Grab a Partner and Read, Read, Read!
Growing Independence and Fluency
Rationale:
The goal of this lesson is to build reading fluency. Students who are
fluent readers become successful readers for a lifetime. Fluency in
reading means that students can read at a fast, even pace, with appropriate
expression. Fluent readers read words automatically and accurately.
Fluency is an essential bridge between decoding words and comprehension.
In order to develop reading fluency, students must read and reread text.
Practice is essential to improving a student's fluency level, and effective
teachers develop ways to provide supportive, constructive practice in the
classroom. This lesson uses the concept of partner reading to provide
practice and to build fluency skill.
Materials:
Partner Recording Cards (example enclosed)
Copies of the book A Brave Act by Matt Sims (one for each student)
Practice reading passage posted on the board (possible passage included, but can
be teacher's choice)
Timers to time one minute or two minutes
Miscue recording charts for each student
Procedure:
1. I will introduce the idea of Partner
Reading. "Today, we will begin working with a partner to improve our
reading skills. First let's talk about the skills we want to build
in our partner practice. To show you the skills, I am going to read
you a passage that I copied from a book. The passage is on the board.
Listen as I read it each time." (The teacher should have partners already
determined. A good idea is to put a strong reader with a weak reader.
In addition, the teacher should have a passage for reading on the board or
overhead before introducing the lesson.)
Possible passage:
"I
like my cake with my tea," said Miss French. Would you like a slice?"
"Yes,
please. Cake is the best thing with tea," said Glen.
"I
think so, too," said Miss French. She cut a thick slice of cake for each
of them.
(From Miss French by Matt Sims)
2. "I
will read the passage three times. Listen carefully." (I will use this
procedure: The first time I will read it slowly and decode some words.
The second time I will read it more quickly but without much expression. The
third time, I will read it quickly and with lots of expression.)
3. I will then ask the children: "Which time seemed the best to you". (I
will wait as the children identify the third time as the best.) I will ask,
"Why was the third time the best?" (I will respond to the students'
answers.) Then, I will explain: "The third time I was reading
fluently. When you read fluently it means you read the words quickly and
correctly, and put expression in the words. For example, when the words
formed a question, I read the words as a question." (I will repeat the
question, "Would you like a slice?" and put in expression). Then, I
will explain: "Reading fluently is the skill we will build in reading with a
partner. Reading fluently takes practice, and a fun way to practice is to read
with a partner. The more you read a passage, the better you can read it.
Practice makes reading easier and makes a person a better reader. I want all of
you to be fluent readers. However, reading fluently does not mean that we are
trying to be 'speed readers'" (I will read a passage very fast and we will
discuss why this is not the best way to read).
4. Then, I will discuss some guidelines for partner reading and demonstrate.
"Today you are going to read a story with a partner. When you partner
read, you take turns reading pages. During partner reading each partner has a
job. One partner reads the page out loud and with expression. When
one partner is reading aloud, it is the other partner's job to read the words
silently with him or her to make sure he or she is saying all the words right
and with expression. You will use your recording cards to record what you
learn about your partner's reading. Go over the jobs of each partner."
5. I will distribute copies of the book
A Brave Act by Matt Sims. Each student should have a copy. Then, I
will present a brief book talk about this book. I will say: "This
book is about a boy named Frank who sees a house on fire. He goes to
explore and finds people inside. What will Frank do? The smoke is
thick, and the fire is growing. Let's read the book to find out what Frank
does."
6. I will distribute the partner
recording cards. I will explain: "We will read Chapter 1 first.
The first time, read the chapter silently by yourself. Read it as best you
can and figure out any difficult words." (I will circulate in the room to
help students with any difficult words.)
7. Then, I will say: "We will now work
with your partner and a timer. Partner one will read the first chapter,
and Partner two will record observations. Look at the recording cards so
that you will know what to look and listen for". (I will review the card
information with students. If this is the first time students have conducted
partner reading, I will demonstrate partner reading by having a student who is a
good reader read a page from a book with me. Tips for reading and
demonstrating how to conduct partner reading are enclosed.)
8.
"Then,
Partner Two will read and Partner One will make the observations. Both
partners will read the first chapter a third time. Partners will record
their observations for each other during the third read also to note any
improvement." (I will review instructions one more time.)
"Now, let's begin."
9. I will ask students to look at their recordings. If the students are
reading Chapter 1 fluently, they may go on to Chapter 2. However, they can
choose to reread Chapter 1 to improve even more. It is important to give
students time and repeated practice opportunities.
10.
When students begin their partner practice with Chapter 2, I will instruct them
to use the timer. "This time as we read Chapter 2 for the second time, I
want you to set your timer for one minute. When the timer sounds, mark
with your pencil where your partner stopped and then count the words he or she
was able to read in one minute. Record the number on the recording card.
However, please remember that you still want your partner to be able to
understand what you are reading and you want your reading to sound smooth and
fluent." (When students finish the second reading, they should repeat the
procedure with the third reading. Students should see that they can read
more words per minute during the third read. If not, conduct a fourth
reading of Chapter 2.)
11. I will ask students to read for me individually to assess students more
formally. I will record miscues for each student on a student miscue
chart.
Tips for Conducting Partner Reading
-Explain what partner reading is. Be sure the students understand
the concept.
-Demonstrate the procedure for young or beginning students. Choose a
student to come to the front of the room to partner read with you. Model
with the student for the class what partner reading looks like, using the "6
inch voice rule" and reading "shoulder to shoulder." Also, model helpful
assistance when a word is unknown.
-Give specific instructions and voice expectations.
-Walk around the room and monitor each pair.
-Assign partners ahead of time. This saves times and is fair to all
students. If placing struggling students with stronger readers, make sure that
the partners do not get frustrated with each other.
-If students conduct partner reading well, give them a treat by letting them
read on the floor or another special place.
References:
"Development
of Reading Fluency Project FORI Lesson Plan"
www.coe.uga.edu/fluency/forilessonplan.html
"Effective Fluency Instruction and Progress Monitoring" Presentation from the University of Texas
Sims, Matt. A Brave Act. Novato, CA: High Noon Books, 2002.
Sims, Matt. Miss French. Navato, Ca: High Noon Books,
2002.
"Reading is Fun: Partner Reading for Fluency" by Kristen Baumgartle
http://www.auburn.edu/academic/education/reading_genie/solutions/baumgartelgf.htm
Partner-Reading Recording Card
Partner #1: ___________________________ Partner #2:
_______________________________
I noticed that my partner
After 2nd
After 3rd reading
______
_______
Remembered more words
______
_______
Read faster
______
_______
Read smoother
______
_______
Read with expression
Number of words 2nd reading per minute: ____________________
Number of words 3rd reading per minute: ____________________
Number of words 4th reading per minute: ____________________