Tuesday, July 25, 2017

Five Minutes to Fluency and Comprehension – Level 1

Fluency and Comprehension

Five Minutes to Fluency and Comprehension is a 195-page, research-based program that easily fits into any busy school day. 
Elizabeth Chapin-Pinotti
Five minutes, from start to finish, as students peer read, one and two minute strategically worded passages and stories, partner review and then provide instant feedback. 
Five Minutes to Fluency and Comprehension offers a quick, simple and inexpensive way to increase fluency and comprehension. The program is for classroom use, but can easily be incorporated into take home or parent involvement activities. The instructions are easy to follow, best of all, Five Minutes to Fluency and Comprehension is easy to differentiate, adapt as close readings and effortlessly incorporate Response to Intervention into a whole class or individual setting.

Table of Contents
  • Instructions for Fluency Letter Pages 5
  • Instructions for Fluency Practice for a Group or Class 6
  • A Few Words About Reading Instruction 9
  • Practice Passages: Letters to Words 11
  • Short “a” Letter Page 12
  • Short “e” Letter Page 14
  • Short “i” Letter Page 16
  • Short “o” Letter Page 18
  • Short “u” Letter Page 20
  • Long “a” Letter Page 22
  • Long “e” Letter Page 24
  • Long “i” Letter Page 26
  • Long “o” Letter Page 28
  • Long “u” Letter Page 30
  • “c” Letter Page 32
  • “m” Letter Page 34
  • “p” Letter Page 36
  • “f” Letter Page 38
  • “b” Letter Page 40
  • “ar” Letter Page 42
  • “ar” and “ur” Letter Page 44
  • “ow” Letter Page 46
  • Passages 49
  • High Frequency Words 50
  • Fluency “ir”, “or” and “our” 56
  • Fluency Words “long e spelled y” 58
  • Fluency Words “Contractions” 61
  • Fluency Words “Consonant Pairs” 64
  • Fluency “th” Words 67
  • Fluency “s” or “es” Words 70
  • Fluency Soft “c” and “s” Words 73
  • Fluency Words “Compound Words” 76
  • Fluency Words “f”, “ff” and “ough” 79
  • Fluency Words “w”, “wh” and “h” 82
  • Fluency Words “More High Frequency Words” 85
  • Fluency Words ”Even More HFW” 88
  • Fluency “Words, Words, Words” 91
  • Fluency “Words Again” 94
  • Fluency “Words Revisited” 97
  • Fluency “More Words to Read 100
  • Fluency “The Other Sound of C 103
  • Fluency “Almost Last Set of Words” 106
  • Fluency “Last Set of Words” 109
  • Fluency “Action Words” 112
  • Fluency “Things” 113
  • Fluency D, F and G Words 114
  • Words to Read and Know 115
  • Fluency First Hundred 116
  • Fluency First Hundred – Part 2 117
  • Fluency First Hundred – Part 3 118
  • Vowels 119
  • Fluency Short Vowels “a” 121
  • Fluency Short Vowels “e” 123
  • Fluency Short Vowel “I” 125
  • Fluency Short Vowel “o” 127
  • Fluency Short Vowel “u” 129
  • Fluency Long Vowels “a” 131
  • Fluency Long “e” 133
  • Fluency Long “I” 135
  • Fluency Long “o” Words 137
  • Fluency Long “u” Words 139
  • Passages 141
  • Story Passages 179
  • Inventory Sheets and Logs 191
Five Minutes to Fluency and Comprehension - Level 1 Digital @ www.teachersnotebook.com

The Importance of Fluency and Comprehension:

Effective reading instruction, especially for struggling readers, must be explicit and targeted.  Struggling readers are often easily confused and this confusion can lead to frustration.  They need to be explicitly, or directly, taught the skills they need to be proficient readers.

When teachers instruct explicitly, students don’t have to guess what they need to know. They are told outright.  In order for reading instruction to be effective, teachers must clearly state the objective, or what the student is supposed to know, when the lesson is complete, demonstrate these skills and clearly explain every concept and nuance.

For example, when using the lessons in this book, when the letter combination /ar/ is taught – the combination must be explained. Before reading the word list say: “The sound these letters make together is “are” – like a pirate says “arrrrrr”.  What does /ar/ say?” Point to the letter combination and let the student repeat.

Say: “When you see /ar/ together, like in the word “card” it will usually say “are”.” Then go into the words and passages.

Providing specific feedback and praise is also essential. Research indicates providing positive feedback is much more effective than criticism. Effective teachers find ways to constantly and consistently provide authentic feedback.  Don’t say, “good job”, but rather, “You figured out how to read “card” all by yourself” or “When you were reading the passage, you corrected your own mistake”.

Students need information about their errors as well, but simply saying “that was incorrect” is not helpful.  Corrective feedback should be similar to the following:
·       “That was so close. This word is helpful.”
·       “You made a small mistake in the last sentence. Can you find it?”
·       “That was so close to being right. Let’s try again.”

According to the latest National Report Card for Reading, 67% of fourth graders read below grade level. Readers struggle for various reasons, but research has consistently shown that even when a student is diagnosed with a severe reading disability, factors related to early reading instruction play a big role in determining which students will become struggling readers. 

What the Research Says:

High quality, intensive instruction, and its ability to compensate for neurological and genetic factors, is underestimated (Floorman, Fletcher, and Francis, 1997; Shaywitz, 2003). Studies of brain function shows students with serious reading disabilities can be helped by intensive intervention and said brain function can actually improve. Basically…instruction has the power to change the way a person’s brain works.  This research is fascinating and can easily be found on the internet – just search for: Simos, Breier, Fletcher, Bergman and Floorman.

Final note…it is imperative to fix struggling reading early.  A child who is a poor reader by the end of third grade has a 75% chance of being a poor reader by the end of high school.

As we understand more about reading, we get closer and closer to helping every child toward proficient reading.

If you have questions about fluency or specific topical requests for lessons in your classroom - please email - elizabethpinotti@gmail.com.

Have a great day!

Elizabeth Chapin-Pinotti

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