Literacy in Action Module 5
Reading Fluency
and
Reflections on Module 4
Close and Critical Reading
CCR Reflection
Share with your table partners the result of
your work with close and critical reading.
What did you notice about the students
while employing close and critical reading?
engagement
thinking
sharing
Revisiting
Fluency in
Adolescent
Literacy
Literacy in Action
Module 5
Goals for Module 5
Participants will
• Be made aware of the importance
of fluency development for
adolescents.
• Learn strategies for developing
fluency.
• Practice fluency assessments.
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
Reading Fluency ~ A Bridge Between
Decoding and Text Comprehension
Readers must decode and comprehend to
gather information from text.
If the speed and accuracy of decoding
words are hindered, comprehension is
compromised.
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
As fluent oral readers, we
- chunk words into meaningful groups
- vary the pitch and the intonation patterns of our voice
- place stress on some words but not on others
- punctuate our speech with pauses and rising inflections
to indicate thought breaks or questions
Effective oral readers can also transfer these skills to silent reading.
Literacy Strategies for Grades 4 – 12, Karen Tankersley, ASCD
(2005)
Fluency
• the ability to read text accurately and smoothly
with little conscious attention to the mechanics of
reading.
Fluent readers read text with appropriate
• automaticity
• rate/speed
• accuracy
• prosody
• proper intonation and expression
• variation in rhythmic and tonal aspects of speech
(pitch, loudness, speed, rhythm, and pause), which
provide the spoken equivalent of written text
National Institute for Literacy, What Content Area Teachers Should Know about Literacy, p. 11
First,
Fluent readers read text with appropriate
automaticity
• rate/speed
• accuracy
Your Turn…
• Read the following excerpt silently for one minute
and count the number of words you were able to
read.
• Record the number.
• Summarize what you have read.
• Share summary with a table partner.
• Excerpt from Pale Blue Dot by Carl Sagan
Determine where your rate falls on this grade level chart.
Reading Rates
End of Grade
1
2
3
4
5
6
7-8
Oral Reading
Rates (WPM)
50-80
80 -100
100-120
120-145
145-170
170-190
190-225
Silent Reading
Rates (WPM)
55-80
80-110
110-135
135-165
165-190
190-210
210-230
Figure 6-8, Oral Reading Rates, Ch. 6 “Understanding the Fluent Reader”
Teaching for Comprehending and Fluency, Fountas and Pinnell (2006)
Fluency Challenges for Adolescent Readers
Struggling readers
- lack fluency, read slowly, and often stop
to sound out words.
- may reread sections of texts to gain
comprehension.
- may spend so much time and cognitive
energy decoding individual words that
their focus is drawn away from
comprehension.
“Important Transitions” Handout
Factors Influencing Fluency
- the level of text difficulty
- the degree of familiarity the reader has
with the words, content, and genre of
the text
- the amount of practice with the text
- the reader’s metacognitive abilities
- the reader’s motivation and
engagement
Your Turn Again…
• Read the article for one minute.
“4-Strand DNA Structure Found in Cells”
• Count the words read.
• Compare this rate to the previous rate.
What made this article more difficult to
read?
• Discuss the differences with your table
partners.
.
Fluent readers read with
appropriate prosody
•
proper intonation and expression
•
variation in rhythmic and tonal
aspects of speech (pitch, loudness,
speed, rhythm, and pause), which
provide the spoken equivalent of
written text
“Is Fluent Expressive Reading
Important for HS Readers?”
David Paige, Timothy Rasinski, Theresa Magpuri-Pavell, 2012
•
•
•
•
•
•
•
Dispelling misconceptions about fluency
Multidimensional Fluency Scale
Prosody and Silent Reading Comprehension scores
Choosing materials for prosodic reading
Wide and Deep Reading
Assisted Reading
Take Action – Choral Reading
“Oral reading prosody is related to silent reading
comprehension for secondary students”
Using the Multi-Dimensional Scale students
read orally one of the passages to a reading
partner. The partner uses the rubric to score
the reader. This will be done twice.
•
•
•
Assign a score (1 to 4 points) on each of 4
dimensions of fluency
• Expression and Volume
• Phrasing
• Smoothness
• Pace
A score of ≥ 10 ~ making good progress in
fluency
A score of ≤ 8 ~ may need additional
instruction in fluency
FLUENCY RUBRIC
Scores of 10 or more indicate that the student is making good progress in fluency.
Score _________________
Scores at or below 8 may indicate that the student may need additional instruction in fluency.
1
2
3
4
Expression and
Volume
Reads in a quiet voice as if
to get words out.
The reading does not
sound natural like talking
to a friend.
Reads in a quiet voice.
The reading sounds natural
in part of the text, but the
reader does not always
sound like they are talking
to a friend.
Reads with volume and
expression.
However, sometimes the
reader slips into
expressionless reading and
does not sound like they are
talking to a friend.
Reads with varied volume
and expression.
The reader sounds like they
are talking to a friend with
their voice matching the
interpretation of the
passage.
Phrasing
Reads word-by-word in a
monotone voice.
Reads in two or three word
phrases, not adhering to
punctuation, stress and
intonation.
Reads with a mixture of
Reads with good phrasing;
run-ons, mid sentence
adhering to punctuation,
pauses for breath, and some stress and intonation.
choppiness.
There is reasonable stress
and intonation.
Smoothness
Frequently hesitates while
reading, sounds out words,
and repeats words or
phrases.
The reader makes multiple
attempts to read the same
passage.
Reads with extended pauses
or hesitations.
The reader has many
“rough spots.”
Reads with occasional
breaks in rhythm.
The reader has difficulty
with specific words and/or
sentence structures.
Reads smoothly with some
breaks, but self-corrects
with difficult words and/ or
sentence structures.
Pace
Reads slowly and
laboriously.
Reads moderately slowly.
Reads fast and slow
throughout reading.
Reads at a conversational
pace throughout the
reading.
Model Fluent Oral Reading
Shared Reading (Handout)
Pale Blue Dot (Excerpt) by Carl Sagan
Read by Carl Sagan
https://www.youtube.com/watch?v=nl5dlbCh8lY
- Just listen to first reading
- Note inflections, pauses, phrasing, emphasis
- For second reading, follow along with transcript
and take notes on the Multidimensional Fluency
Rubric
Features of Fluency
Prosodic Features
• Pitch, loudness, speed, pause
Paralinguistic Features
• Whisper, breathiness, huskies, nasality, over articulation
Examples of Prosodic and Paralinguistic Features
• Clipped, elongated, louder, softer pause, even pitch, high
pitch, low pitch, whisper, nasality, breathiness, lip rounding
The Reading Teacher’s Book of Lists, Fry and Kress (2006), List122
Your turn…
In groups of four, take turns reading a sentence or
two from one of the paragraphs from
Pale Blue Dot.
First, read with one of the prosodic features:
• Pitch (high or low tone)
• Loudness (soft or loud voice)
• Speed (fast or slow)
• Pause (short or long)
Next, read with one of the paralinguistic features:
Clipped, elongated, louder, softer pause, even
pitch, high pitch, low pitch, whisper, nasality,
breathiness, lip rounding
Strategies and Activities to Develop
Fluent Readers
Model Fluent Reading
Kelly Gallagher’s Reading Minute
Play with Prosody
Sentence Tunes
Change Perspective
Engage in Repeated Readings
Partner Reading
Readers’ Theatre
Modeling and Repeated Reading
Choral Reading
Echo Reading
Modeling and Repeated Reading
Students need to hear explicit models of fluent reading.
Kelly Gallagher’s Reading Minute
• Collect readings appropriate to your content area
• Read orally to students one to five minutes every day
• Share an interesting reading selection (poetry,
newspaper, magazine, excerpt from current novel)
• Model fluent reading
• Students listen, then write a one-sentence summary or
thesis statement for the “Reading Minute” selection
http://www.stenhouse.com/assets/PDFs/0356ho.pdf
as described in Reading Reasons: Motivational Mini-Lessons
for Middle and High School by Kelly Gallagher
Change Prosody – Change Perspective
Put a sentence or two on the smart board or Elmo.
Have students read the two sentences from different
perspectives:
breaking news
sermon
kindly grandmother
gossip
rap
Your turn…
At your table try different perspectives with
one of the passages.
Playing with Prosody
Sentence Tunes (Handout)
The changes in meaning are due to what are called supersegmental phonemes (speech sounds or
inflection stresses that affect meaning).
Directions: Read the sentences below, emphasizing or stressing the bold word to change the meaning of
the sentence.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
I did not say you stole my red hat.
The Reading Teacher’s Book of Lists , Fry and Kress (2006), List125
Partner Reading
• Students read and reread text with partners.
• Assign partners.
• Assign text on the instructional level of the lower-level
reader.
• Teach partner reading routine.
•
Partner 1 reads first paragraph. Partner follows along.
•
Partner 2 reads the same paragraph.
•
Students briefly discuss what they just read by retelling what
happened or by identifying the main idea of the paragraph.
•
Repeat steps 1-3 until passage is complete.
• Model
• Provide guided practice
• Provide independent practice
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Readers’ Theatre
• Readers speak clearly, use appropriate volume, read
the text accurately and with expression.
• Members of the group cooperate; use rehearsal time
wisely.
Procedure
• Select materials to read.
• Develop the script.
• Assign roles.
• Practice, practice, practice
• Perform
• Discuss
Readers’ Theater Resources
http://www.literacyconnections.com/ReadersTheater.php
Notes from Reading Teachers Sourcebook (Chapter 8 Fluency)
Modeling and Repeated Reading
Students need to hear explicit models of fluent reading.
Adapted Reading Minute Activity for Module 5
• Share oral reading selection (students listen)
• Provide copies for students to follow along as you reread the selection orally to the class
• In pairs, students read the selection aloud (paired
repeated reading)
• Students time paired reading
• Note number of words read in one minute
• Record WPM on Fluency chart
• Each student writes a one-sentence summary
Choral Reading
•
•
•
•
•
•
Choose a short text (100 - 150 words)
Provide a copy
Teacher reads with expression
Students join in choral reading
Listen for rough spots
(Audio record first and last reading)
Your turn…
Practice a choral reading with the following.
“Compassion and the World”
(Handout)
“Is Fluent Expressive Reading Important for High School Readers?”
David Paige, Timothy Rasinski, Theresa Magpuri-Pavell
“Compassion and the World”
by H.H., the Fourteenth Dalai Lama
Individual happiness can contribute in a profound and effective way to the
overall improvement of our entire human community.
Because we all share an identical need for love, it is possible to feel that
anybody we meet, in whatever circumstances, is a brother or sister. No matter
how new the face or how different the dress and behavior, there is no
significant division between us and other people. It is foolish to dwell on
external differences, because our basic natures are the same.
Ultimately, humanity is one and this small planet is our only home. If we are to
protect this home of ours, each of us needs to experience a vivid sense of
universal altruism. It is only this feeling that can remove the self-centered
motives that cause people to deceive and misuse one another. If you have a
sincere and open heart, you naturally feel self-worth and confidence, and
there is no need to be fearful of others.
I believe that at every level of society—familial, tribal, national and
international—the key to a happier and more successful world is the growth of
compassion. We do not need to become religious, nor do we need to believe
in an ideology. All that is necessary is for each of us to develop our good
human qualities.
I try to treat whoever I meet as an old friend. This gives me a genuine feeling
of happiness. It is the time to help create a happier world.
Echo Reading
Echo reading will help struggling readers with fluency,
reading orally, new vocabulary, and comprehension.
All you need is a book on your student's level and a reader
for students to echo. It is a simple reading strategy to help
your students gain skills.
The Process
• All readers have a copy of the text.
• The teacher or the lead reader reads a line of text. It will
depend on the age and ability level of your students
when deciding how much to read at one time.
• While the leader reads out loud with expression and at a
good pace, the rest of the group follows along in the
text.
• After the reader reads a line or sentence, then the
students read it out loud. They try to imitate the way the
leader reads the text during echo reading activities.
Assessing Reading Fluency
Monitoring Fluency Development
• Automaticity - decoding words with minimal use
of attentional resources
• Rate/Speed - number of words read
• Accuracy - accurate decoding of words in text
• Prosody - the appropriate use of phrasing and
expression to convey meaning.
Determine where your rate falls on this grade level chart.
Reading Rates
End of Grade
1
2
3
4
5
6
7-8
Oral Reading
Rates (WPM)
50-80
80 -100
100-120
120-145
145-170
170-190
190-225
Silent Reading
Rates (WPM)
55-80
80-110
110-135
135-165
165-190
190-210
210-230
Figure 6-8, Oral Reading Rates, Ch. 6 “Understanding the Fluent Reader”
Teaching for Comprehending and Fluency, Fountas and Pinnell (2006)
NAEP Fluency Scale

Level 4 Reads primarily in larger, meaningful phrase groups.
Although some regressions, repetitions, and deviations from text may be
present, these do not appear to detract from the overall structure of the
story. Preservation of the author's syntax is consistent. Some or most of
the story is read with expressive interpretation.
Level 3 Reads primarily in three- or four-word phrase groups. Some
smaller groupings may be present. However, the majority of phrasing
seems appropriate and preserves the syntax of the author. Little or no
expressive interpretation is present.
Level 2 Reads primarily in two-word phrases with some three-or fourword groupings. Some word-by-word reading may be present. Word
groupings may seem awkward and unrelated to larger context of
sentence or passage.
Level 1 Reads primarily word-by-word. Occasional two-word or threeword phrases may occur, but these are infrequent and/or they do not
preserve meaningful syntax.
NAEP Fluency Scale



Multidimensional Fluency Scale (Handout)
• Students read grade-level passage (~250 words)
• Record reading; teacher later scores reading
• Assign a score (1 to 4 points) on each of 4
dimensions of fluency
• Expression and Volume
• Phrasing
• Smoothness
• Pace
• A score of ≥ 10 ~ making good progress in fluency
• A score of ≤ 8 ~ may need additional instruction in
fluency
“Oral reading prosody is related to silent reading comprehension for
secondary students”
– Paige, Rasinski, Magpuri-Pavell, 2012
FLUENCY RUBRIC
Scores of 10 or more indicate that the student is making good progress in fluency.
Score _________________
Scores at or below 8 may indicate that the student may need additional instruction in fluency.
1
2
3
4
Expression and
Volume
Reads in a quiet voice as if
to get words out.
The reading does not
sound natural like talking
to a friend.
Reads in a quiet voice.
The reading sounds natural
in part of the text, but the
reader does not always
sound like they are talking
to a friend.
Reads with volume and
expression.
However, sometimes the
reader slips into
expressionless reading and
does not sound like they are
talking to a friend.
Reads with varied volume
and expression.
The reader sounds like they
are talking to a friend with
their voice matching the
interpretation of the
passage.
Phrasing
Reads word-by-word in a
monotone voice.
Reads in two or three word
phrases, not adhering to
punctuation, stress and
intonation.
Reads with a mixture of
Reads with good phrasing;
run-ons, mid sentence
adhering to punctuation,
pauses for breath, and some stress and intonation.
choppiness.
There is reasonable stress
and intonation.
Smoothness
Frequently hesitates while
reading, sounds out words,
and repeats words or
phrases.
The reader makes multiple
attempts to read the same
passage.
Reads with extended pauses
or hesitations.
The reader has many
“rough spots.”
Reads with occasional
breaks in rhythm.
The reader has difficulty
with specific words and/or
sentence structures.
Reads smoothly with some
breaks, but self-corrects
with difficult words and/ or
sentence structures.
Pace
Reads slowly and
laboriously.
Reads moderately slowly.
Reads fast and slow
throughout reading.
Reads at a conversational
pace throughout the
reading.
Florida Oral Reading Fluency and
MAZE Assessments (Grade-Level Resources)
http://www.fcrr.org/forf_mazes/forf10-11.shtml
Grades 6, 7, 8, HS
MAZE Risk Levels
http://www.fcrr.org/assessment/pdf/forf-maze/Risk_Levels_Maze_6-8_1011.pdf
http://www.fcrr.org/assessment/pdf/forf-maze/Risk_Levels_Maze_912_1011.pdf
ORF Risk Levels
http://www.fcrr.org/assessment/pdf/forf-maze/Risk_Levels_FORF_6-8_1011.pdf
http://www.fcrr.org/assessment/pdf/forf-maze/Risk_Levels_FORF_912_1011.pdf
Fluency as Addressed in
MI Comprehensive Literacy Profile/Plan
http://comprehensiveliteracy.weebly.com/reading-fluency.html
Assessments
-
NAEP Oral Reading Fluency Scale
Multi-Dimensional Fluency Rubric
Oral/Silent Reading Fluency CBM
Strategies
-
Guided Highlighted Reading
Choral Reading
Readers’ Theatre (Theater)
Repeated Readings
“Is Fluent, Expressive Reading Important for High School Readers?”
Paige, Rasinski, Magpuri-Lavell
Interventions – role of automaticity of basic component skills, and how
students can instinctively associate what words look like with what they mean
- Repeated Readings for Juncture and Phrasing
Your Assignment
•
•
•
•
Provide reading fluency development with one
of your classes.
This will consist of reading fluency progress
monitoring, instructional activities, and data
collection on individual students’ fluency
development.
During the next month, you will adjust the
selected passages to challenge your students’
fluency development.
Bring your student data, a list of the activities
you used to the last module presentation.
Selection of the Passage
•
You have been provided with grade-level passages from
grade 6 to HS levels.
•
If you need lower level passages, go to the North
Carolina passages on www.missionliteracy.com
•
Begin with a passage you think all students will be able
to read fluently.
•
Have students read silently for one minute. (You time.)
•
Students mark where they finish. They record the name
of the passage and grade and how many words.
•
Students go back and highlight the words they didn’t
know.
•
Teacher explains the words that students didn’t know.
•
If a student reads the entire passage fluently, provide
the student with next level passage for the next read.
Record sheet
Name _________________________
Passage title
Grade WPM
Grade______________
Date
Words not known
Dimensions
of Fluency