(a) Which approaches are most effective for assessing the three components of fluency (accuracy, reading speed, prosody)?
I remember assessing fluency in TE 301 and the CT then suggested a running record to assess the students accuracy, reading speed and prosody. The student reads a passage, while the person giving the assessment has a copy of the passage and makes marks on the text to show words that were ommitted, mispronounced, substituted, inserted, etc. The site I remember referring to was: http://www.readinga-z.com/guided/runrecord.html
In your field placement classroom, what have you noticed about your students’ development in word identification and fluency?
Every week the MSU Intern tries to get through reading groups where students of similar reading levels read the same book to a teacher. They do a choral reading and then the teacher writes a quick summary of how it went, their progress, if they are ready for a new book, or what they need to work on. When I first started taking reading groups, I noticed the students rarely looked to the pictures for help on identifying words, they would just sit and stare at the word, skip over it, or wait for someone else in the group to figure it out and they would just copy it. So I started having the group read the first few pages together, then I have them read a page alone so I can assess how they do reading independently and suggesting ways for them to identify words. Many of them have benefited from learning to look at the illustrations to help them out.
(b) Outline a lesson plan for a mini-lesson on fluency using your book club novel; mark passages in the novel that would be your focus.
A mini lesson on fluency for Bucking the Sarge would focus mostly on vocabulary. Part of being a fluent reader is understanding the words and how they flow within a sentence. I would pick out select words from two-three chapters at a time to work on every week. Words like "slum" which appear quite a bit within the first chapter, and words like "anthrax" that happen in a important part of the story would be what I focused on. Not only would I have a vocabulary test to test their spelling, but I would ask them to write a definition for the words along with a sentence to use the word in. This would assess the students understanding of the words meaning and the context in which they make sense.
So now I know Erin's frustration because this just deleted my whole post!
ReplyDelete(a) Which approaches are most effective for assessing the three components of fluency (accuracy, reading speed, prosody)?
I agree with Lisa that all three accuracy, reading speed and prosody are important to be aware of when assessing fluency. The most effective strategies that I have found and the only one I am really aware of is keeping a running record when the child is reading like that which Lisa explained.
In your field placement classroom, what have you noticed about your students’ development in word identification and fluency?
As for development in word identification in K it begins with students using picture cues when reading to state the word present. They read a variety of printed books that state for example, I Like on the cover then each page has a different picture and the words would say I like pizza and the picture on that page is pizza. As for fluency children in K are asked to read books aloud to an adult, while pointing to the words they read. Fluency is tested to see if the child is associating a word to the word they are saying allowed or if they are adding in or taking out words. Word identification is also done by the learning of sight words. These are taught daily at the carpet by singing the 'popcorn word' song. The teacher plays the song, which says all of the words and spells the word while holding up pieces of construction paper popcorn cutouts that have the sight word on them. Children are encouraged to learn their sight words at home through memorization and those that are able to state all of the sight words are able to go to a pizza party. The teacher also plays hangman with the children using the sight words reminding them to only guess letters that are in the sight words and to think of sight words that have __letters in them. The daily sentence will also be comprised of sight words and children are asked to read it aloud before the teacher does.
b) Outline a lesson plan for a mini-lesson on fluency using your book club novel; mark passages in the novel that would be your focus.
A mini lesson for The Watson's go to Birmingham about fluency could be created after reading chapter 2. Chapter 2 gives create detail about how Kenny feels his school is set up based on the children and their level of power. A part of fluency is being able to comprehend text after reading it. I believe that a good test of comprehension would be to have the children fold their paper in have and draw an illustration on one half of Kenny's school in relation to the great detail he gave. Then on the other have children can use a select color for similarities in their school and a different select color for differences in their school. Not only will this assess the students comprehension of the passage, but it will also make a text to self connection and allow students to think about the picture they drew of Kenny's school.
(a) Which approaches are most effective for assessing the three components of fluency (accuracy, reading speed, prosody)?
ReplyDeleteLike the girls I agree that a good way to access all three of there components is to keep a record and access them while they are reading to check for errors but to also check for progress throughout the school year.
In your field placement classroom, what have you noticed about your students’ development in word identification and fluency?
In my placement I have noticed that in the beginning of the year when students would read to me they would read off the page but it seemed like they just had to book memorized. Now towards the end of the year the students have became a lot more fluent and they are all tackling chapter books now. Some students still want to read their chapter book to me. When they are reading to me they sound more fluent because they are more comfortable with their sight words and reading in general.
b) Outline a lesson plan for a mini-lesson on fluency using your book club novel; mark passages in the novel that would be your focus.
I agree with Lisa that a mini lesson plan for Bucking the Sarge would be mostly on vocabulary. I would pick on the key words that students might have trouble with for each section of the reading that we would be working on for the day. With the key terms I would write them on the board and ask students what they thought the words meant. Then I would write down students brainstormed definitions. Afterwords I would write down the correct definitions and have students copy down to study. For follow up I could do spelling tests or chapter tests.