Fluency Intensive Workshop

1
Fluency Intensive Workshop

• Presented by
• Holly Bordwell and Alisha Shushan
• Rio School District

2
1st Grade EOY District Fluency

• Benchmark Strategic Intensive
• 04-05 16 27 57
• 05-06 33 24 43
• 06-07 29 24 47

3
What To Do?

• Studied Chapters 4 and 16 in Fluency Instruction
  Research-Based Instruction, Timothy Rasinski
• Explicit, systematic explanation and instruction
• Modeling and demonstrations of fluent reading
• Guided oral reading practice on a regular basis
• Assessment of oral reading fluency progress
• Students read accessible text repeatedly
• Small group instruction
• Sight word review for automaticity
• Spelling pattern review
• Intensify and accelerate learning

4
Organization

• 30 minute sessions
• 6 students per group 3 groups per school
• Students scoring 25th - 50th percentile
• Theme 5/6 fluency passage
• Instructional Reading Level CD/EFG
• Assessments
• Entry/Exit Theme 10 Word List/Fluency passage 1
• Ongoing 1 minute read for accuracy and rate
  every 10 days (Theme 5-6 / 7-8 / 9)
• April 14 - May 30 (7 weeks/5 days per week)

5
Instructional Organization

• Two - 5-day cycles per Theme
• Theme 5-6, 7-8 and 9
• Word work HFW Routine
• Repeated Reading - Spelling pattern review
• Word work Writing - Spelling pattern review
• Rereading

6
1st 10-Day Outcomes
7
2nd 10-Day Outcomes
8
Theme 10 Entry and Exit Scores
9
WCPM Theme 10 Entry - Exit Scores
10
Entry and EOY Scores
11
WCPM Entry - EOY Scores
12
1st Grade EOY District Fluency

• Benchmark Strategic Intensive
• 04-05 16 27 57
• 05-06 33 24 43
• 06-07 29 24 47
• 07-08 38 25 37
• Students with both Theme 5 and EOY scores
• 07-08 35 23 42
• All students

13
2nd Grade Follow-upPercentage of Scores Themes
1-3
14
3rd Grade Fluency Workshop

• 30 minute sessions / 4 days per week
• 6 students per group - All below 25th percentile
  as of Theme 2 SCOE fluency passge
• Assessments
• Entry Dibels Benchmark 2
• Ongoing Dibels Passages 4 - 6
• Exit Dibels Benchmark 3
• Mid October - Late January (Total of 28
  instructional days)

15
Instructional Organization

• Repeated Readings
• Echo Read
• Choral Read
• Paired reading/Independent reading
• Decoding Strategy Practice
• Spelling pattern focus
• Blending routines (VCV, VCCV)
• HFW RAN board practice
• Explicit modeling/Guided practice
• CFU/Corrective Feedback and student
  self-reflection

16
Outcomes 28 instructional days
17
What We Think We Have Learned

• Fluency can be explicitly and directly taught
• Explicit, direct instruction using repeated
  reading, phonic decoding strategy and word work
  on a daily basis over 4 7 weeks has a
  positive effect on fluency rate and accuracy
• Teacher modeling and corrective feedback are an
  important part of the instructional process
• Fluency growth is sustained after the workshop
• With some tweaking the fluency workshop will
  most likely work across grade levels
• The workshop, as designed, most easily fits into
  an after school program or reading teacher model