Institute on Beginning Reading II Enhancing Accuracy and
Institute on Beginning Reading II Enhancing Accuracy and Fluency with Connected Text Instruction in Core Reading Instruction For Each Student Assessment For All Students Instruction Goals
Acknowledgments § Oregon Department of Education § Institute for the Development of Educational Achievement, College of Education, University of Oregon § U. S. Department of Education, Office of Special Education Programs Simmons, Harn, & Kame'enui © 2003 2
Content Development Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education University of Oregon Beth Harn, Ph. D. University of Oregon Michael D. Coyne, Ph. D. University of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon Nicole Sherman-Brewer Oregon Reading First Simmons, Harn, & Kame'enui © 2003 3
Copyright § All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited. Simmons, Harn, & Kame'enui © 2003 4
IBR Foundational Features: Translating Research into Practice : e d i w l o o Sch & All h c a E Prev entio n Orien ted Res Foc ults use d y l l a c i f i t n e i Sc d Base Simmons, Harn, & Kame'enui © 2003 5
IBR Guiding Questions 1. 2. 3. Today’s Focus 4. 5. 6. Goals: What outcomes do we want for our students in our state, district, and schools? Knowledge: What do we know and what guidance can we gain from scientifically based reading research? Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? Outcome Assessment: How far do we need to go to reach our goals and outcomes? Core Instruction: What are the critical components that need to be in place to reach our goals? Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Simmons, Harn, & Kame'enui © 2003 6
Objectives: What You Will Learn and Do The objectives of today’s session are to: 1. Understand the importance of accuracy and fluency in connected text reading in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 7
What is Accuracy & Fluency with Connected Text Reading? § The ability to translate letters-to-sounds-towords fluently, effortlessly. La. Berge and Samuels (1974) described the fluent reader as "one whose decoding processes are automatic, requiring no conscious attention" (e. g. , Juel, 1991). Such capacity then enables readers to allocate their attention to the comprehension and meaning of the text. Simmons, Harn, & Kame'enui © 2003 8
What is Accuracy & Fluency with Connected Text Reading? § A fluent reader’s focus is on understanding the passage by reading each word accurately and with speed to enable comprehension. Fluent reading is not speed reading. Simmons, Harn, & Kame'enui © 2003 9
Why Fluency is Important? § Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). Simmons, Harn, & Kame'enui © 2003 10
Why Fluency is Difficult § Fluency is not an end in itself but a critical gateway to comprehension. Fluent reading frees resources to process meaning. § Fluent reading is dependent on the accurate development of components skills (letter sounds, vocabulary, comprehension). § Fluent reading requires ample opportunities to engage in successful reading experiences. Simmons, Harn, & Kame'enui © 2003 11
Definitions § Automaticity: The ability to translate letters-to-sounds-towords fluently, effortlessly. La. Berge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text. § Fluency: The combination of accuracy and speed. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression. § Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent. Simmons, Harn, & Kame'enui © 2003 12
What the Research Says About Fluency § Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). § Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000). § If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001). Simmons, Harn, & Kame'enui © 2003 13
What the Research Says About Fluency Fluent readers § § Focus their attention on understanding the text § Synchronize skills of decoding, vocabulary, and comprehension § Read with speed and accuracy § Interpret text and make connections between the ideas in the text Nonfluent readers: § Focus attention on decoding § Alter attention to accessing the meaning of individual words § Make frequent word reading errors § Have few cognitive resources left to comprehend Simmons, Harn, & Kame'enui © 2003 14
What the Research Says About Fluency § Successful readers. . . § rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words. § process virtually every word they read. § use letter-sound correspondences to identify words. § have a reliable strategy for decoding words. § read words numerous times to build instant recognition. Simmons, Harn, & Kame'enui © 2003 15
What the Research Says About Fluency § The development of oral reading fluency: Simmons, Harn, & Kame'enui © 2003 16
What Skills Does Fluency Include? § Accurate and efficient skills in: § Letter-sound correspondences (alphabetic understanding) § Blending sounds to form words (alphabetic principle) § Word identification (regular and irregular) § Word knowledge or vocabulary § Comprehension monitoring Simmons, Harn, & Kame'enui © 2003 17
What Skills Does Fluency Include? 1. Produces letter-sound correspondences (1 per second) Begins in kindergarten and is a goal in grade 1. § Example: Given a set of letters, the student can produce the associated sound within 1 second. 2. Reads sight words automatically. (Grades 1 and 2) § Example: Given a set of irregular words in a set or in a passage, can identify words in 1 second or less. 3. Reads connected text fluently § Example: See DIBELS progressive benchmarks. Simmons, Harn, & Kame'enui © 2003 18
What Skills Does Fluency Include? Simmons, Harn, & Kame'enui © 2003 19
Reviewing Curriculum Maps § Review the curriculum map for your grade to answer the following questions: § What are the high priority skills for the next 3 months? _______________ § What other skills may be necessary to teach before the high priority skills? ___________________________ § What skills do you predict to be difficult for some children? _____________ Simmons, Harn, & Kame'enui © 2003 20
First Grade Curriculum Map Simmons, Harn, & Kame'enui © 2003 21
Second Grade Curriculum Map Simmons, Harn, & Kame'enui © 2003 22
Third Grade Curriculum Map Simmons, Harn, & Kame'enui © 2003 23
Next Section: Objective 2 Objectives of today’s session: 1. Understand the importance of accuracy and fluency with connected text reading in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 24
Using DIBELS to Assess Fluency § § To evaluate how students are responding to instruction, each DIBELS measure has an established goal. DIBELS Oral Reading Fluency (ORF) uses three levels to describe student reading performance: Low Risk Some Risk At Risk Simmons, Harn, & Kame'enui © 2003 25
Skill Descriptors ORF Scores are Described In Terms of Risk Status: § Low Risk: Student has met or exceeded the benchmark value for the measure. § Implication: Current instructional program is meeting the child's needs. § Some Risk: Student is at-risk for not meeting the next critical benchmark. § Implication: Modify instructional program and monitor performance more often (1 -2 x month). § At Risk: Student is at significant risk of not meeting the next critical benchmark without significant changes to the instructional program. § Implication: Modify instructional program significantly and monitor performance more often (2 -3 x month). Simmons, Harn, & Kame'enui © 2003 26
Using DIBELS to Assess Fluency § DIBELS are sensitive to changes in student performance § Short-duration: Each measure is brief and permits frequent monitoring without detracting from instructional time. § Sensitive: Each measure is designed to detect small units of growth. § Repeatable: Each measure has 20 alternate forms for monitoring progress. Simmons, Harn, & Kame'enui © 2003 27
Using DIBELS to Assess Fluency § Each measure is designed to assess accuracy and fluency § Accuracy: How well does the child perform the skill? § Fluency: How easily or quickly does the child perform the skill? § The best way to gather this information is to use the student booklets and examine responses to the task. Simmons, Harn, & Kame'enui © 2003 28
Using DIBELS to Assess Fluency DIBELS Measure Used to Assess Fluency: § Oral Reading Fluency (ORF) at the beginning of the year. Interim or progressive benchmarks by grade: § 2 nd: 44 Correct words per minute § 3 rd: 77 Correct words per minute Simmons, Harn, & Kame'enui © 2003 29
Assessing Accuracy & Fluency With ORF Examine Student Booklets for Patterns § How well does the child perform the skill? § Accuracy § Fluency § General reading patterns: ü Not Accurate: student makes many word reading errors or is provided words after the 3 -second wait. ü Accurate but Slow: student reads words with over 90% accuracy; however, many hesitations, repetitions, and ü Fast but Not Accurate: student makes many word reading or word substitution errors. ü Fluent Reading: student reads with good speed and accuracy. Simmons, Harn, & Kame'enui © 2003 30
Assessing Accuracy & Fluency With ORF § When analyzing student performance, look for patterns: § Specific word types, sight words, or other words read correctly and incorrectly. § Hesitations, self-corrections, repetitions § Rule out articulation, hearing difficulties, or having a bad minute! Simmons, Harn, & Kame'enui © 2003 31
Assessing Accuracy & Fluency With ORF § How easily and quickly does the child perform the skill? § How many words did the student read correctly? § How many errors did the student make? § Determine accuracy of reading by dividing the number of words read correct by total words read. § 45 words correct / 57 total words=79% accurate Simmons, Harn, & Kame'enui © 2003 32
Assessing Fluency with ORF: Terry § § § How well is Terry reading? § Accurate but slow How easily can he perform the skill? § His skill is emerging! Instructional implication? § Fluency building and sight word instruction maybe appropriate Simmons, Harn, & Kame'enui © 2003 33
Assessing Fluency with ORF: Dan § How well is Dan reading? § Making many word reading errors. § Reads at a slow pace. § How easily can he perform the skill? § Labored approach § Instructional implication? § He needs intensive instruction in decoding, irregular word reading, and advanced word reading. § Check alphabetic principle skills with NWF. Simmons, Harn, & Kame'enui © 2003 34
Application Activity § Work in small groups to complete two additional ORF case scenarios to determine instructional implications. Simmons, Harn, & Kame'enui © 2003 35
Next Section: Objective 3 The goals and objectives of today’s session are to: 1. Understand the importance of accuracy and fluency with connected text reaidng in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 36
Two Ways to Enhance Core Instruction 1. What we teach: Design § § § 2. Sequence of skills and strategies Task factors Curriculum maps How we teach: Delivery a) Demonstrate explicit steps and strategies b) Model multiple examples c) Provide multiple opportunities to practice d) Structure ample review and opportunities for learning Simmons, Harn, & Kame'enui © 2003 37
Design: How Should Fluency Skills Be Sequenced? Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. ______________________ _ Simmons, Harn, & Kame'enui © 2003 38
Design: How Should Fluency Skills Be Sequenced? Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. ______________________ _ Simmons, Harn, & Kame'enui © 2003 39
Design: How Should Fluency Skills Be Sequenced? Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. ______________________ _ Simmons, Harn, & Kame'enui © 2003 40
Building Fluency with Connected Text Reading § Effective fluency building instruction involves three critical factors: 1. Selecting appropriate instructional tasks (i. e. , letter sounds or words students can produce accurately but not fluently). 2. Scheduling sufficient practice (brief, multiple opportunities per day). 3. Systematically increasing the rate of response (developing individual goals such as 20 wpm, 30, 40, etc). Simmons, Harn, & Kame'enui © 2003 41
Building Fluency with Connected Text Reading § For fluency instruction to be appropriate, the student must be able to complete the skill with a high level of accuracy (>90%) § Before focusing on fluency, ensure the student has adequate accuracy of the skill (e. g. , knows majority of words, text consists of words known to the child). Simmons, Harn, & Kame'enui © 2003 42
Building Fluency with Connected Text Reading § Fluency building should be scheduled frequently within and across days. § Examples: § Repeated reading of a passage § Brief drill of the “ 5 High Frequency Words of the Week” for 2 minutes 3 times a day § Quick review of letter sounds for 2 minutes after each recess § Peer tutoring (within or across grades) Simmons, Harn, & Kame'enui © 2003 43
Building Fluency With Connected Text § For Kindergarten through 3 rd Grades: § Preview the material to be read § § Discuss the story/topic to activate background knowledge Identify and teach words that are barriers to comprehension (i. e. , words specifically related to the material) Identify and teach words that students haven’t been taught to decode or read (irregular words) Kindergarten and 1 st Grades: § Repeated choral reading (teacher reads first, then teacher reads aloud with the group, and students read again). Simmons, Harn, & Kame'enui © 2003 44
Application Activity § Write down two skills that your students need to build fluency in to improve their accuracy and fluency in reading connected text: Simmons, Harn, & Kame'enui © 2003 45
How We Teach: Modifications to Enhance Core Instruction § Our curriculum review indicates that many programs need the following instructional enhancements: Demonstrate explicit steps and strategies 2. Model multiple examples 3. Provide multiple opportunities to practice 4. Structure ample review and opportunities for learning 1. Simmons, Harn, & Kame'enui © 2003 46
Demonstrate Explicit Steps & Strategies § Model all steps or strategies necessary to complete the task successfully. § Factors that affect student learning: § § Clear and concise teacher wording § Modeling and showing before asking § Providing feedback For fluency building, focus on providing models and corrective feedback on performance Simmons, Harn, & Kame'enui © 2003 47
Model Multiple Examples § Provide multiple models and examples before asking students to perform the skill. § To build accuracy and fluency, children must have the skill modeled before they practice. § Fluency is predicated on accurate and repetitive practice. Simmons, Harn, & Kame'enui © 2003 48
Provide Multiple Opportunities to Practice § Opportunities to practice a skill is a powerful predictor of student learning (Howell & Nolet, 2001). § Provides timely feedback to student understanding. § Methods to increase opportunities to practice include: choral responding, small group instruction, providing individual turns. Simmons, Harn, & Kame'enui © 2003 49
Structure Ample Review and Opportunities for Learning § Provide students systematic opportunities to review previously learned skills. § The practice needs to be sufficient, distributed across time, and cumulative § Fluency building activities can be brief (2 -3 minutes) and distributed throughout a day § Fluency building is only appropriate for skills that students are highly accurate Simmons, Harn, & Kame'enui © 2003 50
Programmatic Gaps in Fluency § Many core programs do not provide sufficient activities for developing accuracy and fluency with connected text reading. The most common approach in many programs is to use partner reading, independent rereading, or teacher rereading of text. § The following examples are either: § Program reported fluency building; or § Program materials modified for fluency building Simmons, Harn, & Kame'enui © 2003 51
Evaluating A Lesson Kindergarten Example: Sound Review § Put the following letter sounds in the pocket chart for review: s, l, o, p, m, a, t, r, i, b, c, f, g, and h. Point to each letter and ask for a volunteer to say the sound the letter makes. Simmons, Harn, & Kame'enui © 2003 52
Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 53
Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Model each sound first Increase opportunities say the sounds Simmons, Harn, & Kame'enui © 2003 54
? s t n e m e c n ha Lesson En. Fixed-Up r e t t e e l c i t h c c a a r e p d o t e l s e i t i n u t § Mode r o p p fo o r e b m u n he following letter sounds in the t d e l b u o D § Put the § pocket chart for review: s, l, o, p, m, a, t, r, i, b, c, f, g, and h. Point to each letter and say the sound and have the children repeat. After going through each sound once, mix up the letter cards and have the group tell you the sound in a flash-card format. Repeat as time allows. Simmons, Harn, & Kame'enui © 2003 55
Evaluating A Lesson First Grade Example: Reading Beginning Text § Partner Reading: After reading the decodable book “Tom the Cat” to the class, have students read with their partner. Encourage partners to build fluency by rereading the book. As they read, one partner should read the oddnumbered pages and the other the even numbered pages. Simmons, Harn, & Kame'enui © 2003 56
Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 57
Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Increase support by having more models Have students read the story more then once Simmons, Harn, & Kame'enui © 2003 58
? Fixed-Up Lesson s t n e cem Enhan rt o p p u s er h k c o a o e b t e e §re. Partner Reading: After decodable s th reading the a e h c g i c t u n c o I r a r § h t p o have students lsthe Cat” to the t e s d e o i t i m book “Tom class n u te t r u o b i p r t p s o i f o § D read with r e b m their partner. You lead the students u n e h t e l b u o D § through the re-read a page at a time by reading the page first as students follow along. Next have one partner read the same page to the other. The first time through, one partner should read the odd-numbered pages and the other the even numbered pages. § After leading them through the partner reading, have partners re-read it again to each other. Simmons, Harn, & Kame'enui © 2003 59
Evaluating A Lesson First Grade Example: Rereading for Fluency § Pick a Page: After you finish reading “Jan and her Dog” to the class, provide more time rereading the book. For each student, write a page number on a slip of paper and put it in a box. Have children draw numbers, which will be the pages they will read. Allow time for children to find their assigned pages and practice reading for fluency. Then have children read the page to the group. Remind students to listen respectfully and attentively while the others are reading their sentences. Simmons, Harn, & Kame'enui © 2003 60
Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 61
Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Add at least 2 models Increase student opportunity to hear and produce Simmons, Harn, & Kame'enui © 2003 62
Fixed-Up ? Lesson ts n e m e c n it a c i l h p n x E e e r o e g m a g p n i h e d c c r i t a o c e w a r r r o p f e l h o t k e c o d a s o o § e Pick a Page: After you finish reading “Jan and her e e t i b t m i l e n k a h u t rt n o i tion class, provide e p § Ma Dog”adtodithe g d p n a o more time rereading the o f l m o a n e r r a w e a owritera b student, l l s r m o f o u r § Addbook. t. For s n each page number on a slip t e n e f i e h d e u e g t s s a a p g e r n put e in a box. Have children draw iand them h v t a g h § Incof bpaper n i y d a e r numbers, e which will be the pages they will read. Tell and r students that you are going to re-read the story a page at a time. First you will read the page to the group and then the student with that page number will re-read the page to the group as they follow along. If the student makes an error have the class reread the sentence as a group. Allow time for children to find their assigned pages and practice reading them for fluency. Simmons, Harn, & Kame'enui © 2003 63
Evaluating A Lesson 2 nd Grade Example: High Frequency Words § High-Frequency Words: Have children separate the punch-out words from the practice book. Say each high-frequency word one at a time and children hold up that word. Post the words on the “Word Pattern Board. ” Remind children to use the board when they are writing the new words. Simmons, Harn, & Kame'enui © 2003 64
Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 65
Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Model each word Increase use of each word with partner practice Simmons, Harn, & Kame'enui © 2003 66
Fixed-Up Lesson s t men ? e Enhanc t i c i l p x e e r o m g n i rd o w r e rd h o c w a e h t c a e re o f y l § M§ak. High-Frequency b e e d c o i t c m l Words: Have children aseparate the r a p n o o i t t i s d e d i a it n n u a t r d o r Say each d p e p A h c o § punch-out words from the practice book. a f e o t r d e n b a m r u e n h t e o th hone at adtime and have children c e a s high-frequency word e a ’ e r z i c u q n ‘ e § In s t e n h t e t d a u ethe card and reread the word. Tell m g st and hold up i t e r o havinrepeat m e n o s e tic children that they will work in pairs reviewing the practhe words with each other. Each pair will take a turn quizzing the other by using the words like flash cards. Provide the children about 3 minutes so each has a turn quizzing the other. Then you show the group a word and have them read it together. Post the words on the “Word Pattern Board. ” Remind children to use the board when they are writing the new words. Simmons, Harn, & Kame'enui © 2003 67
Evaluating A Lesson 3 rd Grade Example: Reading Literature § Reading ”Yani & Anna’s Trip: ” § Vocabulary: To prepare the children to read the story, use transparency 22 to teach new vocabulary. For each word, read the word and definition to the class and ask for volunteers to expand on each. § Setting theme: Remind students that you are reading about adventures and travels and that this story is about Yani and Anna’s trip to Korea. Have students share their experiences about travels. § Predict: Have a volunteer read the strategy focus about making predictions and about meeting people for the first time and encourage discussion. § Read: Have students independently read the story and see if their prediction was right. Simmons, Harn, & Kame'enui © 2003 68
Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 69
Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit, focus on a fewer skills Model prediction Increase student production of the skill Simmons, Harn, & Kame'enui © 2003 70
Fixed-Up Lesson ? s t n e rs m e e h t t i c c o i n l r a p o h f x n e Trip: ” g § Reading E ”Yani & Anna’s n e i r k o s m a d g e u r n i o o l f d a to read the story, e the children § Vocabulary: or To prepare b s w d n r r o onew vocabulary. etransparency ti 22 to teach w h c d ng Tell i c y n d use r a a e r l t n eadi p u e o b i d d s a o a s c r o u o the students that these are the new words they will t g c v n §M s a i e e d d flu d h t r eread l o y f e a n d in this story. Read each word to the students, y s t a o i s n t e M t u n t § athen give the definition. e them repeat, r and r d o u u p c t have p c s o a d e e a r s o crea § H § Predict: m d n a volunteer read the strategy focus e to Have i d i v § Prroificabout ation making predictions about meeting people for cla the first time. Provide a prediction about what might happen in the story and then ask for their predictions and encourage discussion. § Read: Tell students that they will have 5 minutes to read the first 3 pages and then discuss what they read. Repeat with the remainder of the story. Simmons, Harn, & Kame'enui © 2003 71
Evaluating A Lesson in Your Core Program § Using your adopted core reading materials, identify an initial lesson teaching accuracy and fluency with connected text reading and complete the included Application Activity. § What things do you want to follow-up on within your team reading meetings? Simmons, Harn, & Kame'enui © 2003 72
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