Session II: Competency 3 Reading Endorsement Training for Secondary Administrators

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Session II Competency 3Reading Endorsement
Training for Secondary Administrators

• Kathy Baich, FLaRE Area Coordinator
• kpanusba_at_mail.ucf.edu
• http//flare.ucf.edu
• Special Thanks to Catherine Bishop-Temple
• for the contribution of slides to this
  presentation.

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Follow-Up Activity Assignment 9/11/07

• Select a recent professional article on any
  aspect of assessment. Read your selected article
  prior to our next session. Complete the following
  3-2-1 strategy to focus your reading.
• Find and record 3 ASSESSMENT TERMS this group has
  already discussed.
• Find and record 2 NEW ASSESSMENT ideas, concepts
  or strategies you find in your reading.
• Write 1 question you would like to ask as a
  result
• of what you read.

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Assessment Articles

• Teaching True and To the Test in Writing
  Shelby Anne Wolfe and Kenneth Paul Wolf
• Preparing Students for High-Stakes Test Taking in
  Reading - John Guthrie
• Putting It All Together Solving the Reading
  Assessment Puzzle - Roger Farr
• The Gridlock of Low Reading Achievement
  Perspectives on Practice and Policy
  Anne McGill-Franzen and Richard Allington
• Theres More to Teaching At-Risk and Delayed
  Readers than Good Reading Instruction -
  Irene W. Gaskins

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Richard Allington

• The most compelling reason to focus instruction
  on fluency is the strong correlation between
  reading fluency and reading comprehension.

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Review Reading as a Process
Fluency
Working systems identified by the National
Reading Panel, 2000
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Defining Reading Fluency
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Kylene BeersWhen Kids Cant ReadWhat Teachers
Can Do

• Fluent readers know the words automatically,
  spending their cognitive energy on constructing
  meaning.

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Scoring Rules
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Florida Oral ReadingFluency for Grades 4-8
Student Probe
Examiner Scoring Sheet
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Measuring Accuracy and Rate

• Procedures for Measuring Accuracy and Rate in
  CBM/ORF
• Find a passage(s) of approximately 250 words
  written at the students grade placement. Submit
  the passage to a text readability formula to
  estimate its grade appropriateness.
• Ask the student to read the passage for one
  minute and tape-record the reading. Emphasize
  that the text should be read aloud in a normal
  way, and not faster than normal.
• Mark any uncorrected errors made by the student.
  Errors include mispronunciations, substitutions,
  reversals, omissions, or words pronounced by the
  examiner after a wait of 2-3 seconds without an
  attempt or response from the student. Mark the
  point in the text the student has come to after
  one minute of reading.
• Repeat steps 1 and 2 with two different passages
  (optional). If you choose to repeat the process,
  use the median or middle score for analysis.
• Determine accuracy by dividing the number of
  words read correctly per minute (WCPM) by the
  total number of words read (WCPM any
  uncorrected errors). This number will be a
  percentage. Compare the students performance
  against the target norms in Table 1.
• Determine the rate by calculating the total
  number of WCPM and comparing the students
  performance against the target norms in Table 2.

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Measuring Accuracy and Rate

• Turn to page S5-15 of the Assessing
  Reading Fluency handout.
• The section title A NOTE OF CAUTION is exactly
  250 words (including the title and excluding the
  words numbers in parenthesis) It is written at
  a grade level of 14.3 according to the
  Fleisch-Kincaid scale.
• For one (1) minute the listener will mark any
  errors and the point in the text where the reader
  stops after one minute of reading.

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Oral Reading FluencyTarget Norm Rates
Source Adapted from AIMSweb Charting the Path
to Literacy, 2003, Edformation, Inc. Available
at www.aimsweb.com/norms/reading_fluency.htm.
Data are also adapted from Curriculum-Based Oral
Reading Fluency Norms for Students in Grades 2
Through 5, by J. E. Hasbrouck and G. Tindal,
1992, Teaching Exceptional Children, 24, pp.
41-44.
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Just Read, Florida! Target Norm Rates
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Instructional Implications?

• Students making adequate progress
• Continue instruction and monitor progress
• Students not making adequate progress
• Diagnosis of phonics
• Diagnosis of phonemic awareness if results of
  phonics diagnosis indicate
• Instructional practices to increase fluency

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Reliable and Valid?

• Are the fluency measures that have been presented
  reliable?
• Are they valid?
• Why or why not?

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Developing a Common Language

• RELIABILITY-consistency in measurement-the extent
  to which to applications of the same measuring
  procedure rank persons in the same way.
• VALIDITY in assessment the degree to which the
  measure actually measures what it intends to
  measure.

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Qualitative or Quantitative?

• Are the fluency measures that have been described
  qualitative or quantitative?
• Explain your reasoning.

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Developing a Common Language

• QUALITATIVE-data that is generated in
  naturalistic settings in order to interpret
  phenomena in terms of the meanings people bring
  to them (observation).
• QUANTITATIVE-measures that describe phenomena in
  numerical terms (test scores).

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Fluency Definition

• Reading fluency is the ability to read with
• accuracy, appropriate speed and
• appropriate phrasing and expression.
• T. V. Rasinski, 2004
• Assessing Reading Fluency

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Impact of Text on Fluency

• How could the difficulty of the text impact the
  results of a reading fluency assessment?

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Levels of Performancefor Word Decoding Accuracy

• Table 1
• Levels of Performance for Word Decoding Accuracy

Independent Level 97-100 Instructional Level
90-96 Frustration Level lt90

T. V. Rasinski, 2004 Assessing Reading Fluency,
p. 6
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Matching Readers and Texts

• SUNLINK lexile, reading level, interest level,
  reading program
• Accelerated Reader grade levels
• Lexile Framework for Reading lexile
• Fountas Pinnell Leveled Book List K-8
• Microsoft Word Flesch-Kincaid Grade Level score

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Assessing Prosodic Reading
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What is PROSODY?
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What is PROSODY?

• Patterns of stress and intonation.

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Oral Reading Fluency Scale

• Reads primarily in larger, meaningful phrase
  groups. Although some regressions, repetitions,
  and deviations from the text may be present,
  these do not appear to detract from the overall
  structure of the story. Preservation of the
  authors syntax is consistent. Some or most of
  the story is read with expressive interpretation.
  Reads at an appropriate rate.
• 3. Reads primarily in three- and 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. Reader attempts to read expressively
  and some of the story is read with
• expression. Generally reads at an appropriate
  rate.
• 2. Reads primarily in two-word phrase groups
  with some three- and four-word
• groupings. Some word-by-word reading may be
  present. Word groupings may
• seem awkward and unrelated to the larger
  context of the sentence or
• passage. A small portion of the text is read
  with expressive interpretation.
• Reads significant sections of the text
  excessively slowly or fast.
• 1. Reads primarily word-by-word. Occasional
  two- or three-word phrases may occur but
  these are infrequent and/or they do not preserve
  meaningful syntax. Lacks expressive
  interpretation. Reads text excessively
  slowly. A score of 1 should also be given to a
  student who reads with excessive speed,
  ignoring punctuation and other phrase
  boundaries, and reads with little or no
  expression.

T. V. Rasinski, 2004 Assessing Reading Fluency,
p. 17
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Multidimensional Fluency Scale
T. V. Rasinski, 2004, Assessing Reading
Fluency, p. 19
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Guided Practice Usinga Fluency Measure
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What Do the Numbers Mean?
Student A
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What Do the Numbers Mean?
Student B
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LEP or ESE Students

• What factors might impact the prosody of LEP or
  ESE students?

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Improving Fluency

• Improve students knowledge of high-frequency
  words and sight words.
• Give students varied opportunities for hearing
  texts.
• Teach phrasing and intonation directly.
• Have students reread selected texts.
• Prompt, dont correct.

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Improve Students Knowledge of High-Frequency
Words and Sight Words

• Sight words are those words that students need to
  learn by sight because they dont follow regular
  decoding rules (i.e. have, does)
• High-frequency words are those words that
  students need to know by sight because they
  appear so often in texts that automatic
  recognition is helpful.
• Student Word Banks
• Word Walls
• Word(s) of the Day/Week
• Learn high-frequency words through
• LOTS OF READING!

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Give Students Varied Opportunities for Hearing
Texts

• Students need to hear fluent reading in order to
  become fluent readers.
• Read alouds
• Echo reading
• Choral reading

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Teach Phrasing and Intonation Directly

• You read the book.
• You read the book.
• You read the book.
• You read the book.
• You read the book.
• You read the book!
• You read the book?

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Have Students Reread Selected Texts

• One of the best ways to improve fluency is
  through the repeated rereading of texts (Samuels,
  1979).
• Student read instructional-leveled text.
• Prearranged number of minutes (one to five is
  fine)
• Discuss any miscues and count number of words per
  minute the student read accurately.
• Student reread the passage two more times.
• As students reread, they are focusing on
  correcting the miscues they made improving
  their phrasing and rate.

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Prompt, Dont Correct

• Often when non-fluent readers read aloud, their
  reading is interrupted not only by their own
  pauses but by other students (or teachers) who
  tell them the word that is causing the pause.
• Prompting giving the student the prompt he/she
  needs to decode the word successfully on his own.
• Can you divide the word into syllables and sound
  it out that way?
• Do you see a part of the word you recognize?
• Can you get your mouth ready to say the first few
  letters?
• What word would make sense at this point?
• Can you try sounding it out slowly to see if that
  helps?

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When I dont know what a word is I can

• Look for little words that are in it that I do
  know
• Look to see if there are parts of the word I do
  know like tion or pre-
• Go back and reread the sentence and think about
  what word would fit.
• Get my mouth ready to say the first few sounds.
• Try to sound it out.
• Try to divide it into syllables and they try to
  pronounce the syllables.
• Ask the teacher to help me with the word.
• An eighth-graderss ways for figuring out words
• Kylene Beers

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Performance Task

• Collect FLUENCY scores and documentation for
  students in three (3) of your schools AYP
  subgroups.
• (Your Intensive Reading teachers should
• have this information already completed)
• Read Toward Understanding Oral Reading Fluency by
  Strecker, Roser and Martinez
• Be prepared to discuss your findings with your
  PLC.

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Exit Slip

• Some educators view fluency as a
  prerequisiteskill, an instrument for achieving
  comprehension.
• Others argue that comprehension fosters fluency.
• Which view do you take, as it pertains to
  fluency?
• Use details and examples to support your answer.