + Accuracy = Accumaticity
(Words read correctly over time)
Pace Accuracy
Accumaticity
Fluency became auctioneering – reading real fast (M. Liben)
CORE ADVOCATES, Denver, May 2-3, 2015 52
Assessing AccumaticityAccumaticity (words read correctly over time)• Student reads a passage aloud for 2 minutes• Teacher monitors total words read and miscues
Total of words read minus miscues Number of seconds to read passage X 60
Accumaticity calculation: 95 words read with 7 miscues in 120 seconds: 95-7 = 88/120 = .73(60) = 44 words per minute
CORE ADVOCATES, Denver, May 2-3, 2015 53
What does the Accumaticity metric reflect?• Provides a good indication of the reader’s ability to process text• Compare the accumaticity score to norms• Hasbrouck & Tindal (2006) norms for 1st – 8th grade • Unknown as to what types of passages were used• NOT based on CCSS grade-leveled text
• Students assessed with CCSS grade-leveled text will likely under-perform when compared to H&T norms
CORE ADVOCATES, Denver, May 2-3, 2015 54
1 2 3 4
Expression
The reading does not sound natural like talking to a friend. Very monotone, flat, without expression. Appropriate stress and intonation is absent.
Some expression is evident in parts of the reading, but the reader generally does not sound like they are talking to a friend.
Generally reads with natural expression with only occasional slips into expressionless reading.
The reader consistently sounds like they are talking to a friend with expression matching the interpretation of the passage.
Phrasing
Reads word-by-word. No evidence that words are “chunked” into meaningful phrases. No adherence to punctuation.
Shows some evidence of reading in two or three word phrases; may have occasional adherence to punctuation.
Generally uses good phrasing and adherence to punctuation with only occasional lapses into run-ons, mid-sentence pauses for breath, or choppiness.
Reads with very good phrasing and adheres well to punctuation. Words are appropriately chunked to encourage meaning.
Smoothness
Reader makes frequent, extended pauses while reading; often sounds out words, repeats words or phrases, and makes multiple attempts to read the same word or sentence. Rhythm in the reading is totally absent.
Reads with extended pauses or hesitations. The reader has many “rough spots.” May self-correct extensively; little to some evidence of rhythm in the reading.
Generally reads with only occasional breaks in rhythm. Reader may have difficulty with some specific words and/or sentence structures. May self-correct occasionally.
Reader proceeds through the text with a rhythm that is pleasant to listen to; rarely needs to self-correct specific words or phrases.
Pace
The reader proceeds through the text in a very slow and labored manner that is not consistent with conversational speech.
The rate of reading may be deliberate but quite slow, or much too fast; in either case pacing is not consistent with conversational speech
Pace generally reflects conversational speech; May have some spots that are either too fast or slow.
The reader maintains a conversational pace throughout the reading; very pleasant to listen to.
Multi-Dimensional Fluency ScaleZutell & Rasinski (1991)
CORE ADVOCATES, Denver, May 2-3, 2015 55
Assessing Prosody or Expressive Reading
• Use the Multi-Dimensional Fluency Scale (Zutell & Rasinski, 1991)• Student reads a passage aloud for 1 minute• Can record the student while reading using a laptop• Analyze the reading for:
• Expression and volume• Phrasing• Smoothness• Pacing
• Student is scored from 1 to 4 on each indicator for a range between 4 and 16• A score of 12 indicates fluent reading (10-11 is developing, < 9 is struggling)• If DIBELS (DRA) assesses prosody use it; if not use MDFS
CORE ADVOCATES, Denver, May 2-3, 2015 56
Fluency Assessment Recommendations:• DIBELS: if a district/school is using DIBELS, continue• DRA: if a district/school is using the DRA, continue• Running records: if a district/school are collecting running records,
continue.• If No Fluency Assessment is in Place: • Conduct a 2-minute accumaticity assessment using CCSS grade-leveled text• Use the MDFS to assess reading prosody using CCSS grade-leveled text
CORE ADVOCATES, Denver, May 2-3, 2015 57
Resources for Assessment:• https://
www.texthelp.com/media/40644/multidimensional%20fluency%20scale.pdf • http://
www.decd.sa.gov.au/northernadelaide/files/links/assessing2011.pdf • http://www.readsmoothamerica.org/
CORE ADVOCATES, Denver, May 2-3, 2015 58
General Resources:• http://achievethecore.org/about-us#purpose• http
://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley• http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&co
ntext=reading_horizons • http://achievethecore.org/page/981/fluency-resources