This document provides information about a professional development session on reading fluency. It defines fluency, identifies key elements of fluency like accuracy and expression, and discusses strategies to develop fluency in students such as repeated reading, paired reading, and reader's theater. Participants engaged in a jigsaw activity to learn about specific fluency strategies and used the CPALMS website to identify how it supports instruction. For homework, participants were asked to design a week of fluency instruction for their class and post their plans to the class blog.

1. Competency 2
Component # 1-013-311
Center for Professional Learning
Session 7
Instructor: Carmen S. Concepcion
readingsetgo.blogspot.com
Application of Research-Based Instructional
Practices
Reading … Set … Go

2. Consider this…

3. Critical Word Cloze # 1
 Read the cloze passage with words missing.
 Independently, complete the cloze.
 Share with group.
Nall was so _____. She was _____ to the _____
with Charkle. She would _____ a _____ _____ so
she could _____ out books. Charkle _____ her
_____ out the _____. “_____, Charkle,” jibbed
Nall _____ly. “Now we can _____ out _____
together!” _____ Charkle _____ly.

4. Critical Word Cloze # 2
Nall was so plamper. She was larping to the
flannerby with Charkle. She would grunk a
flannery barp so she could crooch out books.
Charkle lanted her gib out the neb. “Parps,
Charkle,” jibbed Nall plamperly. “Now we can
crooch out carples together!” pifed Charkle
trigly.
 Who were the characters in the story?
 Where were they larping?
 Why did she want to grunk a flannerby barp?

5. Critical Word Cloze # 3
Nall was so excited. She was going to the
library with Charkle. She would get a library
card so she could check out books. Charkle
helped her fill out the form. “Thanks, Charkle,”
jibbed Nall excitedly. “Now we can check out
books together!” laughed Charkle happily.

6. Multiple Exposures
 Students must have multiple exposures to a word
to learn it well. Repeated exposure to vocabulary
in a variety of contexts improves word learning.
 “One of the strongest findings about vocabulary
instruction, weather direct instruction or learning
words from context, is that multiple encounters
are required before a word is really known, that is,
if it is to affect a student’s comprehension and
become a useful and permanent part of the
student’s vocabulary repertoire.
L. Beck, M.G. McKeown, & L. Kucan, 2000. p.73
Bringing words to life: Robust vocabulary instruction

7. Effective Practices in
Vocabulary Development
 Group Janet Allen’s Effective Practices in
Vocabulary Development into 2 piles – those to
increase and those to decrease.
 Share your results with another group.
 Compare to Allen’s chart.

8. Effective Practices in
Vocabulary Development
Increase Decrease
1. Time for reading.
2. Used of varied, rich text.
3. Opportunities for students to use
words in a meaningful way.
4. Use of concrete contexts when
possible (pictures, artifacts).
5. Opportunities for students to
connect new words/concepts to
those already known.
6. Study the concepts rather than
single, unrelated words.
7. Teaching strategies leading to
independent word learning.
8. Finding the word or concept that will
have the biggest impact on
comprehension rather than covering
many words superficially.
9. Opportunities to inference.
1. Looking up definitions as a single
source of word knowledge.
2. Asking students to write sentences
for new words before they have
studied the word in depth.
3. Notion that all words in a text need
to be defined for comprehension.
4. Using context as a highly reliable
tool for increasing comprehension.
5. Assessments that ask students for
single definitions.
6. Explicit concept instruction and
incidental encounters with words.

9. Fluency Outcomes
 Knowledge
Participants will be able to:
 Define fluency
 Explain the role of fluency in development of the
reading process
 Identify features of text that influence
comprehension
 Identify principles of reading fluency as they relate
to reading development
 Identify explicit, systematic instructional plans for
scaffolding fluency development and reading
endurance

10. Eumycetes or Fungi
Fungi are thallophytes without chlorophyll that
reproduce by means of spores. A thallophyte is a
plant without differentiation into stem, leaves, and
roots; consequently it has a very simple structure
and is devoid of any special vascular system.
Fungi are either saprophytes or parasites, the
latter causing many and varied diseases of forest
trees. Fungi generally have two reasonable
distinct phases in their development, the
vegetative and the reproductive stage, the latter
usually being the most conspicuous. For example
the microscopically fine mycelium hidden from
view in the cells of the heartwood is the
vegetative stage of a wood-destroying fungus

11. Fostering Fluency

12. Anticipation Guide for
FluencyAgree Disagree
__ __ 1. Fluency in reading is most relevant at the beginning
states of reading.
__ __ 2. Fluency is independent of comprehension.
__ __ 3. Research has identified several methods to increase
reading fluency.
__ __ 4. Oral reading fluency is developed best through
independent reading.
__ __ 5. One aspect of fluency can be judged by determining the
student’s rate of reading in words per minute (WPM).
__ __ 6. It is appropriate to consider fluency in silent reading.
__ __ 7. Fluency is actually speed of reading.
__ __ 8. Fluency strategies are primarily for students
experiencing difficulty in reading.
__ __ 9. Students should adjust reading rate according to their
purposes for reading.

13. Fluency
 Fluency is the ability to read with accuracy,
expression/phrasing, appropriate rate and
comprehension.
 Fluency is often thought about in relation to oral
reading; nevertheless, fluency is also important in
silent reading if students are to be efficient and
effective readers.
 Fluency is not the final goal in any overall reading
program, but a gateway to comprehension. Fluent
reading frees resources to process meaning.

14. Key Elements of Fluency
•Accuracy •Reading Rate
•Automaticity •Regression
•Decode •Speed of Comprehension
•Expression/Phrasing •Subvocalization
•Fluency •Vocalization
•Inner Voice •Word Recognition
•Phonemic Awareness

15. Strategies for Successful
Fluency Development in
Students Model Fluent Reading
 Echo Reading
 Guided Oral Reading Opportunities
 Repeated Reading
 Paired Reading
 Choral Reading
 Reader’s Theater
 Radio Reading

16. Jigsaw Activity
 Group 1: Model Fluent Reading
 Group 2: Choral Reading Opportunities
 Group 3: Readers’ Theater
 Group 4: Radio Reading

17. Investigative Activity
•CPALMS
•What is it?
•How does it support rich instruction?

21. CPALMS Scavenger Hunt

22. Reflection:
How does CPALMS support rich
instruction

23. For Next Class…
• This session was on the topic of fluency: defining,
recognizing key elements of being a fluent reader,
and suggestions. Design a week (or longer) of
instruction incorporating fluency activities for your
class.
• What would instruction look like?
• How would you know the fluency levels of your
students?
• How would you screen, progress monitor, or
decide improvement occurred?
• What resources could you use?
• Post a response to this questions to the class
blog. Please include the grade level and student