Ready, Set, Read!
Growing Independence and Fluency
Rationale: When
students learn to automatically recognize words they can read
faster, more smoothly, and with more expression. When students
read fluently, they are more likely to understand and comprehend
the text. In order for students to become fluent readers, they
must read and re-read decodable books, practice decoding, and
decode at a quick speed. This lesson will have students read a
decodable text and partner up for buddy reading in order for
them to improve speed and develop a better understanding of
their readings.
Materials:
-A copy of “Paws and Claws” for
each student
-Cover up critter, popsicle stick
used for decoding (one for each student)
-Dry erase marker
-White board
-Stop watch (one for each pair of
students)
-Speed Reading Record sheet (one
for each student)
-Reading fluency partner check
sheet (one for each student)
-Pencil for each student
Speed
Reading Record:
Name:_________________________
Date:___________
Time:
- After 1st read
_______
- After 2nd read
_______
- After 3rd read
_______
Partner
Check Sheet for students to assess their partner’s fluency:
When
I listened to my partner read:
After 2nd
After 3rd
1. Remembered more words
_______
_______
2. Read faster
_______
_______
3. Read smoother
_______
_______
4. Read with expression
_______
_______
Procedures:
Step 1: Explain to the class what
fluency is and how important it is to be a fluent reader. “Today
we’re going to talk about fluency! To read fluently means to read words
quickly and correctly!
This makes the story easier to understand! Fluency is very
important when it comes to being wonderful readers. I know that all of
you can be great readers! One way we can practice fluency is by
reading a story over and over again.
I want each of you to set a goal to become faster and
faster each time you read today!”
Step
2:
First, pass out the cover up critters and show them how
to use the critters when they come across a word they do not
know.
“Whenever you are reading and you come to a word that you
don’t know, you can use your cover up critter to help you sound
it out!
I’m going to show you an example.”
Write the word ledge on the board.
Start by covering all of the letters besides l. Pronounce the sound
of
l = /l/. Then
uncover the next letter before the vowel /e/. /l/ /e/ leee. Then
uncover the letters after the vowel dge. “Dge says /j/ so when
we blend our letters together it says, /l/ /e/ /j/. Oh the word
is ledge!”
Step 3: “I want you all to see
what a fluent reader sounds like, so I’m going to read a
sentence aloud.
First I’m going to read it slowly and choppy without
fluency.”
Write the sentence, “The bad man took off with the van!”
on the board.
Then read it slow, “Thheee. . .
bad. . . m m annn. . .
took. . . off.
. .
with. . . the. . . van.” “That is how a non-fluent reader
would read that sentence. Does that sound good? I’m going to read it
two more times to work on my fluency.
The bad… maaann. . . took off. . . withhh. . . the van.
That time was a little better, but I still need practice
to be able to read the sentence fluently. The bad man. . . took
off with the van.
See how every time it becomes quicker and more accurate?
That is because rereading the sentence helps us to become
more fluent readers. Fluent
readers read easily like this, “The bad man took off with the
van.”
Step
4: Pass out the book Paws and Claws.
Give students a book talk.
“Can anyone tell me what paws and claws are?
What do they have in common?
In our story today, we are going to see many different animal
paws and claws.
However, there will come a time when we will have to
identify some for ourselves!
You need to pay close attention to the characteristics of
different animal paws and claws so that you can identify them!” Instruct students to
do repeated readings.
“I want you all to read the story one time and then we will
discuss the story.
Then I want you to read it again by yourself.”
Step
5:
“Now, I’m going let you work with a partner to practice
your fluency.
One of you will be the reader and the other will be the
recorder.”
Explain the Speed- reading record sheet.
“The reader will read the passage three different times
and the recorder will write down the time it took each time.
After the third try the reader and recorder will swap
positions.”
Step 6:
After the one-minute reads the students will fill out the
fluency literacy sheets for their partner.
They will evaluate how their partner performed on the second and
third timed reading.
Assessment: I will
use the speed reading record and fluency checklist as an
assessment. I will also have students come and read a passage
from the book to me to check their fluency, and ask them
questions to check their comprehension.
References:
Reading Fast is a Blast! by Ali Long
http://www.auburn.edu/academic/education/reading_genie/invitations/longgf.htm
Ready, Set, Read! by Mary Kathryn Johnston
http://www.auburn.edu/academic/education/reading_genie/invitations/johnstongf.htm
Farber, Erica, John R. Sansevere,
Billy Steers, John Lund, and Diane Dubreuil. Paws and Claws. New
York: Beginner, 2000. Print.