Oral fluency test_scores_themes_1-3.template(1)
•Download as XLS, PDF•
1 like•145 views
Weekly oral reading fluency tests assess students' reading speed and accuracy over short passages. The tests are organized into 3 themes with alternating narrative and expository passages. Student performance is tracked over time to measure reading progress.
Report
Share
Report
Share
Recommended
Oral fluency evaluation end of fall 2013
This document provides instructions and content for an oral fluency evaluation. It outlines that the evaluation is designed to assess English language skills at the end of the semester. It provides a short text about nicknames for Chicago for the student to read aloud, with the expectation that they will not read it perfectly. It instructs the student to then describe themselves as a language learner in their own words, speaking about their language learning experience, goals, and which activities have been most helpful.
Students recording themselves
I used these slides to give a presentation about 'Recording Stories' with Vance Stevens on Learning2gether. The session was recorded and archived here http://learning2gether.net/2015/07/13/learning2gether-with-chris-fry-about-story-recording-live-from-barcelona/
My two classes of adult students recorded themselves in class over 2,500 times between them!
What did we do with so many recordings?
Retelling a story
This document provides instructions for an oral fluency activity where students will take turns retelling short anecdotes and stories shared by their classmates. Students will first think of and tell their own story to a partner. They will then swap story slips of paper and retell the new story to another partner, continuing to swap and retell different classmates' stories. The goal is to practice oral storytelling and retelling other students' anecdotes.
Chapter 9 Fluency Assessment Ppt
This document discusses fluency assessment in reading. It defines fluency assessment as collecting information on accuracy, rate, and prosody during oral reading. Fluency assessment provides an estimate of reading proficiency and predicts comprehension success. It should be used to guide instruction and screen students throughout the year, especially those not making adequate progress. Teachers assess fluency using measures like words correct per minute and compare results to grade-level norms to evaluate student performance.
The Relationship between Oral Reading Fluency and Reading Proficiency.
This document certifies that Kathy Jones' doctoral study was found to be complete and satisfactory. It was reviewed by a committee consisting of Dr. Thomas Schnick, Dr. Barbara Bailey, and Dr. Brett Welch. The study investigated the relationship between 3rd grade students' oral reading fluency rates and their reading proficiency on the state-mandated Texas Assessment of Knowledge and Skills. The results indicated a relationship between oral reading fluency and reading proficiency. The study may help schools identify at-risk readers and implement interventions to improve student reading proficiency.
oral-fluency-rubric
This document provides a 6-point rubric to assess oral reading fluency. The rubric rates fluency from beginning to exemplary based on phrasing, pace, and rate of reading. Level 1 fluency is word-by-word with a slow rate under 65 words per minute. Level 6 fluency reads fluently and consistently with excellent phrasing, expression, and a smooth pace of 160+ words per minute. The rubric is intended to monitor student progress in oral reading fluency from developing to proficient skills.
Building fluency
Oral communication is important for developing students' proficiency and communicative competence. Developing fluency requires components like pronunciation, suprasegmental teaching, and combining approaches. Students need constant exposure and practice to build fluency. There are three modes of practice: imitation, rehearsal, and extemporaneous speech which can increase speaking rate and reduce hesitations. Developing fluency also involves selecting discussion topics, giving peer feedback, and limiting teacher interference.
Oral IV Returns!
This document outlines the agenda and topics for a week 3 class on fluency, intelligibility, and spoken language. The goals are to review concepts from previous classes and introduce the nature of oracy and spoken language. The agenda includes reviewing key terms and concepts from previous classes like fluency types, Levelt's model of speech production, and factors that can cause dysfluencies. It also covers intelligibility research methods and criticisms of that research. The document discusses distinguishing features of spoken versus written language and implications for language teaching, including the importance of starting from spoken language norms.
Recommended
Oral fluency evaluation end of fall 2013
This document provides instructions and content for an oral fluency evaluation. It outlines that the evaluation is designed to assess English language skills at the end of the semester. It provides a short text about nicknames for Chicago for the student to read aloud, with the expectation that they will not read it perfectly. It instructs the student to then describe themselves as a language learner in their own words, speaking about their language learning experience, goals, and which activities have been most helpful.
Students recording themselves
I used these slides to give a presentation about 'Recording Stories' with Vance Stevens on Learning2gether. The session was recorded and archived here http://learning2gether.net/2015/07/13/learning2gether-with-chris-fry-about-story-recording-live-from-barcelona/
My two classes of adult students recorded themselves in class over 2,500 times between them!
What did we do with so many recordings?
Retelling a story
This document provides instructions for an oral fluency activity where students will take turns retelling short anecdotes and stories shared by their classmates. Students will first think of and tell their own story to a partner. They will then swap story slips of paper and retell the new story to another partner, continuing to swap and retell different classmates' stories. The goal is to practice oral storytelling and retelling other students' anecdotes.
Chapter 9 Fluency Assessment Ppt
This document discusses fluency assessment in reading. It defines fluency assessment as collecting information on accuracy, rate, and prosody during oral reading. Fluency assessment provides an estimate of reading proficiency and predicts comprehension success. It should be used to guide instruction and screen students throughout the year, especially those not making adequate progress. Teachers assess fluency using measures like words correct per minute and compare results to grade-level norms to evaluate student performance.
The Relationship between Oral Reading Fluency and Reading Proficiency.
This document certifies that Kathy Jones' doctoral study was found to be complete and satisfactory. It was reviewed by a committee consisting of Dr. Thomas Schnick, Dr. Barbara Bailey, and Dr. Brett Welch. The study investigated the relationship between 3rd grade students' oral reading fluency rates and their reading proficiency on the state-mandated Texas Assessment of Knowledge and Skills. The results indicated a relationship between oral reading fluency and reading proficiency. The study may help schools identify at-risk readers and implement interventions to improve student reading proficiency.
oral-fluency-rubric
This document provides a 6-point rubric to assess oral reading fluency. The rubric rates fluency from beginning to exemplary based on phrasing, pace, and rate of reading. Level 1 fluency is word-by-word with a slow rate under 65 words per minute. Level 6 fluency reads fluently and consistently with excellent phrasing, expression, and a smooth pace of 160+ words per minute. The rubric is intended to monitor student progress in oral reading fluency from developing to proficient skills.
Building fluency
Oral communication is important for developing students' proficiency and communicative competence. Developing fluency requires components like pronunciation, suprasegmental teaching, and combining approaches. Students need constant exposure and practice to build fluency. There are three modes of practice: imitation, rehearsal, and extemporaneous speech which can increase speaking rate and reduce hesitations. Developing fluency also involves selecting discussion topics, giving peer feedback, and limiting teacher interference.
Oral IV Returns!
This document outlines the agenda and topics for a week 3 class on fluency, intelligibility, and spoken language. The goals are to review concepts from previous classes and introduce the nature of oracy and spoken language. The agenda includes reviewing key terms and concepts from previous classes like fluency types, Levelt's model of speech production, and factors that can cause dysfluencies. It also covers intelligibility research methods and criticisms of that research. The document discusses distinguishing features of spoken versus written language and implications for language teaching, including the importance of starting from spoken language norms.
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...University of the Philippines Diliman
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Discourse and conversation
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
Conversational English (ACTIVITY)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...
In class: Work on language - students recording themselves using ipadio; students do communicative speaking task; teacher gives whole class feedback using Whatsapp web on IWB. Then students record themselves repeating the task.
Out of class: Teacher gives Individual feedback and evaluation of recordings on ipadio web and Edmodo. Students then add their best recordings to their e-portfolios on WordPress
Oral Reading Fluency Research
Oral Reading Fluency Research : ED 520: Implementing Solutions for School-wide Effective Reading Instruction. American College of Education, November 2, 2012. To be presented at PEAK Teachers Conference, Kuwait, December 8, 2012.
Fluency
This document provides tips for improving fluency in oral discourse, including using oral discourse markers to give time to think, drilling language chunks and conversational structures, and underlining useful chunks found in readings. It recommends getting used to discourse markers like "yeah" and "well" that allow time for responding appropriately. Repeating and using fixed expressions and language chunks in context helps improve fluency. Underlining useful expressions found in readings and listening helps automatize them to build confidence and fluency in communication.
Conversation Analysis
The document discusses key aspects of conversation including turn-taking, adjacency pairs, speech acts and illocutionary acts. It provides examples of common adjacency pairs such as question-answer, request-granting, apology-acceptance. It also categorizes different types of speech acts such as assertives, directives, commissives, expressives and declarations. The document concludes with an example conversation analyzing it in terms of adjacency pairs and speech acts.
Tytiana shaw pen pal letter 3.15.11
The writer shares with their pen pal Ursula about their life, friends, hobbies and upcoming trip. They have 9 best friends including Pedro, Marielos, Mya, Vicky, Esther and Brianna who they enjoy going to the mall with. In their spare time they enjoy singing, dancing, tutoring and spending time with family and friends while trying to get good grades in school. They are looking forward to an upcoming class trip to Washington D.C.
States
This document lists names, locations, and numbers that appear to represent students and their due dates for an assignment. It includes 29 names from various US states and territories along with numbers that may indicate how many days late or amount due for each student. The due date for the assignment is listed as March 17.
Ss civics and governement pyp
This document outlines a 6-week unit plan for a 5th grade PYP social studies unit. The unit focuses on roles and responsibilities of governments and citizens. Over the course of the unit, students will investigate concepts like rights, leadership, cooperation, and how governments function. Students will develop their understanding through group work, individual investigations, and presentations. The unit incorporates skills like cause and effect analysis, making inferences, and identifying main ideas and supporting details. Across the six weeks, students will practice skills like research, writing, and peer editing to demonstrate their learning.
Pyp week 6 plan
This document outlines the PYP Week 6 plan for a 5th grade class at Pan American Academy Charter School for the 2010-2011 school year. The central idea is how people have affected the world with mixtures and solutions. Objectives include determining concentrations in mixtures and investigating chemical reactions. Assessments include teacher observations and student response sheets. Lines of inquiry focus on solutions, chemical reactions, separating products, and investigating mixtures. The plan integrates connections to other subjects and includes inquiry activities like completing investigations and creating chemical reactions. Materials needed include lab equipment and chemicals.
Points for free friday fever
This document contains a list of names with numbers associated with each name. There are 25 names listed with numbers ranging from 61 to 101010 next to each name. The document provides basic data about multiple individuals but does not provide any context around the meaning of the numbers or significance of listing the names.
Pictures
This document contains two names: Aileen Pereyra and Luis Soto. No other information is provided about these individuals. The document simply lists two names but gives no context or details about the people named.
Parent teacher conference schedule 1
The document provides a schedule for parent teacher conferences between Mrs. Breen and her students' parents/guardians on March 23rd and 24th, listing students' names and their scheduled conference times between 1:00 PM and 6:45 PM, with breaks between sessions and some conferences scheduled as needed.
Investigation 3 revised
This document discusses concentration in solutions. It describes how concentration refers to the amount of material dissolved in a given volume of liquid, with more concentrated solutions having more material dissolved. It discusses making concentrated and dilute soft drink solutions by varying the amount of powder mixed in water. It also describes investigating the concentration of salt solutions and developing procedures to determine which of three mystery solutions has the different concentrations without tasting them.
Esther rios3.15.11
Esther wrote a letter to her friend Scarlett introducing some of her 22 friends, including Ulysses, Tytiana, Tatiana, Aaliyah, Edgar, Mya, Marielos, Brianna, Franky, Eli, Luis, Tio, Macho, Christian, Miocapi, Jeffrey, Reyna, Delilah and Juleyxis. She also mentioned having other friends like Petey, Alex and one other. Esther stated she is 11 years old and asked Scarlett her age. Esther shared that her favorite singers are Justin Bieber and Petey Style and asked Scarlett who her favorite singer is.
Dialogue.docx
The document provides examples of elements to include in a dialogue, sound effects, and action to engage readers in a story. It suggests starting with a character speaking about something relevant to the plot. It also recommends using onomatopoeias to describe sounds that immerse readers. Finally, it advises including a high-energy or unbelievable event to compel readers to keep reading.
Countdown clock
This document displays an online countdown clock that allows the user to select a countdown time between 1 minute and 1 hour. The clock then counts down from the selected time in minutes and seconds until it reaches zero. It is created by Dr. Jeff Ertzberger and includes a "Back to Clock Home" button to return to the main clock page.
Attitudes and profile stories
Acceptance and tolerance mean appreciating and respecting differences in others without judgment, even if you disagree with them or their beliefs. While you don't have to agree with everyone, being accepting and tolerant means respecting others regardless of how they differ from you.
Amy mumin
The writer discusses taking standardized tests called PSSAs which they found easy, except for the upcoming writing portion. They tell about themselves, sharing their favorite colors, celebrities, songs, age of 10 and a half years old, and hobbies of wearing jewelry and clothes. The writer lists upcoming school trips and best friends' names. They ask the recipient about tests taken in Spain, school trips there, favorite singers, and look forward to further conversation.
More Related Content
Viewers also liked
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...University of the Philippines Diliman
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Discourse and conversation
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
Conversational English (ACTIVITY)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...
In class: Work on language - students recording themselves using ipadio; students do communicative speaking task; teacher gives whole class feedback using Whatsapp web on IWB. Then students record themselves repeating the task.
Out of class: Teacher gives Individual feedback and evaluation of recordings on ipadio web and Edmodo. Students then add their best recordings to their e-portfolios on WordPress
Oral Reading Fluency Research
Oral Reading Fluency Research : ED 520: Implementing Solutions for School-wide Effective Reading Instruction. American College of Education, November 2, 2012. To be presented at PEAK Teachers Conference, Kuwait, December 8, 2012.
Fluency
This document provides tips for improving fluency in oral discourse, including using oral discourse markers to give time to think, drilling language chunks and conversational structures, and underlining useful chunks found in readings. It recommends getting used to discourse markers like "yeah" and "well" that allow time for responding appropriately. Repeating and using fixed expressions and language chunks in context helps improve fluency. Underlining useful expressions found in readings and listening helps automatize them to build confidence and fluency in communication.
Conversation Analysis
The document discusses key aspects of conversation including turn-taking, adjacency pairs, speech acts and illocutionary acts. It provides examples of common adjacency pairs such as question-answer, request-granting, apology-acceptance. It also categorizes different types of speech acts such as assertives, directives, commissives, expressives and declarations. The document concludes with an example conversation analyzing it in terms of adjacency pairs and speech acts.
Viewers also liked (8)
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...
More from Maria BREEN
Tytiana shaw pen pal letter 3.15.11
The writer shares with their pen pal Ursula about their life, friends, hobbies and upcoming trip. They have 9 best friends including Pedro, Marielos, Mya, Vicky, Esther and Brianna who they enjoy going to the mall with. In their spare time they enjoy singing, dancing, tutoring and spending time with family and friends while trying to get good grades in school. They are looking forward to an upcoming class trip to Washington D.C.
States
This document lists names, locations, and numbers that appear to represent students and their due dates for an assignment. It includes 29 names from various US states and territories along with numbers that may indicate how many days late or amount due for each student. The due date for the assignment is listed as March 17.
Ss civics and governement pyp
This document outlines a 6-week unit plan for a 5th grade PYP social studies unit. The unit focuses on roles and responsibilities of governments and citizens. Over the course of the unit, students will investigate concepts like rights, leadership, cooperation, and how governments function. Students will develop their understanding through group work, individual investigations, and presentations. The unit incorporates skills like cause and effect analysis, making inferences, and identifying main ideas and supporting details. Across the six weeks, students will practice skills like research, writing, and peer editing to demonstrate their learning.
Pyp week 6 plan
This document outlines the PYP Week 6 plan for a 5th grade class at Pan American Academy Charter School for the 2010-2011 school year. The central idea is how people have affected the world with mixtures and solutions. Objectives include determining concentrations in mixtures and investigating chemical reactions. Assessments include teacher observations and student response sheets. Lines of inquiry focus on solutions, chemical reactions, separating products, and investigating mixtures. The plan integrates connections to other subjects and includes inquiry activities like completing investigations and creating chemical reactions. Materials needed include lab equipment and chemicals.
Points for free friday fever
This document contains a list of names with numbers associated with each name. There are 25 names listed with numbers ranging from 61 to 101010 next to each name. The document provides basic data about multiple individuals but does not provide any context around the meaning of the numbers or significance of listing the names.
Pictures
This document contains two names: Aileen Pereyra and Luis Soto. No other information is provided about these individuals. The document simply lists two names but gives no context or details about the people named.
Parent teacher conference schedule 1
The document provides a schedule for parent teacher conferences between Mrs. Breen and her students' parents/guardians on March 23rd and 24th, listing students' names and their scheduled conference times between 1:00 PM and 6:45 PM, with breaks between sessions and some conferences scheduled as needed.
Investigation 3 revised
This document discusses concentration in solutions. It describes how concentration refers to the amount of material dissolved in a given volume of liquid, with more concentrated solutions having more material dissolved. It discusses making concentrated and dilute soft drink solutions by varying the amount of powder mixed in water. It also describes investigating the concentration of salt solutions and developing procedures to determine which of three mystery solutions has the different concentrations without tasting them.
Esther rios3.15.11
Esther wrote a letter to her friend Scarlett introducing some of her 22 friends, including Ulysses, Tytiana, Tatiana, Aaliyah, Edgar, Mya, Marielos, Brianna, Franky, Eli, Luis, Tio, Macho, Christian, Miocapi, Jeffrey, Reyna, Delilah and Juleyxis. She also mentioned having other friends like Petey, Alex and one other. Esther stated she is 11 years old and asked Scarlett her age. Esther shared that her favorite singers are Justin Bieber and Petey Style and asked Scarlett who her favorite singer is.
Dialogue.docx
The document provides examples of elements to include in a dialogue, sound effects, and action to engage readers in a story. It suggests starting with a character speaking about something relevant to the plot. It also recommends using onomatopoeias to describe sounds that immerse readers. Finally, it advises including a high-energy or unbelievable event to compel readers to keep reading.
Countdown clock
This document displays an online countdown clock that allows the user to select a countdown time between 1 minute and 1 hour. The clock then counts down from the selected time in minutes and seconds until it reaches zero. It is created by Dr. Jeff Ertzberger and includes a "Back to Clock Home" button to return to the main clock page.
Attitudes and profile stories
Acceptance and tolerance mean appreciating and respecting differences in others without judgment, even if you disagree with them or their beliefs. While you don't have to agree with everyone, being accepting and tolerant means respecting others regardless of how they differ from you.
Amy mumin
The writer discusses taking standardized tests called PSSAs which they found easy, except for the upcoming writing portion. They tell about themselves, sharing their favorite colors, celebrities, songs, age of 10 and a half years old, and hobbies of wearing jewelry and clothes. The writer lists upcoming school trips and best friends' names. They ask the recipient about tests taken in Spain, school trips there, favorite singers, and look forward to further conversation.
Investigation 4
When two or more chemicals are mixed, changes like heat production, gas formation, or precipitate formation provide evidence that a chemical reaction has occurred, forming new materials. The document describes experiments mixing calcium chloride, baking soda, and citric acid in water. It was observed that calcium chloride and baking soda mixtures produced carbon dioxide gas and calcium carbonate precipitate. Citric acid reacted similarly with baking soda. Evaporation of filtrates showed the presence of salt crystals, indicating the solutions contained ionic compounds.
Dialogue
The document provides examples of elements to include in a dialogue, sound effects, and action to engage readers in a story. It suggests starting with a character speaking about something relevant to the plot. It also recommends using onomatopoeias to describe sounds that immerse readers. Finally, it advises including a high-energy or unbelievable event to compel readers to keep reading.
Weekly journal checklist
This document appears to be a journal listing names of students for each day of the school week. It includes a list of first names for Monday through Friday, with most days having between 5-10 different names listed.
Week 4
The document outlines a weekly school schedule that includes subjects like literacy, writing, math, science, social studies, physical education, art, dance, and technology. Mondays and Tuesdays follow a similar schedule of breakfast, literacy and writing lessons, lunch, history, math, and additional subjects in the afternoon. Wednesdays include test preparation and early dismissal on Thursdays includes sharing current events. Fridays conclude each week with a morning literacy block and afternoon math, Spanish, science, and writing or social studies.
Week 4 lesson plans
The document contains a weekly lesson plan for a classroom. It includes the following for each day:
- Subjects to be covered such as literacy, writing, math, science, social studies
- Specific activities and lessons for each subject with objectives and instructions
- Schedules for breakfast, lunch, recess and class periods
Week 2 pyp weekly plan
This document provides a weekly plan for a 5th grade PYP unit focusing on how people have positively affected the world with mixtures and solutions. The objectives are for students to explain how substances can be separated with screens and filters, identify substances that make solutions, and determine the saturation limits of salt, citric acid, and water. Assessments include observation notes and student worksheets. Key lines of inquiry are how and why substances combine or are separated, and how and why saturation occurs and its limits. Students will conduct investigations with mixtures and solubility, connecting to social studies and language arts. Materials needed include internet access and substances to make mixtures like Kool-aid, salt, and calcium chloride.
More from Maria BREEN (20)
Oral fluency test_scores_themes_1-3.template(1)
- 1. Weekly Oral Reading Fluency Tests (_____________) 1 2 3 4 5 Narrative Theme One Expository Theme One 6 7 8 9 10 Narrative Theme Two Expository Theme Two 11 12 13 14 15 Narrative Expository Theme Three Theme Three Student Name Marquee Adams