Training students as fluency partners
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Training Students as Fluency Partners. The Six-Minute Solution:. Introducing Student Fluency Partnerships. Use the training packet to select materials for use in training your students in the Six Minute Solution. Training Packet Content :

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Training Students as Fluency Partners

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Training students as fluency partners

Training Students as Fluency Partners

The Six-Minute Solution:


Introducing student fluency partnerships

Introducing Student Fluency Partnerships

  • Use the training packet to select materials for use in training your students in the Six Minute Solution.

  • Training Packet Content:

  • Lesson Plan for Student Fluency Partnership Training

  • Six Minute Solution Student Training PowerPoint

  • Split column notes for student use during student fluency partnership training and answer key

  • Split column notes answer sheet


Selecting training passages

Selecting Training Passages

  • Select training passages that are one to two years BELOW the lowest student in your class. You are training students in the procedures- not practicing fluency. You want students to focus on how to proceed during fluency practice.

  • The training packet includes two practice passages-Fish Facts( 2nd grade level) Reptiles : Cold Blooded Animals ( 3rd grade level). Use these passages for training or choose from other assessment passages taken in the Six Minute Solution.


Training slides for powerpoint presentation

Training Slides for PowerPoint Presentation

  • Use a multimedia projector

  • Make transparencies of the PowerPoint that accompanies this packet.


Lesson plan the six minute solution fluency partnership training

Lesson Plan : The Six Minute Solution : Fluency Partnership Training

Objective :

To introduce students to the concept of fluency, train them in the proper use of the Six Minute Solution Fluency Program, model it and have students practice as fluency partners.


Lesson plan the six minute solution fluency partnership training1

Lesson Plan : The Six Minute Solution : Fluency Partnership Training

Training Vocabulary:

fluency

script

vertical

words read correctly per minute


Lesson plan the six minute solution fluency partnership training2

Lesson Plan : The Six Minute Solution : Fluency Partnership Training

Strategies :

Read Aloud

Questioning

Split column notes

Fluency partner practice


Lesson plan preparation complete prior to student training

Lesson Plan :PreparationComplete prior to student training

Materials : PowerPoint Presentation

Procedure :Read the PowerPoint NOTES PAGES for Introducing Fluency Partnerships


Lesson plan introduction complete prior to student training

Lesson Plan :IntroductionComplete prior to student training

Materials : PowerPoint Slide 1

Picture book Wolf

Procedure : Prepare students for learning by prompting them to discuss some thought provoking questions.


Think pair share

Think, Pair, Share

  • What is fluency?

  • Why do you think this program is called the Six Minute Solution?


Lesson plan procedures reading strategy

Lesson Plan :ProceduresReading Strategy

Materials : Overhead transparency of “Student Fluency Partnership Training”, the student’s split column notes, class set of split column notes

PowerPoint presentation

Procedure : The teacher defines the first assignment which is to complete split-column notes as information is presented by PowerPoint slides. The students will keep these notes as a reference in their folders.

The teacher uses the notes page of the PowerPoint presentation to train, model and provide practice on the use of The Six Minute Solution.


Lesson plan reflection activity

Lesson Plan : ReflectionActivity

Materials : Split-column notes

Procedure : Students will use their split-column notes to independently answer the following question : “Why are we going to practice fluency building this year?”

Upon completion of their independent responses, students discuss their ideas.

Answer any questions they may have.

Revisit the question posed at the beginning of the training : “Why is this program called The Six Minute Solution”?


Training students as fluency partners1

Training Students as Fluency Partners

The Six-Minute Solution:


Training students as fluency partners

  • Fluency is the ability to read text

  • accurately,

  • quickly, and

  • with expression.


What do you need to know to be a good fluency partner how to

What do you need to know to be a good fluency partner? How to…

whisper read


Training students as fluency partners

…underline words I don’t know the first time I get a new passage and raise my hand to ask for help.

Helen Keller was born on June 27, 1880. She was a healthy baby at first. Then she got sick. She had scarlet fever. Helen almost died. The fever went away after many days. But Helen was not the same. She was now deaf and blind.

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Training students as fluency partners

add the number of correct words per minute (cwpm) I read


Training students as fluency partners

Why are numbers before each line of this passage?

Helen Keller was born on June 27, 1880. She was a healthy baby at first. Then she got sick. She had scarlet fever. Helen almost died. The fever went away after many days. But Helen was not the same. She was now deaf and blind.

0

7

15

22

28

35

44


Training students as fluency partners

Helen Keller was born on June 27, 1880. She was a healthy baby at first. Then she got sick. She had scarlet fever. Helen almost died. The fever went away after many days. But Helen was not the same. She was now deaf and blind.

0

7

15

22

28

35

44

Let’s practice how to whisper read as a whole group


Training students as fluency partners

Let’s practice how to…

draw a vertical line after the last word read


Training students as fluency partners

Draw a vertical line between the parentheses on your split-column notes.


Training students as fluency partners

0

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Helen Keller was born on June 27, 1880. She was a healthy baby at first. Then she got sick. She had scarlet fever. Helen almost died. The fever went away after many days. But Helen was not the same. She was now deaf and blind.

Let’s practice how to add the number of words read correctly per minute (cwpm)

TOTAL WORDS READ_____

- Errors _____

= CWPM _____


Practice whisper reading marking the last word you read with a vertical line and computing cwpm

Practice whisper reading, marking the last word you read with a vertical line, and computing cwpm.

North and South America are joined by a little piece of land. Before 1900, it was hard to get from the East to the West Coast. Shops had to sail around Cape Horn. It took three months to go from New York to San Diego. People wanted a shorter trip.

The French started to dig a canal. It was hard work. Many workers died of yellow fever. The French gave up…

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7

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26

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60

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81

TOTAL WORDS READ_____

Errors - _____

= CWPM _____


Training students as fluency partners

Why do we reread the same passage to build fluency?

…to become fluent readers


Training students as fluency partners

…to complete homework more efficiently


Training students as fluency partners

…to improve our comprehension


Training students as fluency partners

…to practice reading nonfiction passages


Training students as fluency partners

Fluency Partner Behavior

Partners are selected according to test data; the computer program matches partners.


Training students as fluency partners

Fluency Partner Behavior

Your fluency partnership is a working relationship for only 6 minutes of the day.


Training students as fluency partners

Fluency Partner Behavior

You MUST work cooperatively and respectfully.


Fluency partners are polite and helpful they use a script to make practice go smoothly

Fluency Partner Behavior

Fluency partners are polite and helpful. They use a script to make practice go smoothly.


Training students as fluency partners

Correction Script

  • The partner who marked errors points to the first error and says the correct word, “This word is _______.”

  • The marker then says, “What word?”

  • The reader then repeats the word correctly.

  • Partners repeat this process until all words are corrected.

  • Then say, “You read ____ words. I heard ___ errors. Your correct words per minute are ____.


What errors do i mark during fluency practice

What errors do I mark during fluency practice?


Training students as fluency partners

Oral Reading Fluency Errors

Draw a slanted line through these errors.

  • Mispronunciations/Dropped endings

  • Substitutions

  • Hesitations/No attempt

  • Omissions

  • Transpositions (out of sequence)

  • Repeated errors count each time


Training students as fluency partners

You do not have to write the correct word above the error! The incorrect word is written above to show you what the person read aloud. Partners only need to draw slanted lines through errors.


Training students as fluency partners

Examples of Errors

Mispronunciation

He walked down the stairs.

Dropped Endings

The dogs ran faster and faster.

stars

dog


Training students as fluency partners

Substitutions

The fluffy animal strutted across

the open field.

ground


Training students as fluency partners

Hesitations/No Attempt

(Reader waits longer than 3 seconds)

I have a purple bear.


Training students as fluency partners

Omissions

  My dog ran home quickly.

Transpositions

The servant cleaned and cooked.


Training students as fluency partners

Repeated errors count each time. How many errors are on this page?

The reptile slithered down the steps and hid in the basement. There are many reptiles that live around our house. We are not afraid of these reptiles because we know they will keep harmful insects from eating our plants.


Training students as fluency partners

Repeated errors count each time. How many errors are on this page?

  The reptile slithered down the steps and hid in the basement. There are many reptiles that live around our house. We are not afraid of these reptiles because we know they will keep harmful insects from eating our plants.

reptell

reptells

reptells


Training students as fluency partners

DO NOT COUNT AS ERRORS

  • Errors made, then self-corrected

  • Repeated words read correctly

  • Punctuation errors

  • Dialect or speech problems

  • Insertions


Training students as fluency partners

I’ll read a passage for you to practice marking errors. The passage entitled, “Fish Facts,” can be found in your notes packet. Remember you only draw a slanted line through errors.


Training students as fluency partners

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Training students as fluency partners

How do I graph my cwpm?


Training students as fluency partners

Partner Fluency Graphing Recording Sheet

Student Name_______________________


Here is the minute by minute breakdown of the six minute solution

Here is the minute-by-minute breakdown of The Six-Minute Solution:


Minute 1

Minute 1

  • Partner 1 arranges the chairs while partner 2 picks up the folder.

  • Both partners enter today’s date and the passage number on their graphs.

  • Get ready! Partner 1 always reads first while Partner 2 marks errors.


Minute 2

Minute 2

  • Partner 1 begins to read when the teacher says begin. Partner 1 will read for one minute.

  • Partner 2 marks errors with a slanted line and the last word with a vertical line.


Minute 3

Minute 3

  • Partner 2 uses the correction script to give

    • errors,

    • the total number of words read,

    • the number of errors,

    • and the total correct words per minute (cwpm).

  • Partner 2 then erases the errors while Partner 1 enters cwpm on his/her graph.


Minute 4

Minute 4

  • Partner 2 begins to read when the teacher starts the timer. Partner 2 reads for 1 minute.

  • Partner 1 marks errors with a slanted line and the last word with a vertical line.


Minute 5

Minute 5

  • Partner 1 uses the correction script to give

    • errors,

    • the total number of words read,

    • the number of errors,

    • and the total correct words per minute.

  • Partner 1 then erases the errors while Partner 2 enters cwpm on his/her graph.


Minute 6

Minute 6

  • Partner 1 puts the chairs back in place.

  • Partner 2 puts the folder away.


Let s practice the six minute solution using the passage in your split column notes

Let’s’ practice the Six-Minute Solution using the passage in your split-column notes.


Use your split column notes to answer this question

Use your split-column notes to answer this question:

Why are we going to practice building fluency this year?


Training students as fluency partners

Before you leave class, write at least three sentences that describe what you think of fluency practice based on what you’ve learned today.


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