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View the results of the updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal, with compiled ORF norms for grades 1-6. You'll also find an analysis of how the 2017 norms differ from the 2006 norms.

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kalley@erinkentconsulting.com

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Student strengths & next steps- The Reading Rope

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Student strengths & next steps- The Reading Rope

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SSIS G3 U4 RUOS Research Clubs Unpacking Document

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Student strengths & next steps - TC progression

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Student strengths & next steps - TC progression

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Curated folder of resources

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Login - Heinemann | Publisher of professional resources and a provider of educational services for teachers, kindergarten through college

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Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college.

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TEMPLATE

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G5 Shared Reading Small Group Demo- Plastic Straws

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TEMPLATE

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Shared Text Read Aloud example planner.pdf

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SSIS G3 Research Clubs Reading Look Fors

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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Grouping with Phases of Word Recognition

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Grouping with Phases of Word Recognition

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Grouping with Phases of Word Recognition

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Example- Morphology Focused Small Group Shared Text

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Example- Morphology Focused Small Group Shared Text

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<re> focused, teen well being- Planner for Syllables & Morphology- Shared Reading

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Example- Multisyllabic Decoding Shared Text Planner

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Example- Multisyllabic Decoding Shared Text Planner

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TEMPLATE

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ISNS G4 Planner for Syllables in Connected Text Small Group

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Example- Phonics & Transfer Small Groups

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Example- Phonics & Transfer Small Groups

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G2 Word Study Demo Reading Group- <ea> long e

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Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., and Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, D.C.:Government Printing Office.

Fuchs, L.S., Fuchs, D., Hosp, M. K., and Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Good, III, R.H. and Kaminski, R.A. (Eds.) (2002). Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 6th Ed. Institute for the Development of Educational Achievement. Eugene, Ore.:University of Oregon.

Hasbrouck, J. and Tindal, G.A. (2006, April). ORF norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644.

Hintze, J.M. and Christ, T.J. (2004). An examination of variability as a function of passage variance in CBM progress monitoring. School Psychology Review, 33(2), 204-217.

Hudson, R.F., Lane, H.B., and Pullen, P.C. (2005, May). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.

National Institute of Child Health and Human Development (NICHD) (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4769. Washington, D.C.:U.S. Government Printing Office.

Read Naturally (2002). Reading fluency monitor. Minneapolis: Author.

Shinn, M.R. (1989). Identifying and defining academic problems: CBM Screening and eligibility procedures. In M. R. Shinn (Ed.). Curriculum-based measurement: Assessing special children, 90-129. N.Y.:Guilford.

Stecker, S.K., Roser, N.L., and Martinez, M.G. (1998). Understanding oral reading fluency. In T. Shanahan and F.V. Rodriguez-Brown (Eds.), 47th yearbook of the National Reading Conference, pp. 295-310. Chicago:National Reading Conference.

Wolf, M. and Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.

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Learn what reading fluency is, why it is critical to make sure that students have sufficient fluency, how we should assess fluency, and how to best provide practice and support for all students.

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Grouping with Phases of Word Recognition

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Grouping with Phases of Word Recognition

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Grouping with Phases of Word Recognition

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J. Seravallo- A Teacher's Guide to Reading Conferences

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Documenting Research Clubs for next year

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Documenting Research Clubs for next year

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Keep vocabulary focus, especially in read aloud

More modeling of notetaking, specifically translating between notes and sentences

Copying words vs understanding

Mitigated choice- is immune system too challenging?

Emphasis on planning, setting a purpose for reading (sections of the pamphlet)

Explicit use of planning, using planning

Skills of working in groups, how to get information from all participants (consolidation), conversation and discussing