Reading Fluency Sign In http tinyurl comFoundations Feb

Reading Fluency Sign In: http: //tinyurl. com/Foundations. Feb DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Do Now Think of a two students in your classroom: • Fluent reader • Dysfluent reader Reflect in your notecatcher: • How would you describe the student’s reading? What does it sound like? • What impact does the student’s level of fluency development have on his/her: • comprehension of text? • attitude towards reading? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Balanced Literacy • In a balanced approach to literacy instruction, teachers integrate instruction with authentic reading, writing, speaking and listening experiences so that students learn how to use literacy strategies and skills and have opportunities to apply what they are learning. The six components of literacy are incorporated throughout. It's our job to provide these learning opportunities and guide students' attention so that learning in one area informs and supports learning in all others. The ultimate goal is to reach a complex and flexible literacy processing system. - Fountas & Pinnell, Pearson DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

School Year Foundations Trainings 1) Engage in learning 2) Make a plan 3) Try it in your classroom 4) Reflect and adjust DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Response to Feedback In this session you will find more: • differentiation by grade level • opportunities to plan and collaborate with colleagues using your curriculum DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Norms • • • Ask questions Be present and engage fully Prepare for productive struggle Consider differing perspectives Create and maintain a safe space for professional learning • Use what you learn DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Objectives Participants will… • Establish a normed definition of reading fluency • Deepen their understanding of the importance of reading fluency, as well as its connection to reading comprehension • Identify meaningful opportunities to integrate fluency throughout the Literacy Block • Explore and plan for instructional strategies designed to increase students’ fluency DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Guiding Questions • What is reading fluency and what does research say about it? • How do the standards support the development of reading fluency and comprehension? • What instructional practices and tools support fluency development? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

What is Reading Fluency? Stop & Jot (notecatcher, pg. 1): In your own words, what is reading fluency? Reading Fluency is: Accurate reading of connected text at a conversational rate with appropriate prosody or expression. - (Hudson, Mercer & Lane, 2000) DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Phrased, Fluent Reading As you watch the video, jot down any new learnings in your notecatcher. Reading Recovery CNA. Effective Literacy Practices – Phrasing in Fluent Reading. Retrieved from https: //www. youtube. com/watch? v=o. ERVrjy. Ap. Gk&feature=youtu. be. DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Students Who Read Fluently…. . Read text accurately at a conversational rate • draw upon their knowledge of meaning and structure • anticipate the next word • confirm through rapid and efficient visual processing • quickly recognize known words with appropriate prosody or expression • group words into phrases that reflect meaning • use stress, expression, and intonation to reflect their interpretation of the meaning and language structures of the text • reflect punctuation with variation in the voice • vary speed, speeding up or slowing down for various purposes • flexibly break new words to solve them on the run 1. How would you add to or revise your original • read with good momentum thinking about fluency? 2. Share your new understanding with a partner. DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

What does research say about fluency? In your notecatcher pg. 1 -2: • Carefully read each research “tweet” • Highlight/star the research you want to “re-tweet” • In 140 characters or less, write your own tweet that either synthesizes your key takeaways or that is in response to a specific research tweet. #Hashtag. It DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools At your table: • • Share your re-tweets. Why did you choose that research? Module 5, K-3: ELA-E

#Key. Takeaways • There is a strong correlation between fluency and comprehension. • Teaching oral fluency improves reading achievement. • Fluency acts as a bridge between word recognition and comprehension, and this relationship is reciprocal. • If there is poor automaticity with decoding and reading is slow & laborious, this taxes the reader’s ability to construct meaning as they read. Poor fluency is likely a contributing factor to our students’ low scores on Reading Literature & Informational text on PARCC. In addition to continuing to support students in accessing and analyzing complex text, we also need to help them develop their fluency and decoding skills. DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Guiding Question #2 How do the standards support the development of reading fluency and comprehension? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Standards: Reading Foundational Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Grades K-1 Grades 2 -3 In your notecatcher (pg. 2): Review the Fluency Standards Progression document • Discuss with a Partner: • What do you notice across the grade levels? • What stands out most to you? • What questions do you have? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Establish a Vision of Excellence – Grade 2 Grade: 2 Text: Dog Stories (L/24) In your notecatcher (pg. 3): What evidence do you see of this student’s progress toward the 2 nd grade fluency standard? Look for evidence of: ✓ Accuracy ✓ Rate ✓ Prosody/Expression DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Guiding Question #3 What instructional practices and tools support fluency development? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Instructional Considerations - Fluency Stop & Jot (notecatcher p. 3): What are your initial thoughts around the three considerations for planning for fluency? • Which texts should I use for fluency instruction? • How and where does fluency fit into my literacy block? • What strategies and activities support fluency development? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Text Considerations • Teach, prompt for, and reinforce fluency at students’ independent level (beginning at level C/3 when children are no longer pointing) and • Provide opportunities for students to practice fluency on successive readings of more complex, grade level text that is highly engaging or of high interest DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Fluen cy Module 5, K-3: ELA-E

Literacy Block Considerations Implicit Strategies • Embedded into classroom structures, practices and instruction Explicit Strategies • Stand-alone strategies directly targeting fluency. In your notecatcher pg. 3 -5, independently: • Read the fluency case study for your grade-band • Underline examples of implicit fluency instruction • Star examples of explicit fluency instruction DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Debrief the Case Study With your grade level team, discuss the intentional decisions the teacher makes to support her students’ fluency development. For each strategy, think about: • How does the strategy promote fluency? • Is the strategy implicit or explicit? • When during the literacy block does the teacher implement the strategy? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Fluency Strategies and Activities K-1 • Echo Reading • Promoting Phrased Reading* • Repeated Reading 2 -3 • Choral Reading • Reader’s Theater* • Phrase Boundaries* In your notecatcher pg. 5 -6, skim the strategies described. DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Fluency Instruction – Key Points • Provide explicit models of fluent reading and invite students to read with you (echo, choral reading) so you can support fluency • Demonstrate/teach aspects of fluency, prompt for what has been taught, and reinforce students’ fluent reading • Select engaging texts that students will find interesting and want to read with expression • Teach high frequency words and phonics principles so students have the tools to visually process texts fluently. • Teach strategies for appropriately grouping words into phrases. • Intentionally connect activities designed to promote fluency with comprehension. DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Module 5, K-3: ELA-E

Classroom Application With your team: Make a plan for how you will boost fluency instruction in your Literacy Block over the upcoming week(s). 1. Look at your data. What do you notice about your students’ fluency development? 2. Consider your curriculum. • Which strategies & texts might be appropriate for all of your students? • Which strategies & texts would you target to particular groups or individual students? 3. How will you integrate fluency strategies (implicit & explicit) into your Literacy Block? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E

Share your Work • Pair up with a colleague in a different grade level • Share your plan for increasing opportunities to practice fluency Give and get feedback! • Are there a mix of independent and engaging, authentic texts? • Do the strategies provide opportunities for students to read fluently in service of making meaning? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E

Reflect Turn & Talk: • What resonated with you most today? What questions do you still have? • Moving forward, how will what you learned today impact the way you create and plan for fluency practice opportunities throughout the literacy block? DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E

Moving Forward: Classroom Application Next Steps • Implement your plan for incorporating fluency practice strategies that you made today and reflect on the process in your grade level team/PLC DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E

Where We’re Going… Month Topic March/April Structure and Organization in Reading May Structure and Organization in Writing DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E

Wrapping Up Thank You! Please complete the survey: http: //tinyurl. com/Feb 2017 Foundations DPS June School Leadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates Toolkit School. Kit and Parcc Inc. | Denver Public Schools Grades K-3 ELA - E