Read, REad, REAd, READ…Faster, FASter, FASTER!
Anne Larkin Oaks
Growing Independence and Fluency
Rationale:
One of the primary goals of
reading instruction is for students to comprehend the text and red
automatically. For students to become fluent readers, they must read words
smoothly, quickly and with expression. One way to improve reading is to reread
decodable words in connectable texts several times. The more practice a student
gets with a text, the more familiar they will become.
Materials:
stopwatches (1 for each pair of students); speed reading record sheet; fluency
literacy rubric; class set of the books
Fuzz and Buzz and Tin Man Fix It;
white board; cover-up critters; popsicle sticks for each student; 2 googly eyes
for each student; glue; pencils; paper
Procedure:
*The teacher will start the
lesson off by explaining to the students what it means to be a fluent reader.
They will be told that fluent readers read words smoothly, quickly and with
expression. Then we will practice reading stories to help us become fluent
readers. Reading a story multiple times help readers become fluent readers
because we are practicing texts that are familiar to us. Fluent readers are able
to focus on the meaning of the words while reading. This helps them understand
the meaning that the words are telling them. It helps us comprehend the text.
*Next the teacher will
model the cover up technique with the students. The teacher will explain that
sometimes when we are reading, we stumble on words that we do not recognize
automatically. Our cover up critter can help us figure out these words. Then I
will show them the critter and model how it is going to help me figure out the
word that is written on the whiteboard. (The word is clock.) The teacher
explains that we start with the vowel o. We cover up all of the other letters
expect for the o. What is the sound of this letter? O = /o/. Next she will
uncover the c and the l. She will read clo then she will uncover the rest of the
word and read clock. After the teacher has modeled how to figure out the word
using the cover up critter, she will practice with the class.
*Students will be given 2
popsicle sticks and 2 pair of googly eyes to construct their own set of cover up
critters.
*Then the teacher will show
the students the difference between reading with fluency and without fluency.
Listen to me read a sentence with fluency and a sentence without fluency. I will
write the sentence on the board. (The sentence is Todd went to the diner to get
some chicken. I will read this will fluency and then the next time I read it, I
will read it like T-t-t-o-o-o-o-d we-e-n-t went to the d-d-d-i-i-iner to get
s-s-s-o-o-m-m some ch-ch-ch-i-i-i-ck-ck-en-en. Which sentence sounded better to
you? Which one was read fast, smooth and with expression
*Next the teacher will pass
out the book Fuzz and Buzz. This
story is about two bear cubs that get into a lot of mischief. They always get
stung by bees!
What do you think the cub is going to do when he
gets stung by so many bees? Let's read and find out. Students will read the book
individually and then we will discuss the book as a whole group when everyone is
finished reading.
*The students will split up
into groups of two. After they are in the groups then I will explain the Speed
Reading Record Sheet and the Fluency Literacy Rubric as a whole group. Then I
will explain how they are going to be fluently reading with their partner. I
will explain to the students that one will be the reader and the other will be
the recorder and then they will switch roles. When you are the reader, see how
many words you can read smoothly in one minute. (Students will have a stop watch
as well.) Remember not to skip any words. Place a sticker where you left off at
the end of one minute. Then continue reading the book without the time. Now go
back and then count the number of words that you read in one minute and write
that number down on your speed reading record sheet. Then switch with your
partner until you have both read the book three times each.
*After the students have
recorded the one minute read aloud, they will fill out a fluency literacy sheet
about their partner's performance.
*To assess the students, I
will have them come up individually and read
Tin Man Fix It to me. I will monitor
their fluency by noting miscues and seeing if they are reading smoothly, quickly
and with expression. When the student finishes the book, I will ask these
questions to determine if they are comprehending:
a. Who is Tim?
b. What was the kid riding
that hit Tim?
c. Were they able to put
Tim back together?
References:
Murray, Bruce. "Developing Reading Fluency."
http://www.auburn.edu/academic/education/reading genie/fluency.html
Tin Man Fix It.
(1990). Phonics Readers Short Vowels. Carson, CA (USA): Educational Insights
Fuzz and Buzz.
(1990). Phonics Readers Short Vowels. Carson, CA (USA): Educational Insights
SPEED READIN RECORD SHEET:
Name:
_________________________
Date: ______________________________
1st time:
_______________
2nd time: ________________
3rd time: ______________
Fluency Literacy Rubric:
Name/(Reader):
___________________
Date;______________________
Evaluator/(Recorder): _______________
I noticed that my partner:
1st observation
2nd observation
3rd observation
Remembered more words
___________
___________
____________