Speeding into
Fluent Reading
Growing Independence and Fluency
Rationale: Developing fluency in a reader is
something that is the determining factor for independent
motivation and confidence in reading.
Fluency is the ability of a reader to recognize words
accurately, rapidly and automatically. Direct instruction in fluency is a way to
aid students in the development of their fluency and to provide
the necessary support to help students reach the main goal of
independent reading with comprehension with a hopeful goal of
reading independently with the desire to read. Through this
lesson, students will see the impact fluency has on
comprehension through modeling reading with and without fluency
as well as independent practice of speed reading.
Materials:
Class set of a decodable text, Caps For Sale, Phonics
Readers, Short Vowels, stopwatch for every two children, 3
racecars (numbered 1, 2, and 3) for each child's progress chart
with numbers 10 through 91, ascending on the right side of the
race path (see attached), Velcro on the chart and cut-outs (to
hold the racecar on the track), one sticky note, 3 per child,
partner reading checklist, and pencils.
Procedures:
1. Begin
the lesson by discussing the importance of fluency and rereading
passages. Also discuss how fluency and rereading help with
comprehension of texts. "Today we are going to learn a new
skill to help us become more expressive and faster
readers! This skill is called rereading. Can anyone
tell me what I mean by rereading? Let's break the word
down to find out! What does the suffix re- mean? Now add that
with reading! Very good! Rereading means to read again. We
are going to practice this together today while we become more
fluent readers.
2. Model
how to reread a passage from a text. "I am going to read a
sentence to you in two ways. When I am finished I want you
to tell me which way you liked the best or which sounded the
best to you." Caleb took his dog to the park and they
played there for 3 whole hours! First I will read the
sentence like a beginning reader -- slowly noting each
phoneme. Then read it a second time smoothly with
expression. "Which way did you like the best? The
second way? Great! The first way was harder to
understand and remember the words because I did not use my fun
voice, or good expression. The second way was easier to
understand because I used expression! Did you notice how
my reading improved the second time through the sentence? I even
added a change in my voice toward the end to let you know there
was an ! at the end of the sentence." Now we are going to
practice becoming better readers so we can remember more of what
we read!
3. "Now
it is your turn to practice the skill of rereading." Pass
out decodable texts to each student. "I want you to read
the story to yourself quietly. If you come to more than
one word, on one page, that you cannot read you may want to
choose a new book to read."
4.
Introduce the fluency checklist to the students. "You will
listen to your partner read the story one time through. On
the second reading of the text you will check the boxes that
apply to how they read. For example, if your partner
remembered more words the second time through check that box, if
they read faster check that box, if they read smoother check
that box, and if they read with expression check that box.
Repeat this for the third reading too. Then you will
switch places with your partner.
5. Place
children into groups of two. Pass out stopwatches,
progress charts with speedy racecars, repeated reading
checklist, and sticky notes numbered 1, 2, and 3 to designate
the 1st, 2nd, and 3rd reading
of the text. "Along with your partner you are going to
read for one minute. Each partner will take turns using
the stopwatch to time the other partner for one minute.
Once your partner says to stop you will place the post-it note
where you stopped in the book. This is when you will count
the number of words you have read and place your speedy racecar
on the race track by the correct number. Then you will
reread the book a second and a third time. This you're
your partner will fill in the checklist for you. You will
place the 2nd sticky note on the page where you
stopped and move the racecar according to the number of pages
you read. You will do this once more for your third
reading. Once you have finished your three readings you
and your partner will switch places. If you have a hard
time reading some of the words you can use the cover-up strategy
that we have already learned. Remember, if you come to the
word trust cover up the /tr/ and pull down the /u/ then add the
/st/. Now you have /ust/ so just add the /tr/ and now you
have /trust/. Get ready to be speedy readers! I will
be walking around to help you as you read."
6. "When
you have finished reading the story three times raise your hand
and I will bring a racecar cut-out to you. Here you will
write your name and record the largest number of words that you
read through the three readings. We will post these around
the room to show off our new speedy fluent readers!"
7.
Assessment: I will assess the students by reviewing his or
her progress chart to see if they made any improvements after
the three repeated readings. I will check each racecar
marker on the progress chart to see how many words they gained
after each reading.
References:
1.
Asbury, Sarah.
Let's Leap Into Great Reading.
http://www.auburn.edu/rdggenie/insp/asburygf.html
2. Caps
For Sale. Esphyr Slobodkina
3. Long,
Angela Carroll. Running Towards Fluency.
http://www.auburn.edu/rdggenie/insp/longgf.html
4.
Ludlum, Anna.
Ready Set Read!
http://www.auburn.edu/rdggenie/insp/ludlumgf.html
5.
Lunceford, Valerie.
Hop Into Speedy Reading.
http://www.auburn.edu/academic/education/reading_genie/guides/luncefordgf.html