AUTOMATICITY AND FLUENCY WITH THE CODE AUTOMATICITY AND FLUENCY WITH THE CODE Planning for Instruction Planning for Instruction Sarah Mc Donagh, Ph.D. Sarah Mc Donagh, Ph.D. [email protected][email protected]Western Regional Reading First Technical Western Regional Reading First Technical Assistance Center Assistance Center
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AUTOMATICITY AND FLUENCY WITH THE CODE Planning for Instruction Sarah Mc Donagh, Ph.D. [email protected][email protected] Western Regional Reading.
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AUTOMATICITY AND FLUENCY WITH THE CODEAUTOMATICITY AND FLUENCY WITH THE CODE
Planning for InstructionPlanning for Instruction
Sarah Mc Donagh, Ph.D. Sarah Mc Donagh, Ph.D. [email protected]@uoregon.edu
Western Regional Reading First Technical Assistance Western Regional Reading First Technical Assistance CenterCenter
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Content DevelopmentContent Development
Content developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of Education & HumanUniversity of Oregon Development
Texas A & M University
Beth Harn, Ph. D. Sarah Mc Donagh, Ph. D.College of Education Western Regional Reading First University of Oregon Technical Assistance Center
University of Oregon
Prepared by:
Patrick Kennedy-PaineUniversity of Oregon
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AcknowledgmentsAcknowledgments
U.S. Department of Education, Office of
Special Education Programs
Institute for the Development of Educational
Achievement, College of Education, University of
Oregon
Dr. Sharon Vaughn, University of Texas at
Austin, Texas Center for Reading and Language
Arts website: http://www.texasreading.org/utcrla/
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CopyrightCopyright
All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references cited.
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom.
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Fluency with the Code:
“The ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little attention to the
mechanics of reading such as decoding”
(Meyer & Felton, 1999, p. 284)
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Principal components of reading fluency:
Accuracy in decoding
Automaticity in word recognition
Appropriate use of prosodic cues
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DefinitionsDefinitions
Automaticity: The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text.
Fluency: The combination of accuracy and speed in reading connected text. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression.
Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent.
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom.
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176).
If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).
Why Fluency is Important?Why Fluency is Important?
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Fluent readers: Focus their attention on
understanding the text Synchronize skills of
decoding, vocabulary, and comprehension
Read with speed and accuracy
Interpret text and make connections between the ideas in the text
Nonfluent readers: Focus attention on
decoding Alter attention to
accessing the meaning of individual words
Make frequent word reading errors
Have few cognitive resources left to comprehend
What the Research Says About FluencyWhat the Research Says About Fluency
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Successful readers... rely primarily on the letters in the word rather
than context or pictures to identify familiar and unfamiliar words.
process virtually every word they read. use letter-sound correspondences to identify
words. have a reliable strategy for decoding words. read words numerous times to build instant
recognition.
What the Research Says About FluencyWhat the Research Says About Fluency
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Accurate and efficient skills in: Letter-sound correspondences (alphabetic
understanding) Blending sounds to form words (alphabetic
principle) Word identification (regular and irregular) Word knowledge or vocabulary Comprehension monitoring
What Skills Does Fluency Include?What Skills Does Fluency Include?
Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with the Codethe Code
The National Reading Panel report (2000) indicates the following elements as essential in Fluency Instruction:
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Activities should involve the following:
1. Repeated reading of materials that students read
with good accuracy (>90%)
2. Regular practice at the skill (e.g., multiple times a
day/week) with short time intervals (15-30 minutes)
3. Corrective feedback from teacher/instructor
4. Ambitious goal setting
5. Graphing/charting of learner performance
6. Modifying instructional materials as student
performance warrants
Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with the Codethe Code
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Work in small groups to analyze two lessons, and evaluate the effectiveness of the instruction in terms of the critical elements of automaticity and fluency with the code.
Application Activity: Application Activity: Identifying SBRR in PracticeIdentifying SBRR in Practice
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom.
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Each measure is designed to assess accuracy and fluency.
Accuracy: How well does the child perform the skill?
Fluency: How easily or quickly does the child perform the skill?
The best way to gather this information is to use the student booklets and examine responses to the task.
Assessing Automaticity and FluencyAssessing Automaticity and FluencyDIBELS NWF & ORFDIBELS NWF & ORF
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The DIBELS Measure Used to Assess Automaticity: NWF
Is connected text fluency instruction an appropriate target for
instruction for these students? Why or why not?
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Application ActivityApplication ActivityUsing Your Data to Plan for InstructionUsing Your Data to Plan for Instruction
Examine the Fall DIBELS benchmark booklets for each of your students. Complete the following steps for each student probe on the provided worksheet:
1. Select probe to examine for whole class (NWF or ORF)2. Identify error patterns: specific sounds (e.g., stop vs.
continuous), substitutions, omission, hesitations, vowels, word types, sight words, decoding strategies etc.
3. Calculate fluency score and accuracy score.4. Determine instructional implication
Is the score in the Low Risk, Some Risk or At Risk range? (see progressive benchmarks on slides 40 & 41)
Is the performance: Not Accurate, Accurate but Slow, Fast but Not Accurate, or Fluent
Determine whether automaticity/fluency instruction is appropriate
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Beginning Middle End
Measure Score Status Score Status Score Status
LNF< 25
25-36≥ 37
At riskSome riskLow risk
PSF< 10
10-34≥ 35
DeficitEmergingEstablished
< 1010-34≥ 35
DeficitEmergingEstablished
< 1010-34≥ 35
DeficitEmergingEstablished
NWF< 1313-23≥ 24
At riskSome riskLow risk
< 2930-49≥50
DeficitEmergingEstablished
< 2930-49≥ 50
DeficitEmergingEstablished
ORF< 7
8-19≥ 20
At riskSome riskLow risk
< 1920-39≥ 40
At riskSome riskLow risk
First Grade Measures
Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Achieve the Benchmark Goal?Is the Student On-Track to Achieve the Benchmark Goal?
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Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Achieve the Benchmark Goal?Is the Student On-Track to Achieve the Benchmark Goal?
Beginning Middle End
Measure Score Status Score Status Score Status
2nd Grade
ORF
< 2626-43≥ 44
At riskSome riskLow risk
< 5252-67≥ 68
At riskSome riskLow risk
< 7070-89≥ 90
At riskSome riskLow risk
3rd Grade ORF
< 5353-76≥ 77
At riskSome riskLow risk
< 6767-91≥ 92
At riskSome riskLow risk
< 7980-109≥ 110
At riskSome riskLow risk
2nd & 3rd Grade ORF Scores
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom:
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Automaticity with the code involves instruction in building automaticity at the sound or word
level
Fluency with the code involves instruction in
building fluency within and between sentences
“Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.”
(Nathan & Stanovich, 1991)
Instructional Components for Automaticity and Instructional Components for Automaticity and Fluency with the CodeFluency with the Code
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Determining Readiness for Automaticity Determining Readiness for Automaticity InstructionInstruction
Students are ready to practice developing automaticity with letter-sounds, regular and irregular words when
they can accurately identify some:
letter-sounds, regular words, and irregular words
Or when their DIBELS data indicates necessity
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Guidelines for Selecting Letter-Sounds and Words Guidelines for Selecting Letter-Sounds and Words for Automaticity Instructionfor Automaticity Instruction
Select letter-sounds and words based on priority and utility (frequently occurring and used in text reading).
Select letter-sounds and words (both regular and irregular) students are able to identify accurately. Provide additional accuracy instruction on letter-sounds and words not identified accurately.
Separate highly similar examples: auditory (b, d) and visual (v, w) on early practice.
Begin letter-sound instruction with lower case letters and move to upper case letters as students demonstrate fluency.
Include multiple examples of each letter sound/word in the practice set.
Provide two to three short practice opportunities per day.
Decrease the amount of time per response (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second.
Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks.
Review errors from previous lessons and provide continued practice with sounds/words students find difficult.
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Setting Goals for Automaticity InstructionSetting Goals for Automaticity Instruction
2 approaches to setting automaticity goals:
Program provided
A final response rate of 1.5 sounds/words per second is considered an adequate minimum response time enabling transfer to reading comprehension
(Levy, B. A., Abello, B., & Lysynchuk, L., 1997)
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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Automaticity InstructionStrategies for Automaticity Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.
Will the students require additional activities/games outside of the core to provide practice and review?
Will the students require a supplemental or intervention automaticity program?
1. Identify a set of letter sounds students can correctly identify. 2. Include multiple cards of each letter in the set. 3. Set a goal (i.e., 30 letter sounds correct). 4. Do a 1-minute small-group practice. Position cards so all can see. 5. Start the stop watch. 6. Present the first letter sound card so that all students answer. 7. Provide quick corrective feedback on errors. 8. Continue presenting letters. 9. Letter-sounds correctly identified go in one pile. 10. Place errors in a second pile. 11. At the end of 1 minute, tally the number of letter sounds correct. 12. Review errors and repeat activity for 1 more minute.
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Word Reading Automaticity Examples
1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words.
2. Word recognition grid. Prepare a 5x5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words.
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the a to you he
a he you to the
to you he the a
you the a he you
he to the a he
5 x 5 Grid
(Modification of Region XIII Texas Educational Service Center)
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Determining Readiness for Connected Text Determining Readiness for Connected Text Fluency InstructionFluency Instruction
Students are ready to practice developing fluency in connected text when they can:
rapidly identify letter-sounds, regular words, irregular words, and read sentences.
Guidelines for Planning for Fluency InstructionGuidelines for Planning for Fluency Instruction
Select passages students can read with 90-95% accuracy.
Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage.
Set goals for students to improve their fluency.
Aim to reduce the time and number of errors.
Incorporate reading with expression once students reach 60 words correct per minute on grade level passages.
Gradually move from oral to silent reading.
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Setting GoalsSetting Goals
3 approaches to setting fluency goals:
Program provided
30% beyond cold reading
Grade level norms
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• Identify starting words correct per minute (e.g., 30 wcpm minute).
• Identify end of year grade level target (e.g., 90 wcpm)
• Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly ambitious).
• Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks).
• Monitor progress over time.
Set Ambitious Goals
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*n = number of median scores from percentile tables of districts (maximum possible = 8).**WCPM = words correct per minute.***SD = the average standard deviation of scores from fall, winter, and spring for each grade level.
Tindal & Hasbrouck (1992)
National ORF Rates by Grade LevelNational ORF Rates by Grade Level
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Number ofWords per WeekMinimum MaximumStudentsImprovementProgressProgressGrade 1192.10.354.97Grade 2251.46.714.00Grade 3141.08.432.43Grade 416.84.471.41Grade 520.49.041.12Grade 623.32-.22.97
Oral Reading Fluency Weekly Progress Data
Fuchs, Fuchs, Hamlett, Walz, & Germann (1993).
ORF Growth RatesORF Growth Rates
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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Fluency InstructionStrategies for Fluency Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.
Will the students require additional activities/games outside of the core to provide practice and review?
Will the students require a supplemental or intervention fluency program?
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Connected Text Fluency Instructional Strategies
Repeated Reading Small Group: choral reading Indvidual: repeated reading Small Group: partner reading
Previewing Strategies
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1. Not a replacement for beginning reading instruction.
2. Not intended to constitute the reading curriculum.
3. A short duration, frequently scheduled procedure to increase oral reading fluency.
(modified from Hasbrouck, 1998)
Connected Text Fluency Instructional Strategy: Repeated Reading
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Connected Text Fluency Instructional Strategy: Repeated Reading
Research has demonstrated that repeated reading:
Significantly increases reading rate, accuracy, and comprehension
Works with older students as well as elementary children
Fosters fluent word recognition through multiple exposures to words
Encourages rapid decoding and permits greater attention to understanding the text
Provides children an opportunity to orally read at a more fluent level then typical reading instruction allows
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1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times).
2. Fixed-passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100 words on successive trials.
3. Tape-recorded repeated readings.
4. Peer preview.
5. Partner reading.
(modifed from Hasbrouck, 1998)
Connected Text Fluency Instructional StrategyRepeated Reading Methods
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Connected Text Fluency Instructional StrategySmall Group Strategy: Repeated Choral ReadingSmall Group Strategy: Repeated Choral Reading
The 3-Step Process1. Teacher Reads2. Teacher and Students
Read Together3. Students Read
Prior to reading Pre-teach difficult words (irregular, vocabulary and
decoding) Preview Text and Make predictions Carefully select text that students
will be successful at reading (>90%)Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. Keep a steady pace – Chunk the material Teacher can strategically pause to ensure all are actively reading
along
Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. Teacher monitors to correct errors and provide feedback
Students read: The students read the passage with the teacher monitoring and providing feedback. Correcting errors Modeling/Monitoring comprehension by pausing to ask questions or
Goal: Johnny wll read 60 WRC per minute on 2nd Grade material by February 1
Fluency building instruction implemented
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Connected Text Fluency Instructional StrategyConnected Text Fluency Instructional StrategySmall Group Strategy: Partner ReadingSmall Group Strategy: Partner Reading
Time spent orally reading is a good predictor of later reading achievement Peer/partner reading is a simple method to provide children
more opportunities to read and receive feedback on their reading
Students enjoy the approach Effective at building student fluency in reading Provides children a highly structured and engaged
instructional reading opportunity There are a variety of strategies/programs available:
Common Components Across Partner/Peer Tutoring Common Components Across Partner/Peer Tutoring ApproachesApproaches
Incorporated within the regular part of the reading program Completed 2-5 times a week
Careful selection of reading materials Students must be trained on steps of
approach Performance pairing of students Active reading Progress monitoring of all students to adjust
pairing as necessary
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It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following:
• Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked
student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports!
• Adjust pairings according to “personality” issues.• Maintain pairs approximately 4 weeks.
(Modified from Hasbrouck, 1998)
Guidelines for Pairing Students
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1. Teacher needs to select appropriate reading material for lower skilled student to be successful in reading.• Create a folder for students including passages
and graphs for each student• Determine the length of time for the activity and
lead the group to keep pace brisk2. Teacher needs to model steps of partner reading.3. The higher performing reader reads first as a model.4. Both students should have an opportunity to lead the
reading (coaches and players)5. Teacher should monitor the group in the activity and
reinforce for appropriate behavior.6. At the end of the activity, have both students
summarize what they just read (e.g., retell, main ideas, characters, etc.).
7. Periodic progress monitoring to ensure progress and to readjust pairs.
Guidelines for Partner Reading Activities
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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies
Increasing the likelihood of students reading with good accuracy and rate
Preview text and prime background knowledge Teach students to preview text and make predictions
about the text before reading Teacher should model strategies by doing a “think aloud”
procedure (“Look at the title, pictures, …”)
After preview, teach students to think about what they already know about the topic and what more they would like to learn Teacher should provide a model of effective strategies for
prediction (“I think this story will be about…”
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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies
Preteach words that are difficult to read and understand:
Identify words that will be barriers to student independent reading (e.g., content, vocabulary, etc.)
Teach difficult words prior to reading within text
Irregular words
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How Will I Use this Information In MyHow Will I Use this Information In MyClassroom on Wednesday?Classroom on Wednesday?
Which strategy or approach will I use?
Which students will I use the strategy with?
How will it benefit the students?
What are possible roadblocks and steps I need to take to make it happen (i.e. materials, scheduling, etc.)?