Strategies that Work Teaching for Understanding and Engagement

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Strategies that WorkTeaching for Understanding
and Engagement
Workshop 9 Fluency Automaticity
Debbie Draper, Julie Fullgrabe Sue Eden
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Agenda for the morning

• 830 Introduction / overview of workshops
• Definitions of fluency / automaticity
• Development of fluency
• Assessing fluency
• Teaching strategies
• Handwriting and links to comprehension

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• Module 1 Effective Professional Learning and
  Comprehension
• Module 2Monitoring Comprehension
• Module 3Making Connections
• Module 4 Maths Comprehension
• Module 5Questioning Strategies
• Module 6Inferencing
• Module 7 Visualising and Visual Texts
• Module 8Non-fiction reading strategies
• Module 9Fluency and Automaticity
• Module 10Vocabulary

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• Module 11 Maths and Comprehension
• July 22nd (last Friday of holidays)
• Module 12 Structures and Processes for
  Comprehension instruction
• August 26th (Friday, T3, Wk 5)
• Module 13 Using Data
• September 2nd (Friday T3, Wk 6)
• EXPO 28th October
• (Friday Term 4, Wk 2)
• Module 14 Digital Comprehension
• 4th November (Friday T4, Wk 3)

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Fluency
Phonics
Successful Readers
Vocabulary
Phonemic Awareness
Comprehension
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Fluency
Phonics Phonemic Awareness Vocabulary
Comprehension
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• What do fluency and automaticity mean to you?

fluency
automaticity
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Some definitions

• Automaticity is a general term that means the
  ability to do things without occupying the mind
  with the low-level details required, allowing it
  to become an automatic response pattern or habit.
  It is usually the result of learning, repetition,
  and practice.

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Back to Work After Many Years
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Some definitions

• Fluency is reading (and writing) with no
  noticeable cognitive or mental effort. It is
  having mastered word recognition skills to the
  point that they do not require conscious
  attention.

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The Banana Test

•  There is a very, very tall coconut tree and
  there are 4 animals, 
• a lion  a chimpanzee  a giraffe 
• .....AND... 
• a squirrel   
• They decide to compete to see who is the fastest
  to get a banana from  the top of the tree.Who
  do you guess will win? Your answer will reflect
  your personality. So think carefully . .
  .           Try and answer within 30
  seconds.          

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•  If your answer is  

Lion you're dull Chimpanzee you're
dense Giraffe you're a complete
moron Squirrel you're hopeless
A COCONUT TREE DOESN'T HAVE BANANAS. 
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What Is Fluency?

• Speed Accuracy Fluency
• Reading quickly and in a meaningful way (prosody)
• Decoding and comprehending simultaneously
• Freedom from word identification problems
• Fluency is derived from the Latin word fluens
  which means to flow
• Smooth and effortless reading

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Some definitions

• Automaticity is defined as fast, accurate and
  effortless word identification at the single word
  level. The speed and accuracy at which single
  words are identified is the best predictor of
  comprehension.
• Fluency, on the other hand, involves not only
  automatic word identification but also the
  application of appropriate prosodic features
  (rhythm, intonation, and phrasing) at the phrase,
  sentence, and text levels.

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Deslea Konza Fluency 0704 minutes
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Levels of Fluency
Texts
Passages Paragraphs
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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http//reading.uoregon.edu/big_ideas/flu/index.php

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Texts
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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(No Transcript)
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Texts
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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d
k
f
h
b
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(No Transcript)
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Texts
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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Word Recognition

• High Frequency Words
• Sight Words
• Onset-rimes (word sorts, drills)
• Prefix / Suffix
• Syllables
• Root words word families linked to
  etymological strategies
• Word Walls rapid reading

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Prefix Suffix
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Syllables

1. Closed syllables that end in a consonant e.g.
   rabbit
2. Open syllables that end in a vowel e.g.
   tiger
3. Vowel silent usually long vowel sounds e.g.
   compete
4. Vowel digraphs ai, ay, ea etc e.g. boat
5. R-controlled when a vowel is followed by r,
   the letter r affects the sound of the word e.g.
   bird, turtle
6. Consonant le the consonant and the le
   form the final syllable e.g. table, little

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Word level
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(No Transcript)
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http//www.oxfordwordlist.com/pages/
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Texts
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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African Elephant
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Common phrases
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Texts
Phrases
Words
Letters
Sounds
Rapid Automatic Naming
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it has been proven beyond any shade of doubt
that skilful readers process virtually each and
every word and letter of text as they read. This
is extremely counter-intuitive. For sure,
skilful readers neither look nor feel as if
thats what they do. But thats because they do
it so quickly and effortlessly. Almost
automatically with almost no conscious attention
whatsoever, skilful readers recognise words by
drawing on deep and ready knowledge of spellings
and their connections to speech and meaning.
In fact, the automaticity with which skilful
readers recognise words is the key to the whole
systemThe readers attention can be focused on
the meaning and message of a text only to the
extent that its free from fussing with the words
and letters.
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Intonation Punctuation

• ABC? DE. FGH! I? JKL. MN? OPQ! RST! UV? WX. YZ!
  123. 4! 567? 89. 10!

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What can fluent readers do?

• Read every letter in every word.
• Read almost every word.
• Perceive letters in chunks recognise high
  frequency letter combinations.
• Apply syllabication strategies to divide lengthy
  words with little conscious analysis.
• Use punctuation correctly.

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What can fluent readers do?

• Read fluently with adequate speed, phrasing,
  intonation their reading sounds like theyre
  speaking.
• Apply their knowledge of orthography to help
  identify unknown words they encounter.
• Activate, apply their extensive vocabulary.

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What can fluent readers do?

• Use their knowledge about the structure of
  written text to anticipate words as they read.
• Rely little on contextual information because
  word recognition is rapid, automatic and
  efficient.
• Construct meaning as they read.

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Partner Activity
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Prosody Matrixor A Six Dimension Fluency Scale

• Phrasing
• Smoothness
• Pace

Work in pairs Read Article Assess Swap Roles
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Text Strategies
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Modelled Read a piece of text to
students. Model fluent and dysfluent
reading. Read with speed but no expression
etc. Talk about what is happening with students.
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Increasing Your Students Reading Fluency 1-3
0119
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Shared Read text fluently. Ask students to read
with you. Practise and provide feedback. Use a
fluent reader as a model.
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Guided

• Model reading aloud in guided reading
• Use strategies such as paired reading (fluent
  reader with less fluent reader)

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Independent

• Provide opportunities for
• Repeated readings
• Choral Reading
• Echo Reading
• Paired Reading
• Readers Theatre
• Timed trials with charting

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Fluency Activities 0332
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http//reading.uoregon.edu/big_ideas/flu/flu_featu
res.php
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(No Transcript)
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Why assess fluency?

• Oral reading fluency measures are valid have
  been found to predict results on high stakes
  reading comprehension tests
• Benchmarks for satisfactory reading rates are the
  same regardless of reading programme
• Benchmarks help teachers identify who is at risk
  for below year level performance

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Assessing Fluency
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Assessments

• DIBELS Dynamic Indicators of Basic Early
  Literacy Skills Good and Kaminski, Univ. of
  Oregon
• https//dibels.uoregon.edu/measures/materials_sign
  up.php
• Test of Word Reading Efficiency Torgesen, Pro-Ed
• Gray Oral Reading Test IV

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DIBELS subtests

• Letter naming
• Initial sound fluency
• Phoneme segmentation
• Nonsense word fluency
• Oral reading fluency
• Word use fluency
• Oral retelling

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Creating a plan for fluency instruction and
practice

• Assess students
• Identify children at risk
• Identify specific needs and group children for
  instruction (i.e. accuracy, automaticity at word
  level, or rate fluency in connected text)
• Provide explicit instruction in automaticity and
  fluency as well as opportunities for practice.
• Monitor progress

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Rate and Fluency Guidelines
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Effective fluency building instruction rests on
three critical decisions

1. Selecting appropriate instructional tasks (i.e.,
   letter sounds students can produce accurately but
   not fluently).
2. Scheduling sufficient practice (multiple
   opportunities per day).
3. Systematically increasing the rate of response.

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Australian Curriculum English

• References to Fluency

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(No Transcript)
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Australian Curriculum English

• References to Handwriting

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Fluency

• handwriting

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Why handwriting?
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a
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Warm Ups
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Explicit Instruction

• Name
• Sound
• Formation

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(No Transcript)
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(No Transcript)
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Rotation (in pairs)
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For Older Students
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What is quality?

• Think about quality hotels.
• What makes them five star?

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(No Transcript)
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OK . What do you think five star handwriting
would look like?
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Criteria
Starting point
Size
Slope
Shape
Spacing
Style
Speed


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12 Rules for Good Cursive Handwriting

• Many people do not know that 'Cursive' just means
  'Joined-up'. It is not the name of any particular
  style.
• These rules apply to all Western handwriting
  regardless of the so-called copybook style.

by Christopher Jarman M Ed, Dip Ed, Cert Ed.
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1. Good writing is based on a pattern of ovals
and parallel lines.
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2. All lower-case letters start at the top
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3. All the downstrokes are parallel
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4. All similar letters are the same height
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5. All downstrokes are equidistant
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6. The space between wordsis the width of the
small letter o.
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7. Ascenders and descenders are no more than
twice the height of small letters, preferably
less.
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8. Capital letters are no higherthan the
ascenders, preferably less.
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9. Lines of writing are far enough apart for
ascenders and descenders not to touch.
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10. Letters which finish at the top join
horizontally.
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11. Letters which finish at the bottom join
diagonally.
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12. Letters which finish ona stroke moving left,
are best left unjoined.
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Agenda for the morning

• 830 Introduction / overview of workshops
• Definitions of fluency / automaticity
• Development of fluency
• Assessing fluency
• Teaching strategies
• Handwriting and links to comprehension

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Feedback

• https//www.surveymonkey.com/s/ComprehensionFeedba
  ck
• https//www.surveymonkey.com/s/juliefullgrabe
• https//www.surveymonkey.com/s/debbiedraper