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Reading Endorsement - Competency 2: Application of Research-Based Instructional Practices
In this course teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
Grade Level: 3rd Inclusion/Resource
ReplyDeleteSubject: Reading
Population Make Up: The student population that I work with is a group of 7 ESE students and 1 retained student (4 girls and 4 boys). 7 of these students are learning disabled (LD) and1 general education student. 1 student is speech impaired and 2 of the students are ESOL level 1 and 3 are ESOL level 2.
Instruction will consist of reading the story of the week The Ballad of Mulan:
Day 1: Instructional Procedure:
-Reading: The Ballad of Mulan, p.56-85 (audio)
Day 2: Instructional Procedure:
-Re Read text with students (Popcorn)
Day 3: Instructional Procedure:
-Re Read text with students (Jump-in read)
Day 4: Instructional Procedure:
-Re Read text with students (You Read, I read)
Day 5: Instructional Procedure:
-Re Read text with students (All Together Now)
Day 6: Instructional Procedure:
-Re Read text with students (Choral Read)
Student fluency levels are identified during the beginning of the school year through programs such as FAIR and AR. Students are monitored through RIC lab on a daily basis. Information is passed onto the teacher when requested or when needed. Student reading progress is also closely monitored during whole group classroom instruction and DI. As part of home learning activities, each student is expected to read for 30 minutes per night and log their responses to what was read on a reading log. Students are also expected to re-read text for the entire week as a way to help build fluency.
Progress is screened through close monitoring during the week. All students will be given the opportunity to read for the teacher to hear and decipher if they have been practicing their required amount of reading. During DI instruction, students are given progress monitoring activities from such programs as FCRR.
Another resource that can be used is Voyager. The Voyager program can be accessed through the teacher protal and comes equipped with a teachers guide and assessment materials. The VIP (Vital Indicators Assessment), assess Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, Reading Connected Text and Retell Fluency.
Juliette Hinds
My instruction would deal with information literacy skills and with responsible and ethical online behavior. The emphasis would be on netiquette, search, and internet ethics. Students would read an article explaining what netiquette is and be asked to identify and define key terms. As a class, we would read and respond to 25 different netiquette scenarios. Each student would read one scenario out loud and then paraphrase in his/her own words what the scenario is asking. The student would then give a response, describing the proper ethical solution for the scenario. The class would type up each scenario and record their responses on their computers as we went over all the scenarios. Progress would be monitored based on the students’ improvement in the clarity of their reading, paraphrasing, and responses to the scenarios. The Internet would be a valuable tool I would use to teach the students.
ReplyDeleteBlanca 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.
Assigment week 7.
ReplyDeleteOne week lesson plan on Fluency.
Lesson:
"Developing fluency through recognition of punctuation."
Objective:
Students will recognize the importance of punctuation marks and what they are used for to improve their fluency and expression in oral reading.
Assessment:
Students will read a passage out loud to determining their knowledge of proper punctuation.
Activity:
1- Teacher chooses a passage and reads it out loud with proper expression. Next have the students identify all the types of punctuation in the passage and make sure they know the name of each mark.
2- The teacher chooses another passage and have a student read the words, while another student says only the name of the punctuation marks. This will force the student to attend to where the marks are and wait for the other student to identify them.
3-Use large numbers of passages and have one student read only narratives, have another student identify punctuation, and another read words inside quotation marks.
4- Discuss proper expression for each mark and the effect it may have on the meaning of the sentence if it is changed or ommitted.
5-Make students read the passage without having the punctuation marks identified.
6- Continue with the regular individual oral reading and evaluate how the students attend to punctuation.
7- Choose a different stories each day of the week.
Grade level: 3-6
Situation:
Whole class or small groups.
Resources:
Any grade level reading text or book that each student has access to a copy.
The grade level is seventh grade and students are independently reading at a 4th-5th grade level. I would make sure to test my students in oral reading fluency prior to creating activities. For my particular class a lot of students need fluency. Day one I would model how they will be able to time each other and explain that fluency is not speed, it has to do with intonation and prosidy. Then on day two I would introduce the maze passage and have students time each other and record the unknown words or words they have problems with in order to go back to them later. On day three, I would have students continue timing themselves and after reading they can answer comprehension questions. Based on their score then I will continue addressing the importance to record their words and reading as if they were having a conversation. Students will continue to time themselves and record their words. On day four I will model readers theater and then students will create a maze passage into a readers theater piece and rehearse it. On day five students will perform their script in a group. I would use narrative text, maze creator and timer.
ReplyDeleteGrade 5
ReplyDeleteInclusion
Reading / Langugae Arts
Within a 5 day week of instuction I use a variety of strategies that assist with fluency such as:
1. The first thing I usually use before even attempting to read the story orally is the audio version of the story. This helps the children simply listen and become familiar with unknown words and assists with comprehension. Once they understand the text they may be able to read it more fluently.
2. Waterfall reading: where each child reads eith 1 paragraph or 1 sentence and then the next child jumps in.
3. Choral Reading: I choose a paragraph and we all read it aloud at the same time and disect it afterwards.
4. Small groups: I have the students sit in groups of 2-3 and start reading the stroy to eachother. I then walk around and join in each group for about 4-5 minutes and listen to the reader. However, when I am not there the other students do assist.
I know what my students fluency level is with the help of various tools such as FAIR and Accelerated Reader given various times throughout the year. Monitoring reports from the Reading Intervention Lab that my students attend and Monitoring of oral reading and/or timed erad alouds within the differentiated instruction group.
Resources that I have found very helpful is the use of my phonics library and leveled intervention guides within the guidede reading groups. The use of books on tapes. As well as the Accelerated Reader program and Success Maker program. All f which are rotated and used during differentiated instruction.
Grade: 1st/2nd - inclusion (I teach 2nd grade to 1st and 2nd graders)
ReplyDeleteDay One: After reading the title, students independently do a picture walk of the story. They are encouraged to use their schema to predict a story line.
Day Two: Teacher introduces vocabulary by demonstrating words / using using them in sentences / having students use them in sentences. Teacher reads selection (I read)to students, checking frequently for comprehension.
Day Three: Echo read selection (we read)
Day Four: Choral read selection (you read)
Day Five: Vocabulary and comprehension evaluations
At the beginning of the years, all students take a Star Reading Test. I personally start them at the lower end of the range to allow them room to grow, without getting frustrated. The students start participating in Accelerated Reader, moving up one level at a time. They are also required to participate in "Ticket to Read" (first graders) and "Reading Plus" (second graders).
The progress is monitored (fluency) through weekly reports (first graders will be allowed access to Reading Plus half-way through the year).
Spanish Intermediate - 7th grade
ReplyDeleteWhat would instruction look like?
Keeping in mind that students must have multiple exposures to aword to learn it well I would try to use a variety of reading activities.
How would you know fluency levels of students?
I would start by making them read dialogs and see their intonation, pronunciation and comprehension. I would group them by fluency levels. It is important to select appropriate material for each group.
How would you screen progress?
Students will follow activities that develops the four skills of language, listening, speaking, readding and writing, Everyday would be a chance to measure their good reading skills.
What resources could you use?
I would support reading learning , building home school connection to become involved in reading development.
Day one - Decoding practice, vocabulary learning.
Day two - Listening comprehension audios - vocabulary concept maps.
Day three- Modeling reading and repetition in choral reading.
Day four - Reread stories on their own,practice in role playing by groups.
Day five - Questions and answers to verify comprehension and assess fluency.
In my class we do alot of popcorn reading as well as silent reading. I teach social studies so alot of reading is required. My main focus for the students during reading is to understand the main idea and be able to explain the reading in their language. I use reading focus questions that they need to read before reading the passage so that they know what they are looking for and it keeps them on the look out for main points. Occasionally give pop quizzes on the reading by I find that they dont do well them. I also use groups to read and outline a section and present it to that class. And they are graded for there presentation
ReplyDeleteGrade:1
ReplyDelete19 students,3 ELL
Grade 1
Taking into consideration that fluency is vital to comprehension,the reading program that we are utilizing at present has incorporated effective practices to develop fluency in first grade students.On Monday and Tuesday, students listen to teachers read aloud and during the rest of the week students read aloud, do choral reading and read among themselves.Even though first graders work on improving their fluency(accuracy,rate,prosody), the major emphasis is on accuracy rather than on rate.
I meet with my small groups on several occasions during the week, they read aloud texts of different levels of difficulty that permits me evaluate their progress. Sometimes I measure their progress by calculating their reading fluency (# of words read correctly per minute).Fluency is also assessed three times a year (FAIR) and this assessment is utilized to determine students' progress and to set instructional goals for each student.
What resources could you use?
I could use leveled books(choral, repeated, and partner reading),computer-based/tape-assisted reading(model reading), readers theater (rehearsing and reading a play) and home reading.
The basis for fluency instruction is providing multiple opportunities for students to read the same text. I would begin by selecting an independent level text for students using their running records data. On Monday in small group I would introduce the text and the high frequency words from the text. I would read aloud the text modeling fluency. I would create a fluency goal (including wpm) for each group based upon independent reading level. Students who met their goal would be able to read book aloud to class. On Tuesday I would do an echo reading activity during small group instruction. Wednesday students would share books with a classmate by reading them aloud. On Thursday students would read their book independently answering comprehension questions. On Friday students would read aloud for me for their fluency assessment, where I would listen for prosody and time them for wpm. As part of home learning for the week students would read the story aloud to family members collecting signatures.
ReplyDeleteIsrael Dominguez
ReplyDeleteSection 7
What would your instruction look like?
There are 6 children, in grades7 and 8 in my ESE science, social studies, and math classroom. I have the children for first and fourth periods. 7 of the children are at supported level, with and IQ between 55 and 69. The other two are learning disabled with an IQ from 69 to 80. 4 of the children are Asian and 2 are African American.
This group of children are able to do group work with vary many distractions; however, it is till best to do whole group instruction with traditional classroom seating in rows. When we do group work or pair work, the seats are arranged accordingly. I do have a Science activity and journaling center, a reading center, and a math activity center. When work is completed, the children can choose an activity center to participate in. There is also a book shelf with grade specific subject matter books, on the back wall. Children can also choose a book from these shelves to read.
How would you know the fluency levels of your students?
The children were all tested within the past year on the GATES, and the STAR. The class average reading level is 2.9. The reading levels range from 1.9 to 4.6. The children who are learning disabled, also took the FCAT. All children scored a level one on the reading portion of the FCAT.
What resources would you use?
Computer, videos, library books.
Grade: 8
ReplyDeleteSubject: Earth/Space Science, Honors 9th Grade
Population: 82 Advanced/Gifted students; 24% FCAT Reading Level 3, 3% Level 2, 1% Level 1.
Fluency instruction in my classroom would focus on new vocabulary and tying it in with the objectives of the lesson. I would begin with introducing each vocabulary word, practicing each and then tying it in with the objectives, so the students know when to listen for them during the lecture. The words would be used frequently within the lecture. Following lecture, we always have either small group discussion or some sort of problem solving where the students are required to use the new vocabulary. This is a normal class day for me. If I were to add the reading element into it, the only thing I can think to introduce from the sample lessons is partner reading, where the students practice reading portions of the text or perhaps an article they are assigned to continue problem solving.
To assess their fluency level, presumably, they have no exposure to the new words. Following the lecture, I can listen to their discussions and follow their comprehension of the concepts, assessing fluency by their use of the words. In this manner I would also be screening, monitoring, and deciding whether or not the students had improved.
To implement more reading strategies like this, I would have to make more use of the text provided with the class, continue to find interesting articles for the students to read, utilize graphics for the students to discuss in the concepts within the context of problme solving, and I could even use cloze activities, Hangman, and Jeopardy games to assess their lexical growth.
Lab reports are always great for assessing, and perhaps having students read their introductions to each other would also be a good activity in encourage comprehension and fluency.
Grade: 10/11
ReplyDeleteSubject: ESOL 1; FCAT level 1
Sample: 23 students (retakers)
1.What would instruction look like?
I would use the fluency activities in the Edge Fundamentals. These activities are addressed to improve phrasing, intonation and expression.In the first 2 days, I would have students listen to the passage on the CD and then practice the text aloud, then reading it silently and reading it to a partner. In the second half of the week, I would have the students read and I would record the times and accuracy.
2. In order to know the fluency levels of the students I would use the FAIR, which is administered 3 times a year and /or the ORF.
3. I would monitor the progress using different lesson plans available at FCRR.org under the subheading EMPOWERING TEACHERS, e.g. a Fluency Instructional Routine to improve phrasing and expression using different small passages.
4. I can use resources at Just Read, Florida, the FCRR website and the exercises found in the Appendix of the Edge Fundamentals I am presently using in the class.
Fluency
ReplyDeleteThird Grade
15 Students
Subject: Reading
Define a week or longer of instruction incorporating fluency activities for your class.
I will make teaching fluency a part of my every day instruction. We will read a literary passage with focus on rhythm and how to change voice patterns for different punctuation. I will also apply some of the strategies learned in our class such as choral reading and readers theater.
How would you know the fluency level of your students?
According to the research that I did, I found that to determine the students’ present reading fluency levels we can do the following: First, find a grade-appropriate text that they have not yet read, such as a basal reader, and ask individual students to read a passage aloud for one minute. Second, calculate the words correct per minute (wcpm) by counting the number of words a student reads, and then subtract the number of errors from the total words read. For example, if a student read 60 words per minute but she read seven words incorrectly, then her wcpm for the passage is 53. And finally, have students read the same passage three times, and record the wcpm each time. The final wcpm score should be an average of these three scores.
How would you screen progress, monitor or decide improvement has occurred?
One way to screen the student progress is by assessing their rate, accuracy and prosody (rhythm and intonation of speech). The assessment should effective in monitoring student progress and as well as determining changes in instructional strategies.
What sources could you use?
I will use some of the strategies listed in the first questions along with echo reading (I would read a passage with proper pronunciation and intonation. Then, I will read one sentence and ask the student to read the sentence imitating what was model to them. Resources that I use would be short stories, poems and literary passages.
Luz Garcia Language Arts self-contained class, grades 6,7, and 8.
ReplyDeleteSession 7 Fluency
Class population: 21 V.E. students, self-contained class, four 8th graders, eight 7th graders, and nine 6th graders. I have one 6th grade esol 1 student and one student that does not take the FCAT. I have 4 students that are on a low first grade reading level. The FCAT scores are all 1's.
Student fluency levels are identified at the beginning of the year through FAIR and Acelerated Reader. Some of my students were not able to score on the AR. All of my students have the Reading plus intensive reading class. Student progress is monitored closely in the reading class and also by interim assessments given. I decide if improvement has ocurred in my class by observation and oral quizzes.
Resources that I use are Compass Learning, Voyager, Brain Pop, and Mongo Mon for my very low readers. I also use discovery learning to teach class. The students absolutely love to go to computer Lab on Fridays. They enjoy the Disovery Learning short films.
Monday: Mondays are dedicated to FCAT in my school. I have now started reading short passages with my students and they answer the comprehension questions, also finding the main ideas. After lunch we do part or all of the lesson hands on. For example, I gave them a short passage on the eight parts of speech. Then after lunch ,we made the main idea chart for the eight parts of speech, so they read it then they write it. Now that I'm taking the Reading Endorsement class, I'm trying to find everything I do on Discovery Learning so they can also watch it on film. I have them to read to each other, jump in reading, and choral reading whenever I can.
Wednesday: I streamed a movie on my computer from Discovery Learning, "Animal Alphabet". Then I read the comprehension questions to the students. The class overall did better than usual. It is hard for them to pay attention for a long time, but they paid attention for at least a straight 20 minutes. For this class, this is astounding.
Friday: Computer Lab: My students who are better at reading do Compass Learning Odyssey, voyager, and Brain Pop. They love it. The lower readers do the Mongo Mon program which is Reading from A-Z and I have a hard time tearing them away for lunch. This program is really helping my ESOL 1 student.
SPED 1
ReplyDeleteGrade Level 3rd Grade Inclusion/Resource
Subject Area - Reading
Population - 3 males (retainee)FCAT level 1, 1 male SLD, FCAT level 1, 4 females, FCAT level 1.
Instruction procedures for one week based on the story Anthony Reynoso: Born to Rope.
Day 1. Develop background about tradictions, and prepare to read.
Day 2. Introduce vocabulary from page 185 with a graphic organizer activity.
Day 3. Echo Reading page 162-170. Model reading and question for comprehension.
Day 4. Grammar activity to identify and categorize proper nouns.
Day 5. Read page 171-179. Comprehension development with discussion and clarifying.
Students fluency level are identified from FAIR data. Student read 1 or 2 books each day and take a AR test to determine fluency and comprehension. Students are also given fluency accessment using Voyager.
Independent and small group activities from FCRR are use to monitor student progress. I walk about and listen to students read to decipher fluency, as well as the amount of time students are reading at home.
The support of the reading coach and distict curriculum resource specialist are my most valuable resources. This resource support help me effectively plan engaging activities to support student learning.
Session 7
ReplyDeleteFluency Lessons
Grade: 9
Subject: Intensive Reading/Reading Plus
Student level: Level 1
Day 1:
SIPPS level placement test
FCRR Fluency Lesson: Word Parts- Speedy Lessons
Objective- The student will gain speed and accuracy in reading syllables.
Day 2:
SIPPS Lesson
FCRR Fluency Lesson: Word Parts- Affix Wiz
Objective- The student will gain speed and accuracy in reading affixes.
Day 3:
SIPPS Lesson
FCRR Fluency Lesson: Phrases-Fleeting Phrases
Objective- The student will gain speed and accuracy in reading phrases.
Day 4:
SIPPS Lesson
FCRR Fluency Lesson: Phrases-Phrase Haste
Objective- The student will gain speed and accuracy in reading phrases.
Day 5
SIPPS Lesson
FCRR Fluency Lesson: Phrases-Reading Chunks
Objective- The student will read with proper phrasing, intonation, and expression in chunked text.
What would instruction look like?
Instruction would begin by first administering the SIPPS placement test. Then according to SIPPS level the day’s lesson will begin with a SIPPS activity to practice and review phonics. Then the students will either work independently or with a group or partner in the FCRR Fluency lesson of the day.
How would you know the fluency levels of your students?
I would have administered the ORF (oral reading fluency test) to determine how many words per minute my students are reding.
How would you screen, progress monitor, or decide improvement occurred?
By administering the interim assessment, FAIR assessment, and monitoring their progress on the Reading Plus Program.
What resources would you use?
FCRR/FAIR, Reading Plus, SIPPS, EDGE, Interim Assessment, etc.
Ninth Graders
ReplyDeleteMostly 3s and 4s on the FCAT reading
What would instruction look like?
We have independent reading at home and during the first 15 minutes of class, then they must discuss what they have just recently read in detail.
How would you know the fluency levels of your students?
Depending on their take of the individual text, the words they use to express their comprehension, and how they connect it to a concept/ experience/ other.
How would you screen, progress monitor, or decide improvement occurred?
I would be able to monitor their progress in their double entry journals, presentation and discussion.
What resources could you use?
Timed readings, independent reading novels/ assignments, Reading plus, the use of context clues and reading strategies, higher order thinking questions and response, and reader’s theater.
Fluency in Reading is essential to be an effective reader. In a mathematics classroom fluency is important, however, designing a week’s long lesson is nearly impossible. On the contrary if I were a Language Arts instructor a week’s long lesson would be perfect in teaching and acquiring background knowledge by providing research based information. In example, let’s say I were to teach the novel “The Color Purple” The weeks lesson on acquiring a student’s fluency level and gain background knowledge will be as follows:
ReplyDeleteDay 1-Students will complete and activity called “Word Sort” in which students will receive a stack of terms in which they will create an organization of the terms.
Day 2 – Students will participate in a Choral Reading activity on a piece that talks about culture in the 1930 in Southern America.
Day 3 – Because some the Dialect is difficult in the novel “The Color Purple” we will create an activity in which the students will try repeat reading for some commonly used sayings and terminology used in the 1920’s through 1940’s.
Day 4 – We will look for a story and ask to create a Reader’s Theater piece that they can create from a passage on the Southern Life in the 1930’s for African Americans.
Day 5 – Students will present their pieces to the class in a whole group setting.
By Participating in these activities we can discover the students fluency level in how they are able to pick up the dialect introduced and or used throughout the novel and the time period. By monitoring the student’s progress of fluency in the oral reading participation of the novel we can implement some interventions strategies to address their fluency needs. Also, by playing an oral version of the book would allow the students to gain better fluency of the novel as well.
nflores
ReplyDeleteA fluency classroom would entail students engaged in various active reading strategies ( time-reapeated reading, buddy reading, echo reading, etc) to determine rate, accuracy, and intonation, and coupled with comprehension.
Using an Oral Reading Fluency passage, one can track students level, there are also other types of assessments that determine fluency levels (i.e: FAIR-Florida Assessments for Instruction in Reading).
Using ORF passages and progress monitor as needed, as lomg as sufficient time for instruction and reteaching has occurred.
FAIR Toolkit; any passage that meets the criteria for usage , ORF passages from informal reading assessments.
nflores
ReplyDeleteHow will this inform your instrucion?
Assessing students is very important,teachers must first determine each student's current reading ability in order to set students's reading goals.
What does this affirm in your instructional decision?
After assessing the students, it will affirm their reading level and we can determine who is on grade level or who are those students that need extra remediation to try to get them on or close to grade level.
What questions does this article generate for you?
What materials can be use for students that reach high school and do not know how to read at all. How do you teach a reading class with students that have no knowlege of reading and your principal wants you to teach rigoris .
Day one: Teacher models fluent reading using a short selection
ReplyDeleteDay two: Teacher will repeat read the same selection, this time students will echo read the selection back to the teacher
Day three: Students will use pair up and read the passage to each other
Day four: Students will create their own readers theatre version of the selection and present it to the class.
Day five: Students will demonstrate their fluency over the piece with one on one's with the teacher.
I would get to know my students fluency level by listening to them read and writing down the mistakes they make, then put those mistakes to a chart. I would redo the same chart at the end of the week to look for improvements. Other than the FCCR website, which has a lot of good things for fluency I also have a textbook called 'Guided Comprehension' that has many good activities.
I worked as an interventionist for two years using the Voyager program. The following activities reflect the strategies I added to the everyday class. My students showed a tremendous growth.
ReplyDelete4th grade
Day 1: Pre-test assess the students using a one minute test to record their speed rate. On these day I have data chats with the students and showed them where they were and what they have to do to increase the amount of words they read per minute. We set a goal for the end of the week e.g. if the student read 49 wpm at the end of the week he needs to increase to 59 wpm. Usually they read more.
I Introduced the sight and words/ working with words: the short vowel sound. Highlight the vowels in the word and underlined them as well. They have to say the words after me. We read the sight words and make a mini spelling contest to spell out the words. They always got very excited on this part! After that they looked out the passage to find the sight words and highlighted them, especially the most difficult part of the sight words for them to pronunciate. Then I introduce the passage, we skimmed it, looked the pitures, made predictions and set a purpose to read. After that I read the passage once modeling to them the entonation, prosody and rate, second time we read it together and they have to mimmic me, third time they read it to me. Last, they read to each other taking turns. After that I asked questions to check comprehension.
I gave them homework everyday: they need to read at home to someone at loud and they need to record the WPM, at least five times daily.
Day 2: Same procedure but adding three new sight words, and revising short vowels again.
Day 3: On this day it adds a /sh/, and /th/ sound on the sight words and the y at the end of the word like shy, my, etc. In working with words /st/, /sl/, /sh/.
Day 4: Add four more words and we revised the old ones the students write on wipe boards and they write sentences using the spelling words to share with the group.
Day 5: Post-test and spelling test. They check to see if they met their goals and I also left time always to celebrate their achievements.
6th grade Adv.Language Arts
ReplyDeleteFcat Reading Scores 3 & 4
Timed Reading
Passage Title
start time______end time______ Wpm______ Correct answers_________
This lesson is everyday during the first 10-15 min. Students practice reading short passages to increase their fluency. They use Timed Reading books which has a chart to check how many words they read per minute. They work in pairs to do repeated readings of the same passage and record their times. They switch roles and time one another in an effort to decrease the amount of time needed to read the passage. They record time read and wpm in their notebooks.
Assessment:
When they finish reading the passage, they have 10 m/c questions which they answer without going back to the pasage. We review all the Q/A and they check their own work. This is how I check fluency and comprehension with all my students. After reading 10 passages they go back to check their progress and write a reflection journal.
Level 1 Beginner's French Class.
ReplyDeleteIn this lesson the students would be set in groups and they would create a dialogue or a skit utilizing vocabulary we've discussed in class of a particular them for example, birthdays, food, parts of the body, and then they would come up and read their text to the class, when the students are done reading their brief passages, I would go ahead and question the audience about what was being spoken about picking out specific questions for specific answers, including if the answer to a question is not understood, the audience may ask the presenters for clarification or help in responding to the comprehension/ vocabulary questions. IN this manner I can assess auditory, visual, written and oral comprehension in the classroom. I would use a rubric for these aspects and grade accordingly.
Grade Level: 10th grade (ESE class level 1)
ReplyDeleteSubject: Reading
Assessment: FAIR and ORF Data
Week Lesson: Reading story “Hip-Hop as Culture” and “I am Somebody”.
Day 1: Instructional Procedure:
-Reading: “Hip-Hop as Culture” pgs 136-138 (I read, you read)
Day 2: Instructional Procedure:
-Reading “Hip-Hop as Culture” pg 139-142 (jump in-read)
Day 3: Instructional Procedure:
-Tracking “ Hip- Hop as Culture” (audio)
Day 4: Instructional Procedure:
-Read “I am Somebody” (choral reading)
Day 5: Instructional Procedure:
-Fluency timed reading sheets from story (Paired Reading/Repeated Reading)
Progress Monitoring and Assessment will be done weekly with fluency sheets directly from the story ORF timed readings on Fridays. Also FAIR Monitoring will also assess rather improvement was made. Further resources could be found on Edge portal if you teach Edge, FCRR website and Oral Fluency Passage generator website.
What would fluency activity look like in your classroom?
ReplyDeleteI provide my student with the opportunity to read/read, choral read, buddy read all with effortless and expression.
How would you know the fluency level of students? Measure the number of words correct per minute read fiction/non-fiction passages. Give them the OFA 3 times a year.
What resources could you use ?
FAIR, FCRR, Scholastic Fluency Kit and Sanchez class.com.
Grade Level: 2nd grade
ReplyDeleteSubject: Reading
Instruction will consist of reading the story of the week
Day 1: Instructional Procedure:
-Reading: Fluency practice with phonics readers
Day 2: Instructional Procedure:
-Read text with students and fluency practice with leveled readers
Day 3: Instructional Procedure:
-Re Read text with students
Day 4: Instructional Procedure:
- students re-read text and fluency practice with leveled readers
Day 5: Instructional Procedure:
-Re Read text with students (All Together Now)
Student fluency levels are identified during the beginning of the school year through programs such as FAIR, AR, and baseline assessments. Student reading progress is closely monitored during whole group classroom instruction and DI. As part of home learning activities, each student is expected to read for 30 minutes per night. Progress is monitored during the week through DI activities. All students will be given the opportunity to read for the teacher to hear and decipher if they have been practicing their required amount of reading. During DI instruction, students are given progress monitoring activities from such programs as FCRR. Materials used are: phonics readers, vocabulary readers, the text, and leveled readers. Another resource that can be used is Voyager. The Voyager program which is used as an intervention in the primary grades focuses on phonics and reading instruction. Voyager also has a checkpoint that can be used to check for progress.