In my classroom, there are 23 third grade students with a range of academic abilities. Students reading fluency scores range from 30 words per minute to 150+ words per minute. The target goal for third grade students is to read 110+ words per minute by June. The learning goal for my students is: Students will fluently read 110 words per minute with attention to pace, phrasing, intonation, and punctuation. Marzano includes three key components when implementing the strategy: setting objectives and providing feedback. They include:
Component 1: Goal setting- establishes an initial target (Marzano, 2007, p. 12).
Component 2: Feedback- provides students with information regarding their progress toward the target. Formative Assessment is used to track student progress (Marzano, 2007, p. 12).
Component 3: Reinforcing effort and providing recognition. Students can see a direct relationship between how hard they work and how much they learn (Marzano, 2007, p. 14).
I will include, Component 1: Goal setting, by initially communicating the learning target to students: Students will fluently read 110 words per minute with attention to pace, phrasing, intonation, and punctuation. I will use artifact 1 as a guide for communicating these learning targets. I will use the curriculum Six-Minute solution to help students improve their fluency over time and teach mini-lessons that will help students understand what correct pace, phrasing, intonation, and use of punctuation sounds like. Students will be paired with partners that read at the same level. They will take turns reading aloud passages at their level each day throughout the week. Partner 2 will track the other student’s errors and correct words per minute as partner 1 reads aloud for one minute. When partner 1 is finished reading, partner 2 will provide feedback (“You read _____ correct words per minute, I heard ____ errors, They were ____.”) Partner 1 will have a chance to practice reading aloud any words missed and then the students will reverse roles. Students will set their own goal for the week including correct words per minute and a skill they are working on improving (pace, phrasing, intonation, punctuation). I will include, Component 2: Feedback, by having students track their progress on a fluency line graph. An example of the fluency graph(s) is included in artifact 2. Each day, students will graph their correct words per minute. This activity incorporates Component 2: Reinforcing effort and providing recognition because students are seeing the progress they are making and the connection between effort and improvement. I will also provide students with feedback as I observe and listen to students read. I will have a chance at the end of the week to look at their graphs and give positive feedback on students’ growth. At the end of the week, students will also assess their progress on the fluency skill they were working on using the rubric in artifact 3.
I predict students will need support working with partners and providing constructive feedback to their peers. Expectations for partner work will be established at the beginning of each lesson and students will complete a self- and peer-assessment at the end of each week. Artifact 4 is an example of an assessment I have used in the past. Students will receive differentiation with a range of different leveled passages so they are reading at their instructional level. Students may also need additional instruction or support with the fluency skills. In addition to mini lessons, I will include practice with pace, phrasing, intonation, and punctuation through poetry and read alouds in our daily literacy curriculum and reader’s theater.
Robert, M. (2007). Art and Science of Teaching. Alexandria: Association for Supervision and Curriculum Development.