Fluency Builders Reading For all Learners

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Fluency BuildersReading For all Learners

• Written By Dr. Alan Hofmeister
• Presented by Kathy Warnick

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Audience

• Students who read at a 3.5 reading level
• Fluency builder books are leveled beginning at
  3.5-4.0 in Book 1
• Readability levels page 14 of your Instructors
  Manual

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General Information

• Select samples of text from the Fluency
  Assessments for the story or chapter you would
  like to teach
• Depending on the outcomes proceed with the
  appropriate instruction (steps for determining
  students needs will follow)

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General information contd

• The following are not recorded as errors
• Mispronunciations of Proper nouns
• Repetitions
• Self-corrections

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General Information contd

• 97 accuracy standard is recommended
• Students with less than 80 accuracy on
  Assessment Text Samples may be in need of
  decoding instruction that precedes fluency
  instruction.

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Materials Needed

• Fluency Builder books
• Instructors Resource Manual
• Blackline Masters
• Journals
• Timer
• Data sheets found in blackline master
• 3x5 cards for homework (optional)

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Step 1 Book Walk Prediction

• Conduct a book walk
• Discuss and make predictions
• Have students write a prediction in their
  journals.
• Provide the prompt I think the
  book The Gold of Eagle Island will
  be about

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Step 2 Review Vocabulary from Previous Chapter

• Instructor reviews10 most difficult words from
  previous chapter
• If students have difficulty with words not
  listed, they should be added to step 6

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Step 3 Fluency and Accuracy

• Instructor models fluency skills by reading the
  first paragraph at an appropriate pace
• Approximately 120 WPM
• Students should read 10 times their age
• i.e. 11 years of age x 10 110 wpm
• After instructor models fluency, students practice

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Step 4 Oral Comprehension Checks

• The teacher generates questions to elicit student
  responses
• Questions may include the following
• What is the main idea?
• What is the motive?
• How do you suppose the main characters
  feel/think about/?

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Step 5 Reading with Expression

• Students practice reading individual paragraphs
  with expression
• Make it a fun experience!
• Let students experiment with accents, intonation,
  and different character voices
• Demonstrate reading with pauses to build interest
  and anticipation
• FOCUS ON EXPRESSION NOT ACCURACY

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Step 6 Vocabulary Review for the New
Chapter

• The teacher and group prepare a list of the new
  chapters most difficult words
• Students are given time to look for difficult
  words
• Bring students back together and compile a list
  of the 10 most difficult words

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Step 6 (contd.)

• Students make a list of the 10 vocabulary words
  on a 3x5 card
• 3x5 card put in students homework envelope
• Student reviews words at home
• 3x5 card signed by parent and returned the next
  day

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Step 7 Read the Chapter

• Students read the new chapter practicing fluency,
  accuracy, and expression
• Students read in a popcorn pattern, where they
  get to establish the rules
• OR
• Students read in a pattern established by the
  teacher choral, popcorn, etc.

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Step 8 Individual Rate and Accuracy Assessment

• Assign students how, where, why, who, or what
  questions to write in their journals
• Students write the question and the answer
• While students are writing their questions, the
  teacher conducts1-minute individual timings.

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Comprehension

• Comprehension questions are included in the
  instructors manual ?
• Students should achieve 80 or above before
  moving on to the next chapter

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Lesson Practice Lets Try It!

• Follow the steps
• Step 1 Book Walk Prediction
• Step 2 Review Vocabulary from Previous Chapter
• Step 3 Fluency and Accuracy
• Step 4 Oral Comprehension Checks
• Step 5 Reading with Expression
• Step 6 Vocabulary Review for the New Chapter
• Step 7 Read the Chapter
• Step 8 Individual Rate and Accuracy Assessment

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How is our Fluency in Teaching Fluency

• Learning outcomes
• Ah has
• Ease of use
• Questions???
• Final thoughts