Roaring and Ready to Read!

 


 

 

Courtney Hillman

Growing Independence and Fluency

 

Rationale:

Students become fluent readers by reading the same books over and over, also known as repeated readings. When students re-read the same story, it helps them with the words they may have struggled with the first time reading the story, and it also helps to build confidence, fluency, and comprehension. This lesson is designed to help students with these areas of fluency. This design will help students by providing checklists to note miscues, time, and expression of reading. The repeated readings will give the students an opportunity to improve their fluency. Moving the tiger will help them to stay motivated and monitor their progress.

 

Materials:

- Stopwatches for each pair of students

- Read-Aloud Book: Caps for Sale

- Student Book: Iggy Pig’s Big Bad Wolf Trouble

- Poster board with Velcro tigers that moves across the field

- Checklists for every student

 

Procedure:

1) “Today we are going to look at one book and see how smoothly and accurately we can read it. I’m going to keep up with your progress by moving this tiger across the field. Every time your reading improves, Mr. Tiger will get closer to the watering hole. Once he’s reached it, you’ve met your goals!”

 

2) “First, I’m going to read Caps for Sale; it is a story about a peddler who wants to sell his hats, but once he falls asleep, some monkeys mess with him. Will he be able to find his hats?” [Read the story modeling poor fluency. Run through periods, have a lack of expression, make reading errors, but model cross-checking as well. Have the students practice recording mistakes and the time it took to read. Then read the story again, as the students will with their own stories, and model reading the story with appropriate expression, stopping at periods, and a proper pace to demonstrate what fluent reading sounds like. Show how the tiger moves across the field (once for every difference in the number of mistakes made from the first reading to the second, and then again with the third).]

 

3) "Next, you're going to read a book about a pig who is having a birthday party. He has to send out his invitations to his friend, but there is one animal who wants to cause trouble at his party. Will Iggy Pig's party turn out well?" [Have all the students work in pairs. The students will read Iggy Pig’s Big Bad Wolf Trouble to each other. As they read to each other, let them note the number of mistakes made, how fast it took for their partner to read, and whether or not they read expressively. Then they will switch and do the same for their other partner. After the class is all finished reading, place all the tigers on the board so the students will be able to see their progress. The next day the students will read the stories to one another again, noting the same things, hopefully to find improvement.]

 

4) For the assessment, the teacher will spend one-on-one time with each student. In this time, students will be reading Iggy Pig for the third time while the teacher makes the same notes as the students did for each other, as well as asking students comprehension questions to make sure they were also paying attention to what they read (Example questions are: Name some of the animals Iggy Pig invited to his party. What did the Big Bad Wolf plan to do at his party? What was Iggy Pig trying to find out from each of his friends for the party?). This will be used as assessment. Also, this will be an opportunity for students to move their tiger. Every week, a few students should be selected who have not made it to the “water hole” yet, so they can reach it. Once there, the students will get a special treat for working so hard.

 

References:

Website for a similar lesson:
Touchdown to Reading by Morgan Warner
http://www.auburn.edu/academic/education/reading_genie/invitations/warnergf.htm

 

Slobodkina, Esphyr. Caps for Sale, 1940. Harper Collins, USA.

French, Vivian. Iggy Pig’s Big Bad Wolf Trouble, 1998. Scholastic, Inc. New York.

 

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