Reading Fluently
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.
Materials
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.
Procedure
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.
Assessment
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.
References
Ready, Set, Read!
Heather Tassin
http://www.auburn.edu/academic/education/reading_genie/realizations/tassingf.htm
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.
Fluency Sheet
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 _________________________________