Common Core RF.1.3, RF.1.4
For those of you who are interested in purchasing my RF.1.3, RF.1.4 RtI: Learn to Read Fluency Pack individual sets, this is a way to save money and have all the information in one download.
PLEASE NOTE: I currently have 4 of my intended 10 packs complete. Therefore, I will list this at a discount at this time. When you purchase this now, you will be entitled to additional revisions where I add future sets at no additional charge. I will send out a notice to each buyer as I add sets to this pack. Each time I add a set, I will increase the price accordingly, which will have no affect on previous buyers. Therefore, the earlier you purchase this complete set, the more money you will save for the same amount of product as someone that buys the pack when it is complete.
Why am I offering this?
I feel it is the most cost effective and time effective manner in which to obtain this progression pack if you are intending on going through the entire 100 Fry words.
Objective: Given a passage, students will be able to accurately read the first 100 high frequency words of Fry's 100 and read words incorporating various patterns with each sound at a given fluency rate at your professional discretion.
Fluency Intervention (great for RTI and special education)
Are you having trouble having a student learn to read? I am hoping this is your answer! This complete set (when finished) takes you through a progression for learning words on Fry's 100 list as well as learn the sounds of the alphabet in a fluent manner.
This purchase includes 8 parts of each of my 10 sets (3 are done at this time) and are as follows:
2. Directions for use
3. Words and Sounds included in the set
4. Fluency Phrases
5. Student copy of repeated reading (see rationale for repeated readings below)
6. Teacher copy of repeated reading, which includes the number of total words on each line
7. Record to track the types of word pattern errors your student makes
8. Information as to how many and what types of patterns are included in this passage.
The passage included is geared toward students needing to increase rate and accuracy as they orally read before they are able to read the pre primer passages found elsewhere. Some students struggle with AimsWeb and DIBELS probes when words in the passage cover patterns that are above the student's reading level.
Repeated readings help fluency. Give the student one minute to attack the passage. Record their progress. Repeat with the same passage until they are reaching expected fluency rates. Please note that students may become disinterested in repeated readings; therefore, you may want to use your discretion as to how many times the passage is repeated in one sitting. I tend to have my first grade students read the passage one time per sitting for one minute while I record errors. After one minute, I ask questions regarding words they misread or even sometimes those that were read correctly. I might ask, for example, "what pattern do you see that tells you the vowel makes a short sound?" I find this questioning to be quite valuable so I encourage you to include it after the one minute.
For those who tend to wait the 3 seconds for you to tell them the word on traditional fluency probe assessments, I suggest not telling students the words on this passage for the entire minute. Should they get stuck on the the 2nd word, then they get stuck. My goal here is to challenge the student to attack the word rather than to rely on the word to be read aloud to them. Again, this is entirely up to you as the interventionist. You know your students best.
Use the record sheet to determine the types of patterns in which your student is having difficulty. Then let that data drive your future instruction for that student.
I not only use this record sheet for each student I am monitoring closely, but print an additional one out and use as a record sheet for the total number of errors for all monitored students. I then use that information to see if there is a pattern of errors among all students. If so, it drives my instruction that direction.
I organize my repeated readings in a binder with tabs for each student. Each student has teacher copies of the text and a record sheet in their section. The student copy of the text is in a sheet protector and is taken out to use by the student. This set up allows me to quickly flip from one student to the next which decreases transition time and makes every moment as worthwhile as I can manage.
What a powerful piece of data! Download now and see progress and know where to go with your instruction!
I aim for my items to be effective in aiding your instruction. Please give me feedback as my classroom is only one snapshot of this TpT community.