Ready, Set, Read!
For children to read fluently, they must read smoothly and quickly. It takes along time with a lot of practice to read fluently but we all can do it! Fluent readers should be able to automatically and effortlessly decode words, making reading a more enjoyable and easy activity. Reading fluently helps with our comprehension, or understanding of the text, because you are more focused on the meaning of what you are reading. This lesson will help children learn fluency and will instruct them on how to become quick and smooth readers. I will model the difference between choppy reading and fluent reading to show the children the difference.
A chalkboard with the sentence "The girls played outside in the rain" written on it, individual pieces of paper with the sentence "The dog chewed on his bone while he sat outside in the yard," a piece of cardboard with a track drawn on it for each student, a small cutout of a track runner for each student, a stopwatch for each pair of students, a copy of Lee and the Team for each pair of students, partner checklist, pencils.
1.Let's begin by talking about what it means to read fluently. It is when you read something smoothly and quickly, like it is when we are talking to our friends. You don't have to think about what you are reading! It sounds better when we read fluently and it is easier for us to understand what we are reading. When we understand what we are reading and it is easy for us to understand what we are reading, reading is more fun for us! Let me show you the difference when I read the sentence on the board without fluency: "TTTT-Hee GIRLLLS PLAYEDD OUTTTSIDDEEE IN TTTE RRRAAAIN" OK that was kind of slow but still not smooth lets try it again "T-he-g-i-rls-pl-ayed-ou-t-si-de-in-th-e-r-ai-n" ok did that sound better? No, because now I was too choppy. Lets try it again "The girls played outside in the rain" do you think that sounded better? Yes, because I was reading it slowly and smoothly unlike before. Was it easier to understand the sentence on the third time? Good! That's what it sounds like to read fluently!
2.Now I want you to get in groups of two. I am going to pass out a piece of paper with a sentence on it "The dog chewed on his bone while he sat outside in the yard." Read the sentence out loud to yourself until you understand it. Pay close attention to what it sounds like. When you have done this, read the sentence out loud to your partner again and listen for a difference in how you and your partner read the sentence after you all have practiced reading smooth and quick. Did you both smoothly and quickly? Good!
3.Now we are going to try it with a real book. Remember it is ok to move your mouth while you read just make sure no one can hear your voice. I am going to pass out a book for you and your partner. Now we are going to read a book in our pairs called Lee and the Team. Lee is in charge of his baseball team. But he has a problem! Nobody on the team wants to run. How will Lee be able to get them to run? I guess you'll have to read the book to find out.
You should give your students time to read the book independently so that they are comfortable with the book. Be sure to tell them that if they come to a word that they don't know, use your cover-up to help you figure it out! If you can't figure out the sound re-read the sentence to see if it can help you with the meaning. If you can't figure it out, see if your partner can help you. We are going to time each other a few times until it gets easier for you. You should count the number of words you read each time so that we know how much you improved. I bet you can get more words each time!
4.After you practice reading, you will be given one minute to read as many words as you can, and this time our number of words will count for our track runner! Once you have read for a minute, count how many words you read and place your runner on the number that matches on the track. Then you will switch with your partner and do the same thing. Allow them to switch several different times to be able to check their progress. Tell them, "I want each of you in your pairs to read the story out loud. One of you will start off as the timer and recorder while the other one tries to read as fluently and accurately as possible. Then, you will switch roles and do the same thing. You will end up reading this story at least two times with your partner. Make sure if you are recording and timing that you are just paying attention to how they are reading and the time. We do not make fun of each other's reading ability. I expect you to take your job seriously during this activity. Before we read the story again, think about how you want to read and work hard to make it smooth and quick. After they have finished reading and recording, they will fill out their partner checklist.
I will assess the students by looking at the chart. I will also get the children to show me individually how they can read fluently throughout the day and will take not of those who need more practice or who is not on the right path to success. I will also have the children bring up their partner checklist to see what they thought about each other's reading.
Ready, Set, Read! Heather Tassin
On Your Mark, Get Set, READ! Jordan Orso http://www.auburn.edu/academic/education/reading_genie/discov/orsogf.html
Shelia Cushman and Rona Kornblum. Lee and the Team. Educational Insights, 1990.
I noticed that my partner . . .
After second reading After third reading
_______________ _______________ Remembered more words
_______________ _______________ Read Faster
_______________ _______________ Read Smoother
_______________ _______________ Read with expression
One Minute Reading Sheet
Name:___________________ Date: _________________
1st Time: _________________________________
2nd Time _________________________________
3rd Time _________________________________
Return to Adventures Index