Professional Documents
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Hasbrouck, J. & Tindal, G. (2005). Oral Reading Fluency: 90 Years of Measurement (Tech. Rep. No. 33). Eugene, Oregon: University of Oregon, College of Education, Behavioral Research and Teaching.
work completion.
Materials
Procedures
Get Ready Teacher announces it is time for fluency practice. Student partners remove fluency materials from the partnerships portfolio. Partners record date on their respective record sheets Teacher monitors to ensure students are ready to begin their timings
1 minute
Partner 1 Reads Teacher sets timer & says, Begin Partner 1 reads until the timer sounds. Partner 2 marks Partner 1 reading errors and stopping point on his/her copy of the Practice Passage.
1 minute
Partner 2 Gives Feedback Partner 2 tells Partner 1 how many words he/she read the number of errors he/she made and does the error-correction procedure., Partner 1 records the numbers on his/her record sheet Partner 2 wipes off the marking on his/her passage & gives marking pen to Partner 1.
1 minute
Partner 2 Reads Teacher again sets timer & says, Begin. Partner 2 reads the same passage to Partner 1. Partner 1 records errors & stopping point on his/her copy of passage. Partner 1 Gives Feedback Partner 1 tells Partner 2 how many words he/she read, the number of errors he/she made, and does the error error correction procedure. Partner 2 records the numbers on his/her record sheet Partner 1 wipes off the markings on his/her passage & returns the marking pen & cloth to the plastic bag. Students Put Away Materials One partner returns the copies of the passages, recording sheets, dry-erase marker and erasing cloth in the zipper lock plastic bag to the partner portfolio.
1 minute
1 minute
Six Simple Steps for the Six-Minute Solution Partner Fluency Model
Procedure
Step 1 - Assess Students. Step 2- Rank Students /Select Partnerships Step 3- Introduce Fluency Concept Step 4- Establish Partnership Behavior Step 5- Train Students in Partner Procedures Step 6- Train Students in Material Management
Estimated Time
1-2 hours 1 hour 20-30 minutes 10 minutes 20-30 minutes 10-15 minutes
Once the six steps are completed, the daily fluency procedure takes only 6 minutes a day !
Two copies of a grade level passage - one for the student to read from and another for the teacher to use to record total words read and errors. Note: Every student must read the same passage for the purpose of assessment. The teacher could have a laminated copy on which to record errors and stopping point with a water based marking pen. The teacher would then erase between students.
Or the teacher could run multiple copies of the same passage and
use a separate one to record errors and stopping point for each student.
Data sheet for the teacher to record correct words per minute and timer ( In Appendix or Excel spreadsheet)
Accuracy
Independent 97-100%
(+ good/excellent comprehension)
Instructional 96-91%
(+ good/satisfactory comprehension)
Procedures :
Using a class roster, list students in order of fluency score first and then by reading level.
Assign partners based on ranking. For example, if using a spread sheet program, after sorting first for fluency and then for reading level, students ranked as #1 and # 2 could be partners, students ranked as #3 and #4 would be partners and so on. Partners must be
closely matched.
Once partnerships are selected, label each partner in the partnership #1 and the other #2. Partner 1 should be the stronger of the two partners.
As an example, two fourth grade students each with an instructional level of 2nd grade are partners. Partner 1 has a fluency rate of 52 correct words per minute and partner 2 has a fluency rate of 48 correct words per minute.
Note: Students must be assigned practice passages at their independent or instructional grade level. Can be instructional for one
For example, Gail Adams and Franco Nunez can be fluency partners because both have an instructional reading level of 3 and are within 4 CWPM of each other. Franco will be Student A in the first partnership because he reads with fewer errors! Mark your worksheet like this. Try the next one.
in the Appendix.
Materials Required:
Optional - Overheads of introductory material- What is Fluency? Why is it Important? Copy of National Reading Panel Copy of a selected demonstration passage and a graph for each student in the classroom. Note: readability of the passage should
Overhead transparency of the same passage, overhead transparency of the graph, a marker and a timer for the teacher.
Teacher demonstrates whisper reading the sample passage for one minute, tracking as he/she reads, underlining unknown words and making a mark after the last word read as the timer sounds. Teacher then demonstrates how to use the line count to figure out correct number of words read.
Students whisper read passage for one minute, figure out the correct number of words read and graph. Procedure is repeated for a second minute
Social Aspect :
You do not have to be friends with your partner. You do not have to even
talk to your partner outside of this classroom. However, you MUST work
cooperatively and respectfully during the partner fluency time.
Step Four
Step Four
Step Four
________
Step Four
Step Five
Train Students in Six-Minute Solution Partner Procedures
Can be found on pages 35-37 in the book.
Materials Required:
Teacher sets timer for one minute and instructs all partner 1s to read and all partner 2s to follow along and underline errors. After the timer sounds, teacher instructs all partner 2s to give feedback to all partner 1s- how many total words read, how many errors made and how many correct words per minute.
Teacher instructs all partner 2s to give error correction feedback. Teacher instructs all partner 1s to graph or record their score.
Step Five
Teacher instructs students to change roles and get ready for the second timing. Students repeat procedure for a second minute.
Repeat procedure. Students compare number of cwpm on each timing. Note: Teacher should walk around the room and monitor carefully at all times.
Materials Required:
Portfolio for each partnership. Label each portfolio with the names of partner 1 and partner 2 Each portfolio should contain 2 copies of the same passage enclosed in a plastic sleeve, a graph for each student, a pen and erasing cloth Passages color coded or numbered for readability in a central file accessible to students.