Fluency For Comprehension Passages: Grade 1
Fluency For Comprehension Passages: Grade 1Congratulations on your purchase of the Really GoodStuff Fluency For Comprehension Passages: Grade 1,an informal assessment tool to help students developfluency and comprehension independently, in pairs, or athome. This product includes leveled-reading passageswith comprehension questions, record sheets, a letter tofamilies, and a CD for accessing the reproduciblematerial. Through modeling and scaffolding, students aretaught to evaluate their accuracy, rate, expression, andcomprehension, as well as to collect and maintain data inthese areas. In addition to improving fluency andcomprehension, they will increase self-efficacy andconfidence.Meeting Common Core State StandardsThe Really Good Stuff Fluency For ComprehensionPassages aligns with the following English LanguageArts Standards:FluencyRF.1.4 Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriaterate, and expression on successive readings.ReadingRange of Reading and Level of Text ComplexityAnchor Standard 10 Read and comprehend complexliterary and informational texts independently andproficiently.This Really Good Stuff product includes: 30 Write Again Leveled Passages withComprehension Questions 12 Folders (included with Fluency for ComprehensionKit, Grade 1 #306361) 1 CD with Reproducibles This Really Good Stuff Teaching GuideResearch shows a direct correlation between fluencyand comprehension. Fluency instruction, practice andassessment are necessary to develop fluency. Repeatedoral reading builds fluency and overall readingachievement.Managing Fluency For Comprehension Passages You may choose to keep the Leveled Passages in athree-ring binder and make copies for marking asneeded. All passages and reproducibles are available forcopying from the CD.Helping Teachers Make A Difference You have the option to copy just the passage sidefor fluency or comprehension practice without thequestions, level, and rubric, which appear on theopposite side. Use only dry erase markers on the Write Again Leveled Passages. Students may make fluencymarks for stopping points and errors, as well ascomprehension marks, such as underlining andcircling. Use colored pencils on copies and graphs. Visit our Web site www.reallygoodstuff.com todownload Really Good Stuff Teaching Guides.What Is Reading Fluency?Reading fluency is the ability to decode and comprehendtext at the same time. When reading aloud, fluentreaders sound natural, as if they are speaking tosomeone. Their reading is accurate, quick, and usesproper expression. In contrast, dysfluent readers makemore errors, lack expression, and read more slowly andlaboriously. Based on these observable differences, oralreading fluency can be easily assessed within 60seconds (Rasinski, 2004). Using repeated, one-minutetimed readings of these Leveled Passages, you caninformally assess your students’ fluency and preparethem for formal assessments.Avoid Equating Fast with FluentAs noted above, fluency sounds like conversation. In someschools, there is a tendency to place too much emphasison improving reading rate. Students are encouraged tobeat their scores, even when they are already reading ata satisfactory rate. This misplaced emphasis on speedover meaning eclipses meaningful reading and is not agood use of time. Students’ reading rates will improve asstudents become naturally more efficient and confidentin decoding words. Don’t speed! Read!Fluency Instruction & Practice GuidelinesFluency instruction leads to impressive gains when itprovides regular opportunities for expressive, repeatedreadings coupled with coaching. The comprehensionquestions and fluency rubric on each Leveled Passageprovide structure for coaching from you, peers, andfamilies, as well as for self-analysis.When Should Fluency Practice Begin?Fluency instruction begins when students can readconnected text with 90% or better accuracy (usually inthe middle of first grade). However, fluency practice usingAll teaching guides can be found online. 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #306351
Fluency For Comprehension Passages: Grade 1repeated readings, including poetry and readers’ theater,may begin as early as at the point when students arereading connected text. It is important not to emphasizerate too early, as that can have a detrimental effect onstudents’ accuracy. It is not recommended that you timefirst-graders’ reading rates before this 90% or betteraccuracy rate. Use the passages for enjoyment, practice,and informal assessment through observation for thosereaders who are not ready to be timed.Appropriate Levels Are ParamountIt is critical to select the appropriate literature forinstructional and independent reading. Regardless of howwell a student already reads, high error rates are negativelycorrelated with growth, while low error rates are positivelylinked with growth. Place students in a text that givesthem a sense of control and comfort. So, for fluencypractice and timed readings, students should be readingwithin their independent reading level (see chart below).A Closer Look at Reading LevelsFluency Goal Guidelines Establish baseline fluency scores to help determinestudents’ fluency goals. Determine the number of words the student needs toimprove each week to reach an end-of-year goal(see norms below). Follow the recommended weekly improvement of one ortwo additional correct words per minute. If students are making adequate, steady progress in alevel, but they are not approaching their fluency goalson a cold read (a first, unpracticed read), have themcontinue to read texts at that same level. If students are meeting their fluency goals in a coldread, move them to the next level of difficulty, or havethem continue in the same level but raise the fluencygoal; being careful not to encourage speed reading.Helping Teachers Make A Difference If students are having difficulty achieving their fluencygoals, move them to easier texts, or continue in thecurrent level and lower the goal.Collecting Fluency DataThree reproducibles are provided for you and yourstudents to monitor progress throughout the year:1. Student Fluency Progress Record: For students totrack their data. In addition to graphing their WordsCorrect Per Minute (WCPM), students also record theiraccuracy, rate, expression, and comprehension score.The symbols for these criteriaare the same on the folder andthe back of the passages. Thereis space to graph three readingsfor three different passages perreproducible page. Similar graphsare on the inside of the folder.2. WCPM Roster: For you to track your class’ WCPM inthe fall, winter, and spring.3. Oral Fluency Tracker: For you to track each studentindividually with more detail. It includes space forWCPM, comprehension scores, accuracy, rate, andexpression, as well as anecdotal notes.Timed ReadingsBefore students practice timed repeated readings andcollect their own data, model the steps and monitorthem in this process. It may take many practicesessions before young readers are ready to take ontimed readings independently; practice time invested upfront pays off later. Show students how to gather materials, completerecord sheets, and put materials away. Teach students how to complete a timed reading byusing a stopwatch, underlining errors and marking thestop point, using different-colored pencils or dry erasemarkers for each reading. Teach students how to compute WCPM. The formula isshown on the folder and below:(example: Jake read 65 words in one minute with 5 errors,giving him a WCPM score of 60.) 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #306351
Fluency For Comprehension Passages: Grade 1Marking Fluency Errors (or Miscues)Make copies of the passages as needed to collect data,such as miscues and word counts.Decide which types of errors to count in timed readings.Below is a list of common miscues: Mispronunciation Insertion (adding a word) Omission (skipping a word) Repetition (saying a word more often than it appears) Hesitation (taking too long to decode) Word order (changing the order of words) Proper nouns (not decoding names of people or places)During readings, provide a five-second-wait time when astudent makes an error, as self-corrections are a commonand important part of the fluency process. Instructstudents in the listening role to wait five seconds and notprovide the reader with the correct word.Introducing Fluency For Comprehension Passagesrepresents fluency. Several of thecolors within the rainbow arelabeled with key components offluency. You might ask students ifthey can think of any others, suchas enjoyment of reading. Just aswe need sun and clouds (rain) tocreate a rainbow, students firstneed to be able to read words tobecome fluent. Therefore, the sunand clouds represent decodingand reading words. Fluency helps readers reach the goalof reading--understanding or comprehending the text.Fluency leads to comprehension in the same way that therainbow leads to the legendary pot of gold, whichrepresents comprehension.One way to help students understand the concept offluency and reflect on whether or not they are fluentreaders, is to ask, “Did you read it as naturally as youtalk?” They may ask themselves, “Do I sound like I amtalking?”dotsThe Folder: A Resource for Fluency and ComprehensionThe folder’s front and back covers support your initialinstruction in your explanation of fluency and how itconnects to comprehension (see above). The left inside ofLexilethe folder consists of a fluency rubric, a list of attributesof good readers, the WCPM formula, and graphs forprogress monitoring fluency and comprehension. On theright inside, strategies for tricky words are shown, as wellFront: Leveled PassageBack: Rubric, Questions, as helpful coding symbols to mark text for comprehension.and LexileThe dry erase Leveled Passages offer a great opportunity30 Leveled Passages (10 at each level) are marked with a for students to mark their text for better understanding.low, middle, or high dot for at-a-glance selection.Marking copies of the passages is another option.Approximate Lexiles are also provided on the passages.Text-dependent comprehension questions are on the back Students may keep all their fluency and comprehensionof the passages. It is important that students are ablepassages, graphs, and the letter to families in theirto answer questions to demonstrate comprehension.folders.(Some readers are quite able to call words, but not makemeaning of the text.) With practice and improved fluency, Demonstrate Repeated Readingstudents will gain confidence by seeing for themselvesMaterials: A Leveled Passage, a copy of it, threehow much better they understand what they read.different-colored pencils, a folder, a stopwatchExplain the Connection between Fluency andComprehensionUsing the rainbow cover of the folder as a visual, begin byexplaining to students what fluency is and why it isimportant. (You might choose instead to invite studentsto study the cover and explain the analogy.) Note thatthe rainbow is the predominant piece on the cover. ItHelping Teachers Make A Difference Explain to students that repeated oral reading improvesfluency and comprehension. Demonstrate a readingsession with a student to prove this fact.1. Have a willing reader read a Leveled Passage(at the reader’s independent level) aloud for oneminute as you time the reader.2. On your copy, use a colored pencil to underline any 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #306351
Fluency For Comprehension Passages: Grade 1errors, and mark the stopping place with a slash whenone minute is up.3. Count the words read correctly up to your slash mark.Show students how to graph the WCPM score on asheet or on the folder.4. Using the fluency rubric on the back of the passage,discuss the reader’s accuracy, rate, and expression.Refer to the folder’s rubric to determine scoring. Havethe reader fill in the rubric’s first column of boxes onyour copy.5. Ask the reader the comprehension questions. If anyseem difficult, talk about how rereading will help to findthe answers.6. Repeat two more times, with the student readingaloud as you mark the passage using a differentcolored pencil each time. You might coach with ateaching point, such as improving expression or pickingup the pace, and have the class listen for improvement.The reader completes the rubric on your copy andgraphs the remaining two WCPMs on a reproduciblegraph or in the folder.7. Notice how the student read more words and usedmore expression with each reading. The class will noticeimprovement, both from listening and from looking atthe reader’s graph.Moving Toward Independence in Repeated ReadingsNote that for first-graders, you will not time theirreading in the first half of the year or until they arereading with 90% accuracy. When you believe your students are ready to monitorand record their own timed readings, establish adesignated area in your classroom. Be sure allnecessary materials, including Leveled Passages,copies of passages, graphs, folders, dry erase markers,colored pencils, and stopwatches are available. Be certain that the reader’s passage is at thereader’s independent level. Assign partners with similar reading levels. One readsHelping Teachers Make A Difference aloud while the listener times the reader for oneminute and marks a copy of the passage with acolored pencil (or the listener may mark the LeveledPassage with a dry erase marker). The listenerunderlines errors and marks the stopping place.Have the listener calculate WCPM.Have the reader self-assess accuracy, rate, andexpression (listed on the back of the passage) usingthe rubric from the folder. The reader may set a goalfor the next reading. (The goal may be WCPM, pacing,expression, or comprehension.)Have the listener ask the reader the comprehensionquestions. They may discuss them. The Answer Key isincluded. There is a space for a comprehension scoreon the graphs.Repeat two more timed readings (or as many as areneeded), using a different-colored pencil or markereach time to mark the passage.Following the reader’s third reading, ask students toswitch roles.At the conclusion of the session, instruct students tofile or turn in their completed graphs.Take-Home Fluency PracticeA Letter To Families Reproducible is attached and on theCD. Parents generally enjoy fluency practice because itoffers quality, focused, structured time together, and, withthe guidelines suggested, both students and parents feelsuccessful. Just 20 minutes per session equates tosignificant gains in fluency and confidence over the schoolyear. The folders offer both a management tool andinstructional tool for students and families. Don’t wait toinvolve your families. You will see more gains overall with thistype of family support than you would with spelling lists!Best Practices to Develop Fluency1. Model fluent reading (read alouds).2. Provide direct instruction and feedback.3. Provide reader support.4. Use repeated readings of one text.5. Cue phrase boundaries within text(e.g., In the summer/ I like to swim/ at the pool.//)6. Provide students with easy reading material.Prompts During Reading Did that sound right? Does that look right? Does that make sense? You’re nearly right. Try it again. What would make sense there? 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #306351
Fluency For Comprehension Passages: Grade 1Prompts After Reading I like the way you worked through that. You sounded like you were talking! That was worth all your hard work. That was some quick thinking! Great job noticing it sounded funny! You went back to be sure, and you made it work! You self-corrected! You knew it didn’t make sense, and you fixed it!WCPM Oral Reading Fluency NormsRadio reading: Like a radio announcer, the readerprepares and performs a short passage for an audience.Readers’ Theater: A group reads a script without props.I Read a Page, You Read a Page: Two readers alternatereading pages.Preview-Pause-Prompt-Praise: Tutor and reader worktogether, with the tutor previewing the book cover. Whenthe reader is stuck, the tutor waits (pause), and if thereader still cannot read the word, the tutor gives aprompt, such as, “Let’s try that again.” Praise follows forthe reader’s effort.Repeated reading: Simply reread a passage withouttiming the reading.Timed repeated reading: Reread with one-minute timings.Reading while listening: Read and follow along to arecorded text.Relax and read: Enjoy a book anywhere, reading silentlyto oneself.It is important to notethat this list does not includethe age-old ineffective practiceof Round Robin Reading!More Reading Activities that Build FluencyPartner (or buddy) reading: Two readers read a passagetogether.Echo reading: A student immediately echoes a more ablereader, sounding almost in unison, but one voice trails thefirst reader.Shared reading: Everyone (e.g., whole class) reads fromthe same text (often big books) at varying timesthroughout a lesson.Choral reading: Everyone reads in unison.Antiphonal reading: Similar to choral reading, but groupshave assigned parts.Phrasal boundary reading: Reading a phrase-cuedpassage (The lazy dog/ who sleeps on the couch/ justwon’t play fetch.//)Helping Teachers Make A Difference Fluency TermsAccuracy Rate: The percentage of words read withouta deviation or miscue from the text. Accuracy rate iscalculated by words read correctly divided by the totalnumber of words read.Automaticity: The ability to identify or spell wordsrapidly so that the student’s efforts can be directedto expression and comprehension. Readers may beaccurate but slow at recognizing words (lackingautomaticity), which keeps them from being fluent.Expression: A meaningful manner of reading orspeaking.Prosody: The ability to read a text orally usingappropriate phrasing, pitch, stress, and smoothness.It is not reading a string of words in a monotone voice.Words Correct Per Minute (WCPM): Within a minute,the words read correctly. Formula: Number of wordsread – errors words correct per minuteRelated Really Good Stuff ProductsReally Good Fluency Timer (#305393)Deluxe Write Again Colored Dry Erase Markers (#142668)ReMarkable Dry Erase Sleeves (#304464)Close Reading Tents (#306311)Toobaloos (#302132) 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #306351
Fluency For Comprehension Passages: Grade 11Yes, I Will–190L61. To most of the questions, the child answers (b. yes.)2. On line 8, the child answers “No, I am not sure.” What isthe child not sure about? (The child is not sure whether heor she will be loud in class.)3. Do you think school is fun? Explain why or why not.(Answers will vary. Example: Yes, because we get to readfunny stories.)2In or Out?–170L1. Why is the story called “In or Out?” (because many of thesentences have the word in, out, or both of them)2. Where does the story happen? (in a classroom and out ina schoolyard)3. How many people are talking in the story? (b. two)3My Cat Matt–90L1. Which two words in the poem both rhyme with the nameMatt? (cat and fat)2. What does Matt love to do? (He loves to eat, play, andsleep.)3. What is funny about the poem? (The cat thinks the child’sbed belongs to him, Matt the cat.)4A Fat Cat Sat on My Lap–70L1. What is the child’s main problem? (a. The cat is too fat forthe child’s little lap.)2. Why do you think the cat will not get down from the child’slap? (Answers may vary. Example: The cat is asleep.When it wakes up, it still does not want to get downbecause it feels comfortable on the child’s lap.)3. The child says the cat looks mad. Do you think the catreally is mad? Explain why you think so. (Answers mayvary. Example: Yes, cats do not like being p
Stuff Fluency For Comprehension Passages: Grade 1, an informal assessment tool to help students develop fluency and comprehension independently, in pairs, or at home. This product includes leveled-reading passages with comprehension questions, record sheets, a letter to fa
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