Blanca Gonzalez 10/30/10 Current Class: Third Grade Retention/Inclusion Class Demgraphics: Four boys and four girls. Subject: Reading and Language Arts
*(I had tear three students a couple of years back and prepared them for the DIBELS Test. So a lot of my strategies for teaching fluency comes from Dibels preparation.)
What would your instruction look like?
Rationale/ Goal: In order for students to read accurately and automatically they need to read fluently. The goal of this lesson is to increase student’s fluency by doing multiple reads. Through repeated reading students become more comfortable with the words and increase their sight vocabularies. Through this they are able to focus more on comprehending the story. So,they are split up into groups by reading abilities determined by STAR, FAIR and ORF. Students can be assessed for fluency by one minute reads. The students will use fluency charts to keep up with their progress. After stories are read 3 or 4 times, assessed, timed and then recored on their fluency chart, only then a new book/story is introduced.
Fluency Time Sheet: Name:________________________ Date:_______________ Title of Book:_____________________________ 1st timed reading:___________________ 2nd timed reading:___________________ 3rd timed reading:___________________
Name of Stopwatch Holder:____________________________
How would you know the fluency levels of your students? Well, now we have the FAIR Test, and ORF. I still like to use the Dibels format of stop watches and words read per minute correctly. I base it on how many words they can read currently. Then, I try to increase that number by ,third grade WPM (words per minute) standard. For example third graders for the Fall assessment must be able to read 100 words per minute. So I work towards that goal. Students can be assessed for fluency by one minute reads.
How would you screen progress monitor or decide improvement occurred? I would use progress monitoring for sure as often as I can. Words become more difficult as themes change as the nine weeks go on. Once that goal is met and they aren't being timed, I do focus on recognizing punctuation, change in voice pitch and change in tempo in reading.
What resources would you use? Phonics Libraries, books on cd/tape and the most important small group timed dibels testing.
Blanca Gonzalez 10/30/10
ReplyDeleteCurrent Class: Third Grade Retention/Inclusion Class
Demgraphics: Four boys and four girls.
Subject: Reading and Language Arts
*(I had tear three students a couple of years back and prepared them for the DIBELS Test. So a lot of my strategies for teaching fluency comes from Dibels preparation.)
What would your instruction look like?
Rationale/ Goal: In order for students to read accurately and automatically they need to read fluently. The goal of this lesson is to increase student’s fluency by doing multiple reads. Through repeated reading students become more comfortable with the words and increase their sight vocabularies. Through this they are able to focus more on comprehending the story. So,they are split up into groups by reading abilities determined by STAR, FAIR and ORF. Students can be assessed for fluency by one minute reads. The students will use fluency charts to keep up with their progress. After stories are read 3 or 4 times, assessed, timed and then recored on their fluency chart, only then a new book/story is introduced.
Fluency Time Sheet:
Name:________________________ Date:_______________
Title of Book:_____________________________
1st timed reading:___________________
2nd timed reading:___________________
3rd timed reading:___________________
Name of Stopwatch Holder:____________________________
How would you know the fluency levels of your students?
Well, now we have the FAIR Test, and ORF. I still like to use the Dibels format of stop watches and words read per minute correctly. I base it on how many words they can read currently. Then, I try to increase that number by ,third grade WPM (words per minute) standard. For example third graders for the Fall assessment must be able to read 100 words per minute. So I work towards that goal. Students can be assessed for fluency by one minute reads.
How would you screen progress monitor or decide improvement occurred?
I would use progress monitoring for sure as often as I can. Words become more difficult as themes change as the nine weeks go on. Once that goal is met and they aren't being timed, I do focus on recognizing punctuation, change in voice pitch and change in tempo in reading.
What resources would you use?
Phonics Libraries, books on cd/tape and the most important small group timed dibels testing.