Instructional Planning based on Nonsense Word Fluency ...



General Performance Pattern and Instructional Recommendations based on Nonsense Word Fluency Assessment

(list students in appropriate column -- only list students once!)

| |Sound by Sound |Sound by Sound |Sound by Sound with Recoding |Sound by Sound with Recoding |Whole Word Reading |Whole Word Reading |

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| | | |Not Accurate |Accurate |Not Accurate |Accurate |

| |Not Accurate |Accurate | | | | |

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|Description of NWF |Student makes many letter-sound|Student reads sound by sound |Student reads letter-sounds and|Student reads letter-sounds and|Student reads whole nonsense |Student reads whole nonsense |

|Performance |errors (less than 90% accuracy)|and has minimal sound errors |then reads nonsense words with |then reads nonsense words with |words with good speed but makes|words with good speed and |

| |or is prompted by the examiner |(over 90% accuracy). |many letter-sound or blending |over 90% accuracy. May also |many letter-sound or blending |accuracy (more than 90% |

| |to move on to the next letter | |substitution errors (less than |have hesitations, repetitions |substitution errors (less than |accuracy). |

| |sound. | |90% accuracy). |and slow pace. |90% accuracy). | |

|Instructional |Focus on accuracy instruction |Focus on blending fluency |Focus on accuracy instruction |Focus on blending fluency |Focus on accuracy instruction |Focus instruction on accuracy |

|Implications |at the letter-sound level. |practice at the word level. |at the letter-sound level and |practice at the word level. |at the letter-sound level and |and fluency in connected text. |

| |Identify known and unknown |Instruction in “reading words |then accuracy instruction at |Instruction in “reading words |then accuracy instruction at | |

| |letter-sound combinations. |the fast way”. |the blending level. |the fast way”. |the blending level. | |

|Example Activities |Continued Phonics Instruction |Blending practice in reading |Continued Phonics Instruction |Blending practice in reading |Continued Phonics Instruction |Fluency building activities in |

| |in Reading Program |words accurately “the fast |in Reading Program |words accurately “the fast |in Reading Program |connected text. |

| |Fluency with known sounds: |way”. |First, Fluency with known |way”. |First, Fluency with known |*Repeated Reading |

| |*1-Minute Dash |*No Peeps |sounds: |*No Peeps |sounds: |Strategies |

| |*Rapid Read Sounds |Fluency with known words. |*1-Minute Dash |Fluency with known words. |*1-Minute Dash |*Partner Reading |

| | |*5 x 5 Matrix |*Rapid Read Sounds |*5 x 5 Matrix |*Rapid Read Sounds |Strategies |

| | |*Rapid Read Words |Then, blending practice in |*Rapid Read Words |Then, Fluency in reading words | |

| | |*Paired Peer Practice |reading words accurately “the |*Paired Peer Practice |accurately “the fast way”. | |

| | | |fast way”. | |*No Peeps | |

| | | |*No Peeps | | | |

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