Common Core RF.1.3, RF.1.4
Objective: Given a passage, students will be able to accurately read the first ten high frequency words of Fry's 100 and read words incorporating a CVC pattern with the sounds s, m, a, r, t & b at a rate of 20 correct words per minute.
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 pack takes you through a progression for learning the first ten words on Fry's 100 list as well as learn the sounds for s, m, a, r, t & b.
This purchase includes 8 parts 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.
This passage includes 20 words with the following patterns and high frequency words:
1 occurrence each of the following 10 high frequency words:
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.
More packs for subsequent sets are to hopefully follow.