1 Instructional Program Phase 2- Fluency Name of Student: V.

Initiator: Claire Downs

Context For Instruction: V. and I will work on fluency everyday at around 10:00 AM. Instruction and assessment will take place outside of the classroom at a table located up the stairs from his classroom and it will be a one on one setting. V. has already been working with me at this time so it has become natural for him. The only materials needed are the books that we will read. Instruction will last for no more than 10 minutes. Program Objective: When presented with an oral reading fluency passage at his instructional level V. will read 40 words correct per minute and score a 10/16 on the prosody rubric for 3 consecutive probe trials. Generalization: The books used in instruction are made by various publishers and are parts of different leveled reading programs. Examples of the publishers are Sundance, Rigby, The Wright Group, Outside the Box, and Seedling Publishers. Using these different books will promote generalization across materials according to the teaching sufficient exemplars strategy. I will be constantly monitoring data. Looking at the data will tell me if a certain type of text is more difficult than the others. I will also look at his other reading assessments to see if generalization is occurring across materials. Rationale: There are many reasons that I have chosen to teach V. fluency. Although fluency is not a skill that beginning readers are taught, V. has a unique situation. He is in 2nd grade meaning that his classmates are not only reading at higher levels but also they are expected to read fluently and with prosody. Also, while teaching fluency and prosody V. will be learning other reading skills like vocabulary, decoding, and phonemic awareness. My hope is that if he learns to read more fluently and with prosody now he will struggle less in the future. These skills are essential to success in all areas of schooling and his future. Not only will these skills assist him in reading they will help in all aspects of his education including science, social studies, and math. Assessment Procedures: Hand V. the passage to read. Keep a copy of the passage to mark errors. Explain to V. that he will be reading the text out loud all the way through. If he reads the entire passage before one minute goes by he will be prompted to start from the beginning until the minute is over. Tell V. today you are going to read this passage. Try to read it quickly while also using expression and focusing on the punctuation. When I say begin start reading the passage starting from the first word. Say begin at the same time the timer is started.

2 Mark the words he missed or did not know. If he is stuck on a word for more than three seconds give him the word. When the minute is over mark the last word with a bracket. If he has not finished the passage let him finish with without grading it. First grade his reading on the prosody rubric. Do not consider the words he read after the minute was up. Second count all the words that he read, including errors. These should be marking total words read or (TWR). Then, count up the errors (E) that were made including the words that had to be given by the teacher. Finally, subtract E from TWR to get words correct per minute (WCPM). Record the errors and words correct per minute on the data sheet under the column cold or hot reads depending on the day that he was assessed. Also on the data sheet record the prosody score out of 16. WCPM for both cold and hot reads should be graphed on the attached graph titled Word Correct Per Minute. Prosody should also be graphed on the graph attached titled Prosody.

Criteria: Instruction will be discontinued when V. receives a 10/16 on the prosody rubric and 40 WCPM on three consecutive cold read probes. Assessment Schedule: V. will be assessed on his cold reads (Mondays) and again on his hot reads (Fridays). This will take place during instruction. Baseline assessment will occur during initial instruction daily until his results are stable. Instructional Procedures: Mondays- Cold Read o V. will read a new text for the first time. I will introduce the text saying this week we are going to be reading __________ today I would like to read this book all the way through on your own. o V. will read the text not out of the book but in a transcribed version on a sheet of paper. o Follow assessment procedures above. Tuesdays- Modeling o Introduce the actual paperback book. V. this is what you read yesterday. o I am going to read the book using prosody. Follow along as I read. o Read the book 2-3 times. o Ask V. what he liked about my reading. Have him explain what was good about my reading. Wednesdays- Echo Read o I will read a page at a time and have V. repeat after me, looking at the words. o Today we are going to echo read. I am going to read the words on the page and then you are going to read the same words kind of like you are echoing me.

3 o This is where V. will get feedback on his reading. For example, when I read with prosody and V. repeats the sentence without following my example I will read the sentence again. Then, I will tell him to try it again. Thursday- Read, Record, and Discuss o Explain to V. that he will be reading the book while I record him. o You can listen to what you sound like when you are reading and determine if you are reading with enough prosody and focusing on punctuation. o Have V. read while recording him on my phone. o Replay the recording. o Ask V. what he thinks he did well and what he needs to work on. o Give him feedback. Fridays- Hot Read o We have read this text a few times now. I want you to read it this time on your own. o V. will read the text not out of the book but in a transcribed version on a sheet of paper. o Follow assessment procedures above.

Reinforcement: V. has an obvious desire to learn to speak and read English. He shows much satisfaction in himself when able to read an entire book or recite sight words. He is intrinsically motivated which makes instruction even more exciting. Because of his desire to learn, reinforcement of the target skills will mostly be verbal. Verbal praise will be given often and on a random schedule. Variations of the following statement will be used to reinforce his efforts Wow V. you did a great job reading this passage today. When the cold reads are especially successful (25+ WCPM) V. will be reinforced with both verbal praise and a treat like candy. I will also use reinforcement to encourage on task behavior. Again this will be done mostly with verbal praise. The following statement will be used to reinforce on task behavior See how well your read today? That is because your behavior met my expectations. Great job! In addition to my praise I will suggest to his classroom teacher that she reinforce his on task behavior on a weekly basis. Maintenance: Because fluency and prosody are skills that need to be maintained livelong I will not need to focus too extensively on maintenance. He will be practicing these skills constantly in school. Research Rational: 1) In chapter 3 of Coyne, Kameeni, and Carnines Effective Teaching Strategies That Accommodate Diverse Learners the authors discuss the importance of teaching fluency to beginning readers. The three big ideas that should be taught to beginning readers are phonological awareness, alphabetic understanding, and automaticity with the code. Automaticity with the code is similar to fluency for beginning readers. It is an idea that a student needs to translate letters to sound and

4 sound to word in order to read. The authors describe the need for fluency in young readers, if a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words means. The process of teaching a student to become fluent demands a lot of practice according to the authors. This program follows their lead. We will read one book a week allowing for an immense amount of practice. Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective Teaching Strategies That Accommodate Diverse Learners (2nd ed.). Upper Saddle River, NJ: Prentice Hall. 2) The second article I read addresses how to teach fluency and how to teach it well. The reason I choose the article is because it compares repeated reading procedures, similar to the one I am using and because it was tested on 2nd graders like V. The three approaches for repeated readings that were studied were phrase cue text, standard text, and difficult word lists. The results of the study show that there are greater gains made in fluency when taught using standard text for repeated readings. This instructional program uses repeated readings like those that are suggested in this article. LeVasseur, V. M., Macaruso, P., & Shankweiler, D. (2008). Promoting Gains in Reading Fluency: A Comparison of Three Approaches. Reading and Writing: An Interdisciplinary Journal, 21(3), 205-230.