Reading Fluency

2nd Grade Reading Expectations

Reading is Fun!

Your Memories. . .

What should my child be able to do by the end of the second grade?

• What are your first memories of reading?
• Do you remember when you became a reader?
• Do you remember a favorite book?
• How do you feel about reading now?

Level 28 DRA

Other Assessments

Reading Vocabulary and Comprehension

VLT Assessments (4 times a year)

70% on objectives

SIPPS High Frequency Words

95% accuracy

• Developmental Reading Assessment (DRA)
• Word Recognition Accuracy of 90% +
• Comprehension in the instructional level based on oral or written responses to questions.
• In class assessments
• Skill assessments

Key Shifts

in Common Core

Let’s Read

Getting Ready

Paired Reading

The Components of

Paired Reading

Reading Fluency

Parent Training

November 2015

George Marks

Elementary

• Let the child choose the reading material
• Use a starting signal
• Adjust your reading speed to match the student’s speed
• Deal with mistakes by simply repeating the word correctly
• Establish a signal for independent reading
• Praise independent reading

Explain the procedure

• simple explanation for student
• show enthusiasm and confidence
• Agree on a time commitment
• 5 to 20 minutes a day
• 5 days a week
• 8 to 12 weeks

• Building knowledge through content-rich nonfiction and informational texts
• Reading and writing grounded in evidence from the text – close reading – making inferences based on text evidence
• Regular practice with complex text and its academic vocabulary

How much time does paired reading take?

Who benefits most from paired reading?

Why is the “together reading” element of paired reading helpful?

Paired Reading at Work

• Wait 3-4 seconds for self-corrections, then give help if it’s needed
• point out word parts
• have student repeat the word
• resume reading together until the child is ready to read alone again
• Talk about the reading material
• at natural stopping points
• talk about the meaning of the text, what’s happening or what’s been learned
• encourage comments or questions from the student.

Questions and Answers

Children who have moved through the very beginning stages of reading and are now working on reading smoothly and focusing on meaning.

Readers who are comfortable with printed material at a mid-first grade level or higher

• 5-20 minutes a day
• 5 days a week
• 8 to 12 weeks
• Will see very positive results in reading fluency, ability to recognize words in print and reading comprehension

• Helps child build reading fluency
• the ability to read smoothly, easily and readily with freedom from word recognition problems
• fluency is necessary for good comprehension and reading enjoyment
• Lack of Fluency –
• weak word recognition skills
• slow, halting pace
• frequent mistakes
• poor phrasing
• inadequate intonation

What about children who consistently want to read printed material that is too easy or too difficult?

Why have the child read independently?

Ways to Develop Fluency

Average child needs between 4 – 14 exposures to a new word to recognize it automatically.

Students with reading difficulties need 40+ exposures to a new word.

Critical to get a LARGE amount of practice reading at their independent reading level to develop automaticity.

Decode sound by sound recognize larger word chunks read whole words and focus on decoding and comprehension together.

Fluency begins around grades 2 to 3

• students can recognize many words quickly and accurately by sight
• skilled at sounding out words they don’t recognize by sight
• Strong Fluency
• read at a rapid rate
• automatically recognize words
• phrase correctly (prosody – the ability to read a text orally using appropriate pitch, stress and phrasing)

• Gives an opportunity to practice independent reading in a totally supportive, non-judgmental setting
• Still has your undivided attention because you are following the text closely and are able to discuss the content
• Both “together reading” and independent reading are equally important to reading growth

Lack of confidence will lead students to bring easy texts – when confidence builds they will attempt more challenging texts. May encourage other options, but the final selection belongs to the child.

Students who bring difficult texts are taking advantage of the help to read things of interest to them. You will want to stop more frequently to discuss the text being read.

• model fluent reading – Read aloud
• provide direct instruction and feedback
• provide reading support and motivation
• Choral reading
• Reader’s Theater
• Echo reading
• Paired reading
• Books on tape
• repeated timed readings of one text
• provide students with easy reading material

Are there children who don’t need paired reading?

What happens when the 8 - 12 weeks have passed?

Can a parent or tutor who has some difficulty with reading still help a child with paired reading?

Are children ever distracted by constant praise during their independent reading?

Absolutely

Children who are reading smoothly at a good pace, uses good expression, recognizes words in print with very little hesitations and understands what is being read.

It is appropriate to take a break from the practice sessions.

Encourage the child to read on his or her own for a period of time each day.

May resume the paired reading if the child is enthusiastic and you and the teacher feel it is still an appropriate strategy for the child

If they are distracted, make sure that you are not speaking too loudly or too often.

The positive comments are very important for boosting the child’s confidence in his or her ability to read alone, but they shouldn’t interrupt the flow of the reading

Yes, the parent or tutor must be a better reader than the child, but does not have to be a much better reader than the child.

Paired reading can benefit the helper’s reading as well as the child’s reading skills.