General Performance Pattern and Instructional ...



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 | | | | |

|List Student Names | | | | | | |

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

|Performance |letter-sound errors (less |and has minimal sound errors |and then reads nonsense words|and then reads nonsense words|words with good speed but |words with good speed and |

| |than 90% accuracy) or is |(over 90% accuracy) |with many letter-sound or |with over 90% accuracy. May |makes many letter-sound |accuracy (more than 90% |

| |prompted by the examiner to | |blending substitution errors |also have hesitations, |blending or substitution |accuracy). |

| |move on to the next letter | |(less than 90% accuracy) |repetitions, and slow pace. |errors (less than 90% | |

| |sound | | | |accuracy) | |

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

|Implications |instruction at the |practice at the word level |instruction at the |practice at the word level |instruction at the |and fluency in connected text |

| |letter-sound level. |- Instruction in “reading the|letter-sound level and then |- Instruction in “reading the|letter-sound level and then | |

| |- Identify known and unknown |words the fast way” |accuracy instruction at the |words the fast way” |accuracy instruction at the | |

| |letter-sound combinations | |blending level | |blending level | |

|Example Activities |- Continued phonics |- Blending practice in |- Continued phonics |- Blending practice in |- Continued phonics |- Fluency building activities |

| |instruction in reading |reading words accurately “the|instruction in reading |reading words accurately “the|instruction in reading |in connected text: |

| |program |fast way” |program |fast way” |program |* Repeated reading strategies |

| |- Fluency with known sounds: |* No Peeps |- First, fluency with known |* No Peeps |- First, fluency with known |* Partner reading strategies |

| |* I-Minute Dash |- Fluency with known words |sounds: |- Fluency with known words |sounds: | |

| |* Rapid Read |*5 x 5 Matrix |* 1 Minute Dash |* 5 x 5 Matrix |* 1 Minute Dash | |

| |Sounds |* Rapid Read |* Rapid Read Sounds |* Rapid Read Words |* Rapid Read Sounds | |

| | |Words |- Then, blending practice in |* Paired Peer Practice |- Then, fluency in reading | |

| | |* Paired Peer Practice |reading words accurately “the| |words accurately “the fast | |

| | | |fast way” | |way” | |

| | | |* No Peeps | |* No Peeps | |

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