Classroom Action Plan (CAP) #2
Research-Based Reading Instruction – Reading Fluency
Grades 1-3
Implementation Goal: To develop an understanding of students’ oral reading fluency by
administering a classroom based reading assessment and delivering research-based,
culturally responsive reading instruction.
IMPLEMENTATION TASKS
Part 1 – Reading Fluency Assessments
Test of Word Reading Efficiency – 2 (TOWRE-2) - Administer to at least 5 students as
presented and discussed in class. (Materials: Timer, Protocol, and 2 student cards).
1. The assessment consists of two subtests:
o Phonological Decoding Efficiency (PDE): this assesses the ability of the
student to quickly and accurately read aloud progressively more difficult
phonologically regular pseudowords.
o Sightword Efficiency (SWE): this assesses the reader’s ability to quickly
and accurately read aloud progressively difficult regular words.
The administration time for each subtest is exactly 45 seconds.
NOTE: If the student scores greater than 6 on the PDE AND/OR greater than 10 on
the SWE then proceed to the Grade Level Reading Passage. If not, you may stop
here.
Grade Level Reading Passage – Administer to at least 5 students as presented and
discussed in class. (Materials: Timer and Grade Level Reading Passage).
1. Instruct the student to read the passage aloud and afterwards, you will ask
them some questions about the story.
2. Two measures for fluency and one measure of comprehension will be
gathered from this reading:
a. Time of Reading: Using a stopwatch or other timing device, have the
student read as much of the passage as they can for 3 minutes. Carefully
record where the student stops reading by making a line next to the last
word. Record the Total Number of Words
b. Miscues: While the student is reading, record the number of miscues.
Mispronounced words, words in the text omitted by the reader, and words
inserted into the text by the reader are all considered a miscue. Mistakes
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1
made by the reader that are self-corrected are not considered a miscue.
Simply note the miscue, DO NOT attempt to record what was or was not
read. Record the total number of reading miscues.
c. Comprehension: After the student has finished reading the entire passage
(or at least 1/3 of the passage for our struggling readers), have them
silently read each of the five questions about the story and give you the
answer aloud (a, b, c, or d). If the student doesn’t know, have them guess.
Use the Classroom Data Sheet (attached) to record all of your testing results.
DUE: Session 5
_________________________________________________________________
Part 2 – Reading Fluency Instructional Strategy – Whole Class Choral
Reading
Implementation Task - Implement Whole Class Choral Reading to your class using the
steps outlined below. Refer to the ppt and Paige (2011) article for additional information.
PRE-TEACHING PREPARATIONS
Identify a text selection for your Whole Class Choral Reading. Keeping in mind the
following
a. Grade level***
b. Long enough to provide good fluency practice
c. Culturally relevant
d. Short article, poem, etc.
TEACHING STUDENTS HOW TO PARTICIPATE IN
WHOLE CLASS CHORAL READING
Strategy Steps: Day 1 (Typically a Monday but not always)
1. BEGIN by putting the text selection in context and explain the purpose of whole
class choral reading.
2. INTRODUCING NEW WORDS: The teacher briefly reviews the correct
pronunciation of words that may be unfamiliar to students.
3. MODELING & FIRST READING: The teacher asks students to pay attention to
how s/he uses punctuation and phrasing (commas, question marks, etc.) for correct
prosody, or voice intonation while reading the selected passage aloud. Students are
asked to read along silently from their copy of the text selection while the teacher is
reading aloud.
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2
4. SECOND READING: After COMPLETING Step 2, the teacher informs students
that they will begin reading aloud and in unison (the whole class together), and that
they should start after the teacher counts down from 3.
 Teacher then says “Begin reading at 3 – 2 – 1.”
 Teachers leads the students by reading aloud in a strong voice, being careful to
read at a moderate rate (speed) so that everyone can keep up.
 While reading aloud teacher should walk about the room to ensure that
everyone is reading. Teacher also should listen for any words and/or phrases
that students have difficulty with for possible re-teaching (as we did in Step 1).
5. NEW WORD REVIEW: After the first whole-class reading the teacher should
review any words or phrases with which students had difficulty.
6. THIRD READING: Teacher explains to students that we will be reading the SAME
TEXT another time and that they should read a little louder this time as the teacher will
be reading a little softer. Teacher begins class reading with 3-2-1 countdown and
monitors class reading while walking the room. You may use echo or antiphonal reading
if desired.
Strategy Steps: Day 2-5 (Typically Tuesday through Friday but not always)
The same passage is to be read once each day by the whole-class.
You may use echo or antiphonal reading on Wednesday through Friday, if desired.
CAP #2 Report due Session 8 to your Instructor
(Hard copy submitted in class)
Submit the following to your instructor:
 2-3 page summary of the Assessment Administration for Reading Fluency that
includes:
o An introduction and explanation of the Grade Level Reading Passage and
the TOWRE-2. (5 pts)
o An analysis of each assessment (6 pts)
 2-3 page summary of the Implementation of Whole Class Choral Reading
(WCCR) that includes:
o Explanation of the implementation of WCCR (5 pts)
o Description of observations of the students and the learning context during
implementation (5 pts)
 1-2 page reflection using Valli’s Types of Reflection (5 pts) – Choose the three
most appropriate types of reflection for what you did in CAP #2
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
Literacy Project Coaching Documentation (4 pts)
Total points = 30
*Rubric will be provided
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Classroom Data Collection Sheet
School Name:
Grade: 1 2 3 (circle one)
Teacher Name:
Fall 2014
Reading
Time
Student Name (please print)
PDE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
SWE
(in Seconds)
Total
Words
Read
Miscues
Comprehension
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
180 sec
KEY: PDE & SWE: Enter total words read correctly in 45 seconds; Reading Time = Students will be reading for a total of 3
minutes only. Total Words Read: Enter the total number of words read at the end of the three minute reading. Miscues: enter
the total number of words mispronounced, words inserted into the text, and words in the text that were not read. Self-corrections
are not miscues. Comprehension = the number of questions answered correctly.
Comprehension answers: 1st Grade: 1) a 2) b 3) b 4) c 5) b 2 nd Grade: 1) b 2) d 3) a 4) c 5) d
3rd Grade: 1) b 2) a 3) d 4) d 5) a
Scoring for non-reader or students unable to finish a test: Students who are either non-readers or who are
unable to finish a test provide important information and it’s critical we capture this data! For both non-readers and
those unable to finish any test, enter zero “0” for the PDE and SWE; enter “Non-Reader” for Reading Time and Miscues;
enter zero “0” for Comprehension.
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5
Reading Fluency: Classroom Action Plan (CAP) Report Rubric
Criteria
Administering
the
Assessment
(5 pts)
Meets
Expectations
__Introduction includes
thorough and clear descriptions
of the context and background
and behavior of the students
assessed.
__Explanation of the procedure
for administering the Grade
Level Reading Passage and
TOWRE-2 to 5 students is
thorough and clearly written.
__Research-based terms are
used accurately and consistently.
Analysis
of the
Assessment
(6 pts)
Implementing
the
Instructional
Strategy
(5 pts)
Observations of
Students and the
Learning
Environment
(5 pts)
Reflection
Using
Valli’s (1997) Types
of Reflection
(5 pts)
Literacy Project
Coaching
Documentation
(4 pts)
Approaching
Expectations
__Introduction includes description of
the context and background and
behavior of the students assessed, but
some information is not clear.
__Explanation of the procedure for
administering the Grade Level Reading
Passage and TOWRE-2 to 5 students is
complete but some sections are not
clear.
__Research-based terms are used but are
either not accurate or lack consistency.
Does Not Meet
Expectations
__Introduction of the context
and background and behavior of
the students assessed is not
complete.
__Explanation of the procedure
for administering the Grade
Level Reading Passage and
TOWRE-2 to 5 students is not
complete.
__Explanation of the analysis of
the Grade Level Reading
Passage and TOWRE-2 is
accurate and thorough.
__Explanation of the analysis of the
Grade Level Reading Passage and
TOWRE-2 is accurate but not
thorough.
__Research-based terms are not
used accurately and consistently.
__Explanation of the analysis of
the Grade Level Reading Passage
and TOWRE-2 is neither
accurate nor thorough.
__Research-based terms are
used accurately and consistently.
__Research-based terms are used but are
either not accurate or lack consistency.
__Research-based terms are not
used accurately and consistently.
__Explanation of
implementation of Whole Class
Choral Reading is thorough and
clear, and includes all required
elements:
__Text Selection in context
__Introducing new words
__Modeling & Day 1 reading
__Day 2 reading
__New word review
__Days 3-5 readings
__Explanation of implementation of
Whole Class Choral Reading is provided
but some elements are not clear,
particularly:
__Text Selection in context
__Introducing new words
__Modeling & Day 1 reading
__Day 2 reading
__New word review
__Days 3-5 readings
__Explanation of
implementation of Whole Class
Choral Reading is missing many
required elements, particularly:
__Text Selection in context
__Introducing new words
__Modeling & Day 1 reading
__Day 2 reading
__New word review
__Days 3-5 readings
__Description of observations
of students during the Whole
Class Choral Reading is detailed
and clear.
__Description of observations of
students during the Whole Class Choral
Reading either lacks detail or is not clear.
__Description of observations
of students during the Whole
Class Choral Reading is neither
detailed nor clear.
__Observations for all 5 days
are included.
__Reflection is thoughtful,
detailed, and clear.
__Description identifies at least
3 types:
__Technical Reflection
__Reflection-in-action &
Reflection- on-action
__Deliberative reflection
__Personalistic Reflection
__Critical Reflection
__ All required literacy project
coaching documentation
submitted
__Observations for at least 4 of the 5
days are included.
__Reflection is thoughtful but lacks
detail or clarity.
__Description identifies less than 3
types:
__Technical Reflection
__Reflection-in-action &
Reflection- on-action
__Deliberative reflection
__Personalistic Reflection
__Critical Reflection
__Some required literacy project
coaching documentation submitted
Copyright © Fall 2014 JCPS/BU Literacy Project
All rights reserved. Created by: T.Magpuri-Lavell
Score
__Observations for 3 days or
less out of 5 are included.
__Reflection lacks depth and is
not clear.
__Description does not identify
the types of reflection.
___None of the required literacy
project coaching documentation
was submitted
6
__/30
Valli’s 5 Types of Reflection
Valli, L. (1997). Listening to Other Voices
Type
Content of Reflection
Technical Reflection
General instruction and
Matching one’s own
management behaviors that are performance to external
based on research on teaching guidelines
Reflection –in and –on action
One’s own personal teaching
performance
Basing decisions on one’s own
unique situation
Deliberative Reflection
A whole range of teaching
concerns, including students,
the curriculum, instructional
strategies, the rules and
organization of the classroom
Weighing competing
viewpoints and research
findings
Personalistic Reflection
One’s own personal growth
and relationship with students
Listening to and trusting one’s
own inner voice and the voice
of others
Critical Reflection
The social, moral, and political Judging the goals and purposes
dimensions of schooling
of schooling in light of ethical
criteria such as social justice
and equality of opportunity
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Quality of Reflection
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