“Hopping
Into Fluency”
Fluent
Reading
Rationale:
For students to be fluent readers, they must read
quickly, automatically, and expressively. Not only should 2nd
grade students read with speed, ease, and expression, but they
should also comprehend what they are reading.
One way to increase fluency is through repeated readings.
Reading a passage of text several times allows students
to become more fluent readers by making all words of text into
sight words.
In this lesson, students will gain fluency through
repeated readings and one minute reads.
Materials:
One piece of cardstock with the sentence “The frog hopped
off the lily pad to catch a fly.” for every group, stopwatch for
each group, one copy of
Days with Frog and Toad for each group, cardstock with
several lily pads on it for students to move their frog for each
student, cut out frog die cut for each student, one copy of Jane
and Babe.
Procedure:
* Explain to
students what being a fluent reader means. “It is very important that
we all become fluent readers.
To be a fluent reader, you must read with speed and
ease.
A fluent reader also comprehends what they are reading.
When we are fluent readers our reading sounds much
nicer and smoother.
It also allows us to enjoy what we are reading!”
* Demonstrate a
fluent reader and a non-fluent reader. “To
review what it means to be a fluent reader and non-fluent
reader I am going to read a page from the book Jane and Babe.
Bbbbbbaabe s-s-tays iiiin hi-i-s caaaggge.
(Read one sentence
from the book) (The first time read the sentence very slowly,
without expression, and choppy.)
That is what a
beginning reader sounds like.
They read very slow, choppy, and without expression. Now I am going to
read the same page from Jane and Babe.
Babe stays in his cage.
This time I am going to read like a fluent reader.
(This time read the
text faster, with ease, and expression.)
That it what a fluent
reader sounds like.
They read the text quickly, smoothly, and with
expression.
Our goal is for everyone to be a fluent reader.”
* Explain to
students that they are going to be doing repeated readings.
“To make you a
more fluent reader, we are going to do a repeated readings. I
am going to put you with a partner and you are going to take
turns reading.
I am going to give each group a sentence on a piece of
paper.
I want each of you to read the sentence aloud to your
partner.
The first time you may be a little slow and choppy, but
that’s okay because you are going to read the sentence four
more times to your partner.
By the end, you will be reading more fluently because
you are familiar with the words and the sentence will make
more sense.”
Pass out to each group a piece of cardstock with the
sentence “The frog hopped off the lily pad to catch a fly”.
* Explain to the students that
they are going to be doing one-minute reads. “Now we are going
to do a one minute read.
Each group is going to be reading the book Days with Frog
and Toad.
Frog and Toad are very good friends.
They like to do fun things together.
You’ll have to read the book to find out what fun
things Frog and Toad do.
(Pass out each group a copy of Days with Frog and Toad
and a stopwatch)
While one person
is reading their partner will be timing them. The reader should
read as many words as they can.
If you come to a tricky word, remember to use your
cover-up.
Try your best! The
reader will read for one minute four times.
The timer will time one minute.
After each one minute, the timer will write down the
number of words the reader read. Everyone has a piece of paper with
several lily pads drawn on it that lead to a fly and a frog!
Each time you want your reading to get faster so the
frog can catch the fly!
The lily pads all have different numbers on them. After each one
minute read the timer will move the frog to the lily pad with
the number of words the reader read.
With each reading, you should get closer and closer to the
fly!
After the first person reads four times switch.
I will be walking around the room.
If you need help, just raise your hand.”
Assessment:
After everyone has completed their one minute reads, I
will walk around the room and look at everyone’s frog chart to
see how the student’s fluency progressed. I will then take each
student individually and do two one minute reads on the book Days
with Frog and Toad.
This will give me a chance to listen to each students
reading and check for speed, ease, and expression.
References:
Wheeler, Mary Kathryn. Reading Faster, Further, and More
Fluently.
http://www.auburn.edu/academic/education/reading_genie/doorways/wheelergf.htm
Strickland,
Jessica. Hungry for Reading!
http://www.auburn.edu/academic/education/reading_genie/adventures/stricklandgf.htm
Return to Awakenings