Oregon K-12 Literacy Framework Professional Development

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Resource Activity #1:
1 Minute Letter/Sound Dash
1. Select a set of letter/sounds to practice using these guidelines:
Select high-priority and high-utility sounds
Select sounds students are able to identify accurately
Separate highly similar examples. Separate sounds with auditory similarity (e.g., b and
d) and visual similarities (e.g., v and w)
Begin with lower case letters and move to uppercase as students demonstrate fluency
2. Guidelines for the flash-card practice activity:
Include multiple examples in the practice set
Systematically decrease think time for answering (3-2-1 seconds)
Remove letter-sounds that students have identified correctly for 2 consecutive weeks
Review errors from previous lesson.
3. Make cards for each letter/sound. Include multiple cards of each letter in the set.
4. Set goal for progress monitoring
Ultimately, students should be able to identify one letter/sound per second
Set goal depending on previous fluency and number of sounds. For example:
o 30 cards that students are accurate but not fluent with: goal might be 30 sounds in 1
minute
o If students have practiced the sounds and are building fluency, a goal might be 30
sounds in 30 seconds
5. Do a 1-minute small-group practice. Position cards so all can see.
6. Start the stop watch and time for the selected goal time (i.e., 30 seconds or 1 minute)
7. Present the first letter so that all students answer together.
8. Provide quick corrective feedback on errors.
If students do not answer correctly: My turn, this sound is ____. What sound? ____Yes,
_____. (You do not need to go back because there are multiple examples of sounds in the
set)
9. Continue presenting letters adjusting the pace of presentation systematically.
10. Letter-sounds correctly identified go in one pile. Place errors in a second pile.
11. At the end of 1 minute, tally the number correct.
12. Review errors and repeat activity.

AdapLed from Parn, 2003


Oregon K-12 Literacy Framework Professional Development
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CopyrlghL 2010 Cregon ueparLmenL of LducaLlon and unlverslLy of Cregon age ! of !
Resource Activity #2
Rapid Reading Chart: Sound Dash Activity

Directions: Read the sounds on the chart. If you finish, go back up to the start and read the chart again until the timer says stop.
a i qu a ck i
qu a ck i i a
ck i i a a qu
i a a qu i ck
a ck a i qu i
i qu i ck a a
Mark the last sound you read. How many sounds did you read?



Oregon K-12 Literacy Framework Professional Development
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Resource Activity #3:
No Peeps

1. Model
You are going to learn how to sound out these words without saying the sounds
out loud. Watch my mouth. Ill say the sounds to myself. Then Ill say the word
out loud.
Teacher mouths the sounds and then says the word out loud. What word? Man.


2. Instructions
Your turn. When I point to the letters, sound out this word without making a
peep.


3. Focus and think time
Point next to the word and check to see if students are looking.


4. Verbal cue
Get Ready.


5. Pause 2 seconds


6. Signal
Loop under the first letter and hold for 1 1/2 sec., then loop under the next letter and
hold for 1 1/2 sec.


7. What word?


8. Encourage
All right, you sounded out, man.





Oregon K-12 Literacy Framework Professional Development
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Resource Activity #4: 5 X 5 Dash
1. Select a set of five words
Guidelines for selecting words to practice:
Select high-priority and high-utility words
Select words students are able to identify accurately
Separate highly similar examples such as:
very/every
there/where/here
2. Make a page with a 5 X 5 matrix. Example matrix on an 8.5 X 11 paper:

our there what were the
there what were the our
what were the our there
were the our there what
the our there what were
3. Do a 1-minute small-group practice. Position the paper so all can see.
Name the words
This word is our. What word? (pause, tap) Yes, our.
This word is there. What word? (pause, tap) Yes, there.
Repeat for each word in the row.
Activity Directions
I am going to time us for one-minute. If we make a mistake, we will have to go back to the
beginning of the row. Answer together when I tap the word. If we dont answer together,
we will go back to the beginning of the row. Lets see how far we can get!
Activity
Start timer. What word? pause, tap What word? pause, tap etc. Eventually, you can omit
what word and simply tap. Stop at 1 minute.
Correction procedure:
That word is ____. What word? ____yes, ____. Lets go back.

AdapLed from Parn , 2003


Oregon K-12 Literacy Framework Professional Development
hLLp://oregonllLeracypd.uoregon.edu
CopyrlghL 2010 Cregon ueparLmenL of LducaLlon and unlverslLy of Cregon age ! of !
Resource Activity #5: Rapid Reading Chart
Directions: Read the words on the chart. If you finish, start back up at the start and read the chart again until the timer says stop.
tan tack Mack cab can pass
Mack cab can tack pass tan
can pass tack tan cab Mack
tack tan cab Mack pass can
cab can tan pass Mack tack
pass Mack tack can tan cab
Mark the last word you read. How many words did you read? __________



Oregon K-12 Literacy Framework Professional Development
http://oregonliteracypd.uoregon.edu
Copyright 2010 Oregon Department of Education and University of Oregon Page 1 of 2

Options for Passage Reading
Choral Reading
Read the selection with your students.
Read at a moderate rate.
Tell your students, Keep your voice with mine.
May wish to have students pre-read the material silently first before choral
reading, which is especially helpful for younger students and students who
are less skilled readers.
Works well in primary grades for short passages, not an entire chapter.
Cloze Reading
Read the selection out loud to students.
Pause at meaningful words, and the students supply the word chorally.
Works best to leave out words at the end of a phrase or sentence to
preserve the flow or the prosody.
Dont delete words that are short/simple (e.g. to, and, a of), as this will
interfere with the flow of the passage.
Silent Reading (with a Clear Task)
Pose a pre-reading question(s) to focus attention.
Tell students to read a certain amount.
Ask students to reread the material if they finish early (eternal task)
Ask students to respond to pre-reading question(s) in pairs, then whole group.
Monitor students as they read. Option: As you come by, a hand on the back
means whisper read to the teacher. Model whisper read before asking
students to do so.
Every class has silent reader fakers. Accountability, such as posing pre-
reading questions, must therefore be build into silent reading practices.

Copyright 2010 Oregon Department of Education and University of Oregon Page 2 of 2


Partner Reading
Assign each student a partner.
Assign roles first reader and first coach.
Reader whisper reads to their partner, students alternate by sentence,
paragraph, or page. Amount will vary greatly by grade and skill level of the
students.
Coach corrects errors:
Ask: Touch the word. Can you figure it out?
Tell: This word is __________, what word?
Important: Reread the sentence not just the word!
Teach students how to be good partners. Model behaviors you will be looking
for.
Alternatives to support lower readers:
o Second reader always reads the SAME material.
o Students read the material together.
Works well in primary grades as a second or third reading of a story or
selection.
Individual Turns
Use with small groups.
Call on students in random order.
Vary amount of material read.
Randomizing the amount read and who reads helps keep students on task.
Can also add a focus question for students to be thinking about as they read.















Western Region Reading First Technical Assistance Center, University of Oregon. Adapted from Dr.
Anita Archer, 2007.



Oregon K-12 Literacy Framework Professional Development
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Resource #6: Planning for Connected Text Fluency
Reminders
lor fluency lnsLrucLlon Lo be approprlaLe, Lhe sLudenL musL be able Lo compleLe Lhe sklll wlLh a hlgh level
of accuracy (>90-93). 8efore focuslng on 1Lx1 fluency, ensure LhaL Lhe sLudenL has adequaLe accuracy of
Lhe sklll (e.g., knows ma[orlLy of words, LexL conslsLs of words known Lo Lhe chlld).
noL a replacemenL for beglnnlng readlng lnsLrucLlon.
noL lnLended Lo consLlLuLe Lhe readlng currlculum.
A shorL duraLlon, frequenLly scheduled procedure Lo lncrease oral readlng fluency.
Guidelines
SelecL passages sLudenLs can read wlLh 90-93 accuracy.
Schedule repeaLed opporLunlLles for sLudenLs Lo hear models of fluenL readlng and/or pracLlce Lhe
passage.
SeL goals for sLudenLs Lo lmprove Lhelr fluency.
Alm Lo reduce Lhe Llme and number of errors.
lncorporaLe readlng wlLh expresslon once sLudenLs reach 60 words correcL per mlnuLe on grade level
passages.
Goals
ldenLlfy sLarLlng words correcL per mlnuLe (e.g., 30 wcpm).
ldenLlfy end of year grade level LargeL (e.g., 90 wcpm)
SubLracL currenL wcpm from LargeL & deLermlne wheLher Lhls ls a reallsLlc LargeL (l.e., 60 wcpm ls hlghly
amblLlous).
SeL goal and deflne weekly learnlng LargeLs (l.e., amounL of growLh/number of lnsLrucLlonal weeks).
MonlLor progress over Llme.
Repeated Reading Examples
llxed-Llmed readlngs (1 mlnuLe) ln whlch sLudenL reads Lhe same LexL repeaLedly (e.g., 3 Llmes).
llxed-passage readlngs (e.g., 100 words) ln whlch sLudenL calculaLes Lhe Llme lL Lakes Lo read Lhe same 100
words on successlve Lrlals.
1ape-recorded repeaLed readlngs.
eer prevlew.
arLner readlng.


Oregon K-12 Literacy Framework Professional Development
http://oregonliteracypd.uoregon.edu
Copyright 2010 Oregon Department of Education and University of Oregon Page 1 of 4


Resource #7 - Partner Reading Fluency
Time Materials Procedures

1 Minute

! Two copies of the same Fluency
Building Sheet or Practice Passage in
plastic sleeves.
! One dry-erase marker and an erasing
cloth in a zipper-lock plastic bag.
! Two Fluency Record sheets.
! A digital timer or stopwatch.


! Teacher announces that fluency timings will begin.
! Teacher hands out materials to student partners.
! Students remove fluency materials from their folders.
! Partners record todays date on their respective Fluency Record
sheets. Partner 1 will read first; Partner 2 will highlight Partner 1s
errors and stopping point with the dry-erase marker on the transparent
plastic sleeve.
! Teacher monitors to ensure students are ready to begin their timings.


1 Minute

! Teacher sets timer and says, Begin.
! All Partner 1s read.
! All Partner 2s mark partner 1 reading errors and stopping point on
his/her copy of the Fluency Building sheet or Practice Passage

1 Minute

! All Partner 2s give feedback
! Partner 2 tells partner 1 how many elements/words he/she read, the
number of errors he/she made, and does the error-correction
procedure.
! Partner 1 records the numbers on his Fluency Record Sheet.
! Partner 2 wipes off the dry-erase markings on his fluency builder
and gives the dry-erase marker to Partner 1.

1 Minute

! All Partner 2s read.
! Teacher again sets timer and says, Begin.
! Partner 2 reads the same Fluency Building Sheet or Practice Passage
to Partner 1. Partner 1 marks Partner 2 errors and records the stopping
point on his/her copy of the Fluency Builder.


1 Minute

! All Partner 1s give feedback.
! Partner 1 tells partner 2 how many words he/she ready, how many
errors he/she made, and does the error-correction procedure.
! Partner 2 records the numbers on his Fluency Record Sheet.
! Partner 1 wipes off the dry-erase markings on his fluency builder
and returns the dry-erase marker and erasing cloth to the zipper-lock
plastic bag.


1 Minute

! Students put materials away.
! Students return their Fluency Building Sheet or Practice Passage,
Fluency Record Sheets, and zipper-lock plastic bags with the dry-
erase marker and erasing cloth to their portfolios.

Copyright 2010 Oregon Department of Education and University of Oregon Page 2 of 4

TRAINING STUDENTS IN THE PARTNER READING


Devote a minimum of two or three class periods to student training. It is recommended that
an explicit instructional model be employed. The procedures should be introduced through modeling
followed by considerable guided practice time, with the teacher monitoring student participation,
giving feedback, and remodeling as necessary so that students can practice the procedures
independently.

MATERIALS:

! Passages that students can read with 95%-97% accuracy. Each partner would have the same
passages, however, some partners may have harder/easier passages. Each passage should be in
plastic removable covers. OR Copies of previously taught sounds pages and/or words pages from
the Small Group Instruction presentation booklets that are known by all students.
! A copy of a Letter-Sounds Record Graph , Words Record Graph, or ORF Fluency Graph for each
student partner. ! A zipper-lock plastic bag containing a dry-erase marking pen and a small piece of
cloth for erasing marks or a small piece of dampened sponge and a washable ink pen for each
student pair.
! A digital timer or stopwatch.

For the teacher model lessons:
! An overhead transparency of the selected reading passages! An overhead transparency of the
scoring record or graph and a dry-erase marker



USE ACTIVITY PROCEDURE OR SCRIPTED PROCEDURE

Activity Procedure:
1. Seat each student with a fluency partner. Partner 1s left shoulder should be touching
partner 2s right shoulder. Label the partners as Partner 1 and Partner 2.
2. Model the fluency partnership with a student partner, emphasizing how the listener should
accurately track the words/sounds the partner reads. Tracking helps students keep their
place as they silently read along with the reading partner and makes marking errors easier.
3. Review with students:
! The procedure for marking errors and noting the stopping point.
! The process of word counting and error reporting.
! How to calculate the correct words/sounds per minute (cwpm) by determining the total
number of words/letters/sounds read and then subtracting errors. For example:





Copyright 2010 Oregon Department of Education and University of Oregon Page 3 of 4

Total Words Read 35
- Errors 2
= CWPM 33


! How to use the scoring record or graph.




















1. Practice with students;
! Set the timer for one minute, and ask all Partner 1s to read. Remind them to lean in
toward their partner and whisper-read. Remind Partner 2s to track their partners reading
accuracy.
! Instruct partner 2s to give polite feedback to Partner 1s.
! Set the timer again for one minute, and instruct Partner 2s to read. Remind them to lean
in toward their partner and whisper-read. Remind Partner 1s to track their partners
reading accuracy.
! Instruct Partner 1s to give polite feedback to Partner 2s.


There are a variety of strategies/programs available:
Classwide Peer Tutoring (CWPT)
Peer Assisted Learning Strategies (PALS)
Reciprocal Peer Tutoring (RPT)



Each program has similar components
Figure 5.1
An EXAMPLE OF THE ERROR-CORRECTION PROCEDURE

While the reader is reading aloud for one minute, the fluency partner follows along and underlines
any errors. When the timer sounds, the partner notes the last word read with a bracket, then,
provides feedback in the following manner:

Partner: You read ____ (total number of) words. You made ____ (number of) errors. The
partner then points to each underlined (incorrect) word and pronounces it correctly for the reader.

Reader: Records the CWPM on the Fluency Graph.

Note: Establish a No arguing rule between partners at this point in the training.









Copyright 2010 Oregon Department of Education and University of Oregon Page 4 of 4


Can be incorporated within the regular part of the reading program
Complete 2-5 times a week
Careful selection of reading materials
Students must be trained on steps of approach
Performance pairing of students
Progress monitor all students to adjust pairing as necessary

Rank order students according to reading fluency.
Split the rank ordered list into the top and bottom halves.
Pair the top ranked student in the upper half with the top ranked student in the lower half
(i.e., #1 with # 13 if class has 26 students). See Teacher Reports!
Adjust pairings according to personality issues.
Maintain pairs approximately 4 weeks.

(Modified from Hasbrouck, 1998)

1.Teacher needs to select appropriate reading material for each student.
2.Teacher needs to model steps of partner reading.
3.The higher performing reader reads first as a model.
4.Both students should have an opportunity to lead the reading (coaches and players)
5.Teacher should monitor the group in the activity and reinforce for appropriate behavior.
6.At the end of the activity, have both students summarize what they just read (e.g., retell, main
ideas, characters, etc.).
7.Periodic progress monitoring to ensure progress and to readjust pairs.




















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Copyright 2010 Oregon Department of Education and University of Oregon Page 1 of 1
Whole Class Fluency Practice Activity

1. Prepare Motivational Chart (on large poster board, or tag board, write all of the
students names down the left side of the board) and place on the classroom
wall (clearly visible).

2. Explain to the students that the focus is on accuracy!! The student goal is to
read their selection (a re-read of familiar text that they have already read in their
small reading group) without making any errors.

3. The students whisper read independently, or with a partner, their familiar text
(partners need to be pre-determined by the teacher and stay the same for 4-6
weeks).

4. The teacher moves around the classroom listening to individual students read
their selection (one page if there is enough text or the entire book if there is
minimal text).

5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if
the text is large), the teacher puts a star, sticker, etc. next to their name on the
motivational chart.

6. If the student reads with errors, the teacher immediately uses error correction
(my turn...your turn...), the student finishes the page/story, and the teacher
encourages continued practice and makes sure to come back to that student in
the next day or two to check for accuracy again.

7. Work on the accuracy goal until ALL students understand that this is the #1
expectation for reading!

8. When students are ready, switch to expression and rate fluency practice (AND
keep the goal of 100% accurate reading). As the teacher moves around the
classroom, they will time individual students for 30 seconds to one minute
(depending on the length of the text). Count # of words read correctly. If the
student read without making errors, record the number of words read next to
their name on the motivation chart (the motivation is to read more words each
time).