Lesson 2: Oral Reading Fluency

Lesson Objective for fluency building lesson:

Given one repeated passage, students will independently and orally read the 1st grade reading level passage with 90% accuracy and 50 wcpm.

1. Advance Organizer: Obtain commitment to the Goal Review and Prepare Students for the Lesson.

o State the purpose and goal, and describe the reading/writing/skills that students are expected to learn…

o “Good morning! Today, we are learning about fluency. Fluency is when we read a story with accuracy, automaticity, and prosody. Now, I know those are difficult words. All that means is that when we read fluently, we are able to read the words quickly and correctly and with the right kind of sound in our voice. Remember how we have been practicing our phonics skills with letter sounds inside of words and how we have been practicing different types of words like the CVC pattern word we learned earlier? Well, learning all of those sounds and types of words will help us to be able to read new words we have never seen before, so we can read with more fluency. So, during this fluency lesson, we will learn how to figure out the sounds and words that are harder for us so we can move on and read our story more quickly and more closely. We will also learn how to quickly remember some words that we don’t sound out and we just have to memorize. These are our sight words. We will try to read these words quickly and just like we would sound if we were talking. There are a few things for us to remember while we are trying to read fluently, or trying to read at all. When we come to a word we don’t know, we can break that word up into its parts and into its sounds to help us figure out the whole word. We can cover parts of the word to help us figure out the left over parts and put them together later. We can also look at the words around our word to help us figure out what that word is. Today, we are going to practice with a story called “The New Baby”. Now, some of the sounds and words in this story are kind of hard so let’s go over them before we start.

Review Difficult Sounds: Finger is to the left of the letter on the board ”My turn. (Loop signal) This sound is “ou”. (End signal). Together. (Finger to the left of the first letter) “Together. What sound?” (Loop signal). “/ou/”. Loop back to the starting point. “Yes, /ou/.” (Finger to the left of the letter) “Your Turn. What sound?” (Loop signal. Answer. Loop back to starting point) “Yes, /ou/”. *Repeat for: ou, or, short o, ee, short I, and st

Review Difficult Words: I also have a list of words here that we can practice with to

help us get through our story more easily. These words are kind of tricky. First I will practice the word to show you what it sounds like. Then we will practice it together and then you may try it on your own. Ready? My turn. Finger to the left of the first letter. “This word is”. Slide-slash while saying “woke”. Loop back to starting point. What word? Side-slash answer “woke”. “W-O-K-E” “said”. Together. Finger to the left of the first letter. “Together, what word?”. Answer. “Spell the word” point to each letter as the students answer. “Woke”. Loop to starting point. “Yes, woke”. Your turn! Finger to the left of the first letter “Your saying this word”. Slide-slash signal. Answer. Loop back to starting point. “What word?” side slash signal. Answer. Loop to starting point. “Yes, woke”. Spell the word. “Woke”. ***Repeat for all words: robin, woke, freezing, nest, our, her, street, there

Activate Background Knowledge:

Do you remember reading the DIBELS passage when I timed you with the stopwatch? We measured how many words you could read in 1 minute? Well, today we are going to measure how many words from “The New Baby” that you you can read in one minute. I bet you will find it easier to read the words when they are in a narrative story like this one because they appear together and because we are going to practice how to read the words accurately and fluently, and we’ll read the words in the passage in phrases rather than all by themselves.

Connect to Pre-testWhen I collected your pretest fluency rate on this passage (which was your cold timing data), you read this first grade passage with 2 wcmp out of 8 total words. You were frustrated during the reading.

Obtain Commitment to learn the skill/strategy”After practice and repeated reading, your hot timing goal for reading this passage will be 50 wcpm.” We are going to chorally read, echo read, and partner read this passage until we reach this goal.

Now, let’s talk about the story a little before we start to read it. This story is a narrative. Does anyone know what a narrative is? Answer. Yes, a narrative is a story that involves characters interacting and talking to each other. Very good! A narrative is also a story about events or experiences. The title of this story is called “The New Baby”. Does anyone have an idea of what this narrative may be about? ANSWER. Very good, that is a wonderful prediction! Well, let’s read soon to find out!

2. Describe the Skill Strategy

• I will be focusing on accuracy, automaticity, and prosody today. I would like to see you reading the words in the passage correctly and quickly with expression just like you were talking to a friend. Try to make this automatic. When you read one word, move immediately onto the next word. I would like to see how many words you can read in one minute and I am hoping this amount increases from your pretest. I am looking for you to be pausing less and for words to be stopping your fluency less. They way to do this is to start breaking up the word into parts in your mind and saying those parts out loud to eventually verbalize the whole word out loud instead of just breaking words into different letters because sometimes more than one letter is involved in making just one sound like we practiced earlier. Fluency is showing and doing these things while reading:

• ACCURACY : Represents ability to read words as wholes (automatic word recognition) with accuracy

• PROSODY -- Use of context & text structure strategies -- grouping words into phrases – using appropriate intonation, expression, or prosody

• RATE -- Speed &Automaticity -- Instant identification of words

• Characterized by rate, “effortlessness”

• Important skill for older students to possess because of quantities of text students must read

• Skilled readers vary reading rate according to reading purpose and text difficulty

• Expression (explain)• Pausing• Phrasing• Stress• Intonation• Rate

2. Describe the Skill Strategy

o First, I want to start the lesson by reviewing some of the sight words and patterns from the new story that we are reading today. The sight words from the story are: where, was, and said. Let’s read these sight words together. Tell me the word when I signal. My turn. Finger to the left of the first letter. “This word is”. Slide-slash while saying “where”. Loop back to starting point. What word? Side-

slash answer “where”. “W-H-E-R-E” “where”. Together. Finger to the left of the first letter. “Together, what word?”. Answer. “Spell the word” point to each letter as the students answer. “Where”. Loop to starting point. “Yes, where”. Your turn! Finger to the left of the first letter “Your saying this word”. Slide-slash signal. Answer. Loop back to starting point. “What word?” side slash signal. Answer. Loop to starting point. “Yes, where”. Spell the word. “Where”. ***Repeat for all words: where, was, woke.

Name the fluency skill/strategy and steps that you are modeling:Here is a poster that shows how we will read with fluency and expression.

FLUENCY TIPS:

1.) Read accurately. Read what’s on the page (Try not to skip words if I can Figure them out. Try to do my best with each word).

*TAKE YOUR TIME!!!! READ THE WORD!!!!

2.) Read with good speed. Don’t read like a cheetah and don’t read like a snail

3.) Chunk my words and my phrases. Don’t just read every word by itself.

Ex. Sally likes / tea and bread. NOT Sally/likes/tea/and/bread.

4.) Look at the punctuation symbols on the page.-Pausing commas. Stopping periods. Excited Exclamation marks. Wondering question marks (raise voice like in normal speech).

. , ! ?

5.) Read with expression like your favorite actor. Convince people that they are part of the story by how you read it.

Showing my Students how to Read Fluently and Why:

o Did you see how I raised my voice when I read “little”? That’s because it made my listeners know that the baby is a cute little girl instead of just a small human.

o Did you see how I paused when I read, “She doesn’t now her days are for eating growing, and playing”? That’s because I saw two commas and it looked like a list of words to me so I separated those words with pauses right where the commas were so everyone could hear all parts of the list of words.

o Did you see how I slowed down when I read, “Nobody else on our street has a baby”? That’s because I wanted my listeners to remember this statement and hear it very clearly because it is important to the story.

o Did you see how I figured out the word “sleeps” quickly by using the words around it? That is because those words helped me to figure out what the words was because it made sense with the words around it and I’ve seen that word before.

o Did you see how I said “nobody” more loudly and longer? That is because I know it was something very important in the sentence and that if I said it loudly and longer, the people around me would also know that that word was important too. That is why I stressed that word so much with my voice.

2. Describe the Skill/Strategy – Explain What, How, When, and Why

“Here is a poster that shows what fluency is. Fluent readers:

1) Do not read too fast or too slow; This means that we read just like we would talk to our teacher or our parents and friends. We do not want to talk to fast, or they will not be able to hear and understand us. We also can’t talk to them too slowly because they will get bored and forget what we are actually saying. We practice reading at the right pace by trying to sound like we do when we talk out loud to other people. We use this strategy every time we read because it is important to read just the way you speak in order to understand the words on a p age just as well as you understand someone talking. If we read just like we speak, people will understand us and we will understand that story because our brains can process that speed or reading and talking. 2) Read with expression; This means that fluent readers read the passage according to the punctuation marks in the story. They don’t just read the story without any change in their voice; they read the story and make their voice go up and down as well as louder and quieter to match how the story goes. Someone who reads with expression sounds like an actor or a teacher. They sound like they are trying to get the point of the story across through emphasizing important things and changing their voice to notify the reader of information as well. This is

very helpful in trying to read to other people or to even read to yourself because if you practice this expression, you will begin to understand what you are reading more. It will sound like someone is talking to you and explaining things to you. And that someone is you!

3) Pause at commas and stop at periods; Fluent readers pause at commas and stop at periods for one big reason and many smaller reasons. The big reason is that humans need to take a breath sometimes! They can’t go an entire reading without breathing. Another big reason is that a period shows the end of a thought or idea, so if we stop reading for a second when the idea stops, then we will be able to soak in that idea and think about it more so that we understand it. A reason to pause at commas is so that readers can take the information in chunks and think about it without thinking about it all at once! That would be very overwhelming! One way to do this is to say, “Paul liked me, (pause) Julie, and (pause) Michelle. Who is he going to pick? If readers did not pause at the commas and stop at the period, they would not soak in this important information that Paul likes three different people and does not know whom to pick. So, when you come to commas and periods, try very hard to follow what actions go with them! Pause and stop!

4) Read what is there. This is very very important because when readers add in words or take away words, it can change the whole meaning of the sentence, which only confuses them. Adding words that aren’t there means you are changing or putting more information in that is not really there. This mixes up the story! Leaving words out and skipping them means you are deleting parts of the story and those chunks are gone forever. The reader will miss all of that information. It is important to read what is exactly on the page in order to get the most out of the information in the reading! So, when you come to a word that you don’t know, don’t skip it or add a different one in, try very hard to decode and figure out that word.

Activate Background Knowledge for the skill/strategy/content/sight words: Do you remember listening to “Amelia Bedelia” on tape? The narrator used different voices for different characters. He read with expression. He laughed when the characters laughed, and yelled when the characters in the story yelled. He didn’t read too fast or too slow. He paused at commas so that you could understand him. He was a good reader, and we want to sound like him when we read. We want to be like the book narrators that we listen to on our tapes.

“Let me show you what it sounds like when the reader doesn’t follow these fluency rules. Listen to me. Think which of these rules that the reader (me) didn’t follow” (Demonstrate a reader reading so quickly that no breaths are taken between sentences or commas.) “What did you notice? Did I read too quickly or slowly? (Allow students to answer). Did I pause at commas and periods? (Allow students to answer). “Did read with expression? (Students answer). “Was it interesting to listen to?” Students answer. When readers read fluently, they make it interesting to listen to. They read with accuracy, speed, and expression.

3. Model Fluency. Include your Teaching Script [I Do It]:

Now I’m going to read the passage the right way. I’m going to read with accuracy. I’m going to read what is on the page. I’m going to read with the right speed – not too fast or too slow. I’m going to read with expression. I’m going to pause at commas, and take longer breaths at periods. I’m going to read the dialogue in quotation marks as though I’m that character speaking. I’ll read with expression, and use good intonation. I’ll raise my voice at question marks as though I’m asking a question, and I’ll stress the sentences that end with exclamation marks. I’ll look for clues in the text where the author tells me how to read it.”

Teacher reads passage from story out loud using different voices for characters, accuracy in reading, prosody and not reading too fast or too slow, and using expression to emphasize important/different parts of the story. Teacher models reading the passage with great fluency. Then teacher asks students:

Tell me what you noticed about my reading. Answer. Did I read with accuracy? Answer. What is reading with accuracy? Answer. Can you show me one example of how I read with accuracy? Answer.

Tell me what you noticed about my reading. Answer. Did I read with Prosody? Answer. What is reading with prosody? Answer. Can you tell me one example in the story where I read with prosody? Answer.

Tell me what you noticed about my reading. Answer. Did I read words automatically? Answer. How was my pace/rate? Answer. Show me parts in the book where I went to fast or too slow. Answer. Where did I read the words just right? Answer.

How did I read the passage? Did I follow fluency rules? Answer.

What are some things I did right? Answer.

What are some ways I could have improved my reading? Answer.

Did you see how I raised my voice when I read, “One night robin slept the entire night”. That’s because it was so rare that she slept. It was a surprising thing. Did you see how I paused when I read this phrase “But robin cries a lot at night”, that’s because there was a comma in front of it so I paused and then said my phrase. Did you see how I slowed down when I read “she looked at me and smiled,” that’s because I was thinking about how happy I was that she smiled and I wanted people to hear it after my pause that I was so happy. It made them wait for my emotion in the reading.

Lets take a look at our Fluency Poster and go through it to see what parts of

fluency I did correctly while I read. Then we will go through it to figure out what parts of fluency I can improve in my reading. Answers.

Remember:1) Do not read too fast or too slow; this means that we read just like we would

talk to our teacher or our parents and friends. We do not want to talk to fast, or they will not be able to hear and understand us. We also can’t talk to them too slowly because they will get bored and forget what we are actually saying. We practice reading at the right pace by trying to sound like we do when we talk out loud to other people. We use this strategy every time we read because it is important to read just the way you speak in order to understand the words on a p age just as well as you understand someone talking. If we read just like we speak, people will understand us and we will understand that story because our brains can process that speed or reading and talking.

2) Read with expression; This means that fluent readers read the passage according to the punctuation marks in the story. They don’t just read the story without any change in their voice; they read the story and make their voice go up and down as well as louder and quieter to match how the story goes. Someone who reads with expression sounds like an actor or a teacher. They sound like they are trying to get the point of the story across through emphasizing important things and changing their voice to notify the reader of information as well. This is very helpful in trying to read to other people or to even read to yourself because if you practice this expression, you will begin to understand what you are reading more. It will sound like someone is talking to you and explaining things to you. And that someone is you!

3) Pause at commas and stop at periods; Fluent readers pause at commas and stop at periods for one big reason and many smaller reasons. The big reason is that humans need to take a breath sometimes! They can’t go an entire reading without breathing. Another big reason is that a period shows the end of a thought or idea, so if we stop reading for a second when the idea stops, then we will be able to soak in that idea and think about it more so that we understand it. A reason to pause at commas is so that readers can take the information in chunks and think about it without thinking about it all at once! That would be very overwhelming! One way to do this is to say, “Paul liked me, (pause) Julie, and (pause) Michelle. Who is he going to pick? If readers did not pause at the commas and stop at the period, they would not soak in this important information that Paul likes three different people and does not know whom to pick. So, when you come to commas and periods, try very hard to follow what actions go with them! Pause and stop!

4) Read what is there. This is very important because when readers add in words or take away words, it can change the whole meaning of the sentence, which only confuses them. Adding words that aren’t there means you are changing or putting more information in that is not really there. This mixes up the story! Leaving

words out and skipping them means you are deleting parts of the story and those chunks are gone forever. The reader will miss all of that information. It is important to read what is exactly on the page in order to get the most out of the information in the reading! So, when you come to a word that you don’t know, don’t skip it or add a different one in, try very hard to decode and figure out that word.

o When should you read with good expression? Answer. Should you monitor your accuracy when they are reading alone? Answer. Why it is important to follow the fluency rules? Answer.

Model reading the passage fluently

Now I’m going to read the passage again fluently. Follow along on your copy with your fingers. See if I read accurately, if I read with good speed, if I show good expression, if I pay attention to the punctuation, and if I read like a trotting horse. You tell me what features I demonstrate when I’m reading.

Now I’m going to read the passage the right way. I’m going to read with accuracy. I’m going to read what is on the page. I’m going to read with the right speed – not too fast or too slow. I’m going to read with expression. I’m going to pause at commas, and take longer breaths at periods. I’m going to read the dialogue in quotation marks as though I’m that character speaking. I’ll read with expression, and use good intonation. I’ll raise my voice at question marks as though I’m asking a question, and I’ll stress the sentences that end with exclamation marks. I’ll look for clues in the text where the author tells me how to read it.”

Review the fluency features

What did you think? How did it sound? Did I read at the right pace? With Expression? With accuracy? Only reading what is there and not adding or deleting words?

o “How did I read the passage? Did I follow the fluency rules?” Answer.o Did I read it accurately? Answer.o Did I read it with good speed? Did I read it too fast or too slow? Answer.o Did I show good phrasing? How? Show me where I did that? Answer.o Did I read only the words that are there? Answer.o Did I read like a galloping horse in the meadow? Answer

Lets recap about what we know is important to remember about fluency. What are some things you now know about fluency and reading fluently? Answer. Yes, fluency is

not about just reading fast. It is about reading at the right pace, with good expression, and following the meaning of the words and punctuation. Fluency is about reading at a pace that is good for you and the story so that you may understand what is going on in the text. It is about really trying to pay attention to all parts of a text so you can get as much as possible out of that information. We improve our fluency through practice. It is so important to improve our fluency so we can understand more and read more difficult passages.

4. Provide Guided Practice. [We Do It] and Include Teaching Script [Echo, choral, etc.]Now, we are going to take all the skills that we just learned and we are going to try to read the passage together as a class remembering all of the fluency tips we just talked about and learned. We are going to choral read together as a class. This means that we will all be reading the passage at the same time. In order for this to work and for all of us to not be confused, we will have to read the words accurately and with expression. Very importantly, we will also have to try very hard to read the words at the correct speed and rate so that we are all on the same words at the same time. We are not going to read too fast or to slow. We are going to pause at commas and periods. That’s when we can take a breath. We’ll read the punctuation, and our voices will get louder when there are exclamation points and we’ll raise our voices at question marks. We’ll read in phrases so we’ll read a group of words before we pause or take a breath.

Students read. There are some mistakes and some students are going too fast compared to a normal rate for this reading passage. The teacher stops the choral reading and asks all students to whisper read for a few minutes as she goes around and taps on those students’ shoulders who need to slow down. Then, she walks back up to the front of the room and the class starts to choral read to finish the rest of the passage. Now, all students are reading with the correct speed and prosody. Next, the teacher listens for students who not pausing or stopping at the ends of phrases. She stands next to them during those times and emphasizes her words and pauses so that they notice what they can correct. The choral reading continues and students sound as if they are really starting to understand the concept of fluent reading.

Guided Joint Practice:

Now, I will read a part of the passage and you will listen closely while I read because I will call on one person to repeat what I just read in the way that I just read it. That student will pretend they are echoing what I just said. Ready. Listen. Lets read the passage accurately. Let’s read it with more fluency. Let’s read it accurately and with prosody.

Now, the students will echo read individually. Teacher will read parts of the passage first

and call on students to echo read that same part of the passage. Now, we everyone echo me at the same time. I will read part of the passage while you listen. Then repeat after me in the way that I said the words and phrases. When all students have had a chance to echo read, the class will echo- read in unison.

Rehearse Language and self-talk: Think-aloud about how to read a sentence when you see a question mark, period, or exclamation mark, etc.; Use the poster to name or demonstrate the fluency qualities you are demonstrating in your reading.

Why is it important to not read too quickly or too slowly? Answer. Why is it important to demonstrate the fluency qualities on our poster? Answer. Think about these important things as you turn to a partner and do partner reading.

5. Provide Collaborative Reading Practice:

In a moment, we are going to shift our focus to work with our partner at our table. During partner reading, there are a few things that we need to remember. How do we read when we are with a partner? Answer. Yes, quietly and only so our partner can hear us. How do we act when we are with our partner? Answer. Yes, respectful and kind no matter what mistakes our partner makes. Okay, I expect every partner to be kind, respectful, and helpful to his or her other partner. Pay attention and turn on your ears to be a great listener. Now, turn to a partner. Take turns reading a portion of the text with good fluency. Listen to your partner and help them become a more fluent reader. Use positive words to help them improve their fluency. Say one thing about their prosody, accuracy, and automaticity. Tell your partner two fluency strategies they used and two fluency strategies they forgot to use. If your partner makes a mistake, place your hand nicely on the page so your partner knows to pause. Talk about the mistake, and start the passage over. I will be walking around to make sure we are all learning to read fluently in a positive environment. If I stop at your table, you may read a little bit louder because I will be monitoring your reading. Do not stop what you are doing, just keep going.

Students are then asked to turn to a partner and read a portion of the text while following all of the guidelines above. Partner 1 will read first for 1 minute. When reader 1 reads, you will try to read it accurately. Point to each quality on the poster as you review it. You will not read too fast or to slow. You are going to pause at commas and periods, so use the punctuation to help you know when to take a breath. We’ll read the punctuation, and our voices will get louder when there are exclamation points and we’ll raise our voices at question marks. We’ll read in phrases so we’ll read a group of words before we pause or take a breath. Partner 2 will be the coach. While Partner 1 is reading. The coach must listen for accuracy, and the fluency qualities that we discussed (point to the poster). If the reader doesn’t know a word, the coach will gently place their hand on the reading passage to notify the reader to pause for a

moment, review the fluency strategy they did not just show, and to start over using that fluency strategy from the poster. When I say “Stop”, the coach and reader will discuss. The coach will provide feedback on the accuracy, speed, and expression. Then I’ll say “Retell” what you just read. Partner 1 will begin by telling what happened first? Second? Third? The coach will help by asking when the reader gets stuck, “what happened next?” The coach can also contribute some ideas when Partner 1 runs out of ideas. Then I’ll say “Switch” and Partner 2 will read while Reader 1 is the Coach. The second reader will retell the section when I say, “Stop”. Do you have any questions? Okay, let’s get started. Ready? Begin.

Students partner read following all of the above guidelines.

Now I want Partner 1 to tell Partner 2 everything they remember about the story. Try to tell me what happened in the correct order. Partner 2 can help by saying, “What happened next? What happened next? Then you’ll switch retelling roles when I say switch!”

After both partners have had a turn, teacher signals for all students to come back to the group setting and to talk about their partner experiences. What are some common things that people had trouble with? How did you and your partner work it out and learn it together? What are some things that our partners did wonderfully? What strategy did they show? What are some things that you observed that your partner did or did not do from the fluency strategies poster? Teacher records what she heard throughout partner session as well as what students are vocalizing during the debriefing. Teacher brings whole class together in a circle and they go over the “strengths and weaknesses” of the group so far when it comes to fluency. Teacher writes it on large piece of paper on board for all students to refer to. Also take time to review what story was about and what were some things people remember as important from the story?

Now that I have read the passage to you, you have read it along with me, we have echo-read it, and you have practiced it with your partner, what are some things we can write down to remember to help us when we read the passage on our own? Answers. Combine answers to paper on the board as “tips”.

6. Provide Repeated Reading in an Independent Practice Step Now, we will read the passage quietly in our own secret reading areas within the classroom. Quietly get up from your desk and walk to your designated reading area for quiet reading in the classroom. Once you are there, show me you are ready to start whisper reading by looking down at your paper with your finger on

the first word. Students all get ready in their designated reading area. Great, now begin quietly whisper reading so that only your own ears can hear you. We are not looking at other people or distracting them from their own reading. When I say begin, start to whisper read to yourself. I will be going around the room to monitor reading for all of you. When I get to you, continue reading quietly. Do not stop or pause because I am sitting by you and writing things down on a piece of paper. I want to hear you read with fluency, accuracy, and expression using all of the fluency strategies on our poster and on the paper on the board. If you get stuck, take your time and take a deep breath. Do not stop reading if you have finished reading the passage. Just start over again, please. Ready. Begin. Teacher now has time to go around to individual students and do quick miscue analysis on their reading of the passage in order to assess accuracy and fluency so she can review with the whole class afterward.

6. Provide Error Correction

Okay, everyone may stop and come right back to their seats. You all did a phenomenal job reading fluently and whisper reading so only your ears and brain could understand you. I’m very proud of the fluent reading I was hearing as I walked around. As always, we want to become even better fluent readers so here are some things we can think about to help us even more….

I noticed during the independent reading that many of you were not pausing at commas, yet reading right through them like they weren’t there. Let’s practice a few phrases where we pause at commas and don’t pause at commas to see which way works better for reading fluently.

Ex.) Johnny likes to eat broccoli, banana, and cream pies.Ex.) Johnny lies to eat broccoli banana and cream pies.*What does each of those mean?Ex.) Amy sings Italian, occapella, and harmony songs Ex.) Amy sings Italian occapella and harmony songs.*What is the difference in meaning between the two?

Not reading commas as pauses can change the sounds of our sentences and ultimately change the meaning of that sentence in our mind. That is why it is very important we follow punctuation so we get the right meanings out of the story.

I also noticed that we were skipping words that we were unsure of in order to keep reading and to get further in the passage. Let’s see how that is not good for us if we want to be fluent readers.Ex.) Ashley _____ soccer.Ex.) Ashley loves soccer.*What is the difference in possible meaning between the two sentences? Answer.

Adding or taking out words can really change the meaning of the text. I took out

“loves” and then it was just “Ashley soccer”. That doesn’t make any sense now and now I don’t know that Ashley loves soccer. I might think she hates it!

Now we see why it is very important to follow the strategies on our fluency poster as well as the “tips” that we have learned today located on the board. Fluency in our reading is very important because it gives us the base to understand what we are reading and to benefit from that knowledge.

Describe your Plan for Progress Monitoring In order to monitor oral reading fluency progress, students will be monitored based on their cold timings every week through partner reading. With partners, one student can time the other student and record miscues as the other student reads a given passage for one minute. Students will not have the same partner each week in order to ensure fairness and integrity of scoring. Students will be given an oral reading fluency passage (5-8 different levels of passages will rotate each week and all students will get a chance with each level passage that fits into their achievement at the time). Their partner will time them for one minute and record miscues. Then, partners will switch. Individual students will not know what levels their partners are supposed to be reaching. They will be assessing blindly without knowing what the student “should” get. Each Friday, students will partner measure each other’s oral reading fluency achievement on one of the eight passages. Then, students will record their own partner’s miscues on a chart and graph the data as well. Each partner gets a chance doing all of the above each Friday morning. These oral reading fluency probes will remain in each student’s file and each week, I will assess the student’s probes, data, and graphs (made by their partner). I will set the goal WITH the student according to benchmarks and previous achievement. A student’s level of passage will increase if they read four passages with a certain percent accuracy and fluency. In addition, I will administer DIBELS every two weeks and graph the data on my own.

Evidence-based Teaching Practices that will be used in this lesson?

1.) Advance Organizers- I will preface the lesson with exactly what we are going to do. First we will talk about fluency strategies, practice them as a class, and brainstorm fluency techniques. Then, keeping those in mind, the teacher will model the fluency strategies in a passage. Then, students will discuss the teacher’s performance and choral read the passage together. After further review, the students will echo read and then partner read. Lastly, students will independently whisper read and then whole class will once again attempt to improve fluency strategies through whole-class discussion and brainstorming.

2.) Unison Responding- This will be used throughout the lesson for review and error correction as well as during choral reading and echo reading segments.

3.) Effective Signals- Word and hand signals will be used throughout the lesson to cue students and allow for a perky-paced lesson that will benefit students and not waste learning time. (Ready. Begin, Get ready. Read, Okay, stop.)

4.) Efficient Use of Teacher Talk- Script provides an abundance of teacher talk that shows that teacher knows exactly how to lead the lesson and how to make every moment count during the teaching and learning process.

5.) Perky Pace- This pace will be used throughout the entire lesson to ensure that every minute is used for learning and not wasted by pausing and confusion on the teacher’s part.

6.) My turn- Together- Your Turn Format- Students will use this format when reviewing sounds and words that are difficult in the passage as well as through (teacher read. Choral read. Partner read. Independent read) techniques.

7.) Cumulative Review- As lesson begins, teacher will review difficult sounds and words and explain how those sounds and words will be found throughout the passages during the lesson today (“Remember how we already know these sounds? Well, today we are going to use them in the passages we read”).

8.) Systematic Error Instruction- When errors occur, teacher will stop and return to “my turn, together, your turn” format in order to ensure understanding and success. In addition, teacher will point out fluency errors or misuses during partner and independent reading so students are aware of the importance of following the fluency strategies and tips for their own benefit.

9.) Teaching to Success- In order to teach to success, all of the above evidence-based practices will be utilized in order to make sure that all students come out of the lesson understanding the materials.

10.) Student Motivation- Teacher will explain how learning these strategies will help us become better readers and writers. Students will be motivated by what they will be able to do after this lesson and how much their reading and writing abilities will increase through increased fluency. Additionally, students are many times recording and graphing their own progress, which allows them to be a main part of their own progress in reading fluency. It is motivational.