Fly Into Reading

  

Growing Independence and Fluency

Casey Walker

 Rationale:  Children that read fluently have the ability to read text fast and smooth. When fluency is not present, the children may become frustrated. A child's love for reading will grow when he or she can read with fluency.  Repeated readings of text have been shown to produce improvements in children's fluency, along with their comprehension of the text and word recognition. This lesson is designed to increase children's fluency by providing them with passages with repeated readings. The best way to learn fluency is to read and re-read decodable text. In this lesson we will read and re-read Brown Bear, Brown Bear to become fluent readers.

Materials:

Brown Bear, Brown Bear Book, one for every student to do repeated readings

A stop watch for every group of students

Whiteboard and markers to write practice words 

A worksheet for with three nests on it for the children to advance their bird on as they improve their fluent reading

A cut out bird for each child to move to the nests

Procedures:

1. Introduce the lesson to all of the students. Explain the importance of fluency and why we need to read fluently.

2. I will say, "Boys and girls, who knows what the best letter is to start with when trying to decode a word?? (wait for answers) We should start with the vowel sound, then add the first letter and then add the last letter. An example of this is dog. When trying to decode this word, I would start with the vowel sound o=/o/. Then I would add the d sound: ddd-ooo. Finally I will add the g sound: dddd-o-ggg: dog. See, we have sounded out the word dog. Let's try this on the board with some other words: bed, map, hit, cab.

3. Introduce the term blending to the children. When we sound out all of the sounds of the sounds d-o-g, this is called blending. Let's blend out some of the words together. I will say the sounds of some words, and I want us to blend them together. Here are the words: b-a-d, h-a-t, s-a-d, m-e-t. Let's blend these sounds together to come up with the words. "As you probably noticed, it is so much easier to read when we can say them smoothly. It is hard to understand them when we say them choppy." Once we all learn to blend and decode, we will be on the road to fluent reading.

4. "Boys and girls, we need to practice now so we can all be fluent readers. I want everyone to find a partner. Each group take a copy of Brown Bear, Brown Bear and a stopwatch. We are going to read this book to our reading buddy. This is a story about many different animals that we see. They are various colors and some may look very funny. Let's read and see what kind of animals we will see." Each child will get a turn to read, and after they both read, they will do it again. The second time they are going to use the stop watch so they can see how long it takes them to read the story. "Remember to use all of the strategies we have talked about. Take your nest worksheet and move the bird from one, two and three as your reading time improves." We will do repeated readings several times.

Assessment:

I will call each child up during center time and have them read Brown Bear, Brown Bear to me. I will record their time and their improvements in their reading folder. I will be using a rubric in which I will look for decoding and blending strategies. I will also use a stop watch to accurately time the reading.

 References:

Martin, Bill. Brown Bear, Brown Bear.

Kiera Averett: http://www.auburn.edu/academic/education/reading_genie/journeys/averettgf.htm

 

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