Too High! Really Low! Suggestions?

What do we do if we have students in The Third Quest who have high ORF scores at pretesting? What do we do if we have students in The Third Quest who have really low ORF scores at pretesting?

Some sites have placed one or two students in The Third Quest who read with average fluency scores but score lower in other areas of literacy. These students may complain, fail to participate, and/or be disruptive.

Is it okay to keep students with high fluencies in The Third Quest?

First, we would encourage you to consider other placements. However, some considerations:

• Students who read 180 to 200 words correct per minute on middle school passages are topping out oral reading fluency, (Hasbrouck and Tindal, 2006)
• Students who read 150 words correct per minute on middle school passages are reading within the average range of reading fluency. These students still have room to improve, as oral reading fluency tops out between 180 to 200 words per minute (Hasbrouck and Tindal, 2006).

If a fluent student remains in your Third Quest group due to vocabulary, content knowledge, and comprehension goals, you may wish to keep the student in the group and consider the following adaptations:

1. Options for students who read 170 to 200 words correct per minute on grade-level passages with 98% accuracy

Have the student participate in class with the following modifications:

• Word Study: During Word Study, have the student use the procedures for writing a simple oral summary from Mid-Level 1 and Mid-Level 2. Summaries can be written for the Chapter Summaries in the Logbook. (This replaces time on Word Study with an activity that targets comprehension.)
• During the Reader, have the student periodically read the teacher’s text—modeling accurate and expressive reading.
• During Partner Reading, the student can be a mentor. Pair the fluent student with one of your least fluent readers. The fluent reader can be a teacher/mentor by listening to the less fluent student read as many timed readings as time permits. The mentor should provide compliments on accuracy, expression, and improvements in words correct per minute.

2. Options for students who read 150 to 170 words correct per minute on grade-level passages with 98% accuracy

Have the student participate in class with the following modifications:

• Word Study: Once or twice a week during Word Study, have the student listen to a low-performing student read the Word Study. This one-to-one practice will be of benefit to both students.

Directions for Student Mentor: Listen to [student name] read each row or column two times, and until the row or column can be read without errors. If you hear a mistake, gently tell [student name] the correct word or skill and have [him or her] try it again.

• During the Reader, have the student periodically read the teacher’s text—modeling accurate and expressive reading.
• During Partner Reading, pair the student with another student who also reads with a higher fluency. The two partners should work for a) accurate and expressive reading, and b) a professional sound—like a radio announcer. You may wish to have these students audio record themselves periodically.

Sample Memo to a High Flyer

Is it okay to keep students with low fluencies in The Third Quest?

First, it depends on how low. Second, it depends on your resources and ability to extend time in the program.

Students who read below 40 words correct per minute, without qualification, should be placed in another program.

Students who read 40 to 60 words correct per minute may work in The Third Quest with qualifications:

1. Other students in the group are equally as low.
2. The teacher can work diagnostically by systematically adding practice on difficult skills.
3. Lessons can be extended across two days for additional practice on:
   1. Letter/Sound practice (click here for Sound Card blackline master)
   2. Repeated readings with partners and the teacher on Chapter Summaries
4. End-of-level testing should be monitored closely. If you need help, send queries to Marilyn.(Marilyn@ancorapublishing.com)

In a follow-up blog, we will also let you know when we’ve uploaded extra Challenge Lessons that can be added at the completion of Levels 3 and 4.