ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

*Through the DIBELS program the student was selected as qualifying for Progress Monitoring in Oral Reading Fluency (ORF) based on the Fall benchmark score.

*The student scored below the benchmark goal and was at the “at risk” level during the Fall benchmark assessment period.

Equipment/Materials Needed

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
REWARDS Multisyllabic Word Reading Strategies
Read Naturally
Graphs
Stopwatch
Highlighters
Pencils

Understandings & Goals

The student will learn word attack skills (decoding and encoding) to help them read at an oral reading fluency rate appropriate for their grade level.

Questions Answered

The student will read at the DIBELS benchmark goal or aim line at the end of the school year.
The student will use REWARDS word attack strategies to increase their oral reading fluency to help them read at the DIBELS benchmark goal or aim line at the end of the school year.

Assessment

The student can code and read word lists in the REWARDS Program with 90% accuracy.

The student will chart the weekly Read Naturally passage showing the number of correct words per minute.

Teacher and student will discussion what are some student strategies to be used to improve reading fluency.

Using the DIBELS Program, the two week progress monitoring will be given, and the student’s oral reading fluency score will be entered using the DIBELS website. Progress monitoring reports will be printed and shared with the student, classroom teacher, and parents. If the student scores “at risk (red)” and remains there for more than 2 months, the instructor should considering altering the intervention.

Intervention alterations could include: seeing the student more time each week, using a different intervention program, or adjusting the intervention reading level.

Instructional Strategies

First, I will require that the student charts their own Read Naturally correct words per minute (CWPM) score. I believe this allows the student to see their progress and motivates them to improve. It gives them ownership for their own learning.
Second, I will have discussions with the student regarding what they need to be in responsible for, if they want their oral reading fluency score to improve. We will talk about the importance of nightly reading practice and using word attack strategies to decode longer words.
Third, I will use the repeated reading strategy on the weekly reading passage to build fluency.
Fourth, I will provide an appropriate amount of weekly teacher-student instructional time.
Fifth, I will ensure the student is reading at their “instructional level” during intervention instruction and not at a “frustration level”. I also encourage the student to read at their “independent level” when reading at home.

Procedures

Using the Read Naturally Placement passages, find the student’s instructional reading level. Based on this placement score, each week the student will select a passage at their independent reading level and they will work on building oral reading fluency on the selected passage. I will have a graph ready to record correct words read per minute (CWPM). The student will start with a “cold read” for the first recording. As the student reads on a student copy, the teacher follows along on the teacher copy and underlines any errors. The student will graph the CWPM. Next, discuss with the student all the underlined errors. Have the student reread these errors. Every day and throughout the week, the child can listen to the audio recording to practice reading the passage or the teacher can do oral reading with them. (This depends on your group size.) Always record the last independent read for each day. Repeat the passage readings at least 3 times per session.

Using the REWARDS Program, follow the teacher’s manual to properly state clear reading/decoding strategies. The student then applies the reading strategies to the pages in the student book. Try to teach a lesson per week, if not more.

Using the DIBELS Program, do the two week progress monitoring for (ORF) oral reading fluency and record the student oral reading fluency score. If the student falls in the “at risk (red)” range and remains there for more than 2 months, consider altering the intervention.

Intervention alterations could include: seeing the student more time each week, using a different intervention program, or adjusting the intervention reading level.