Sneeking and Peeky: Reading Fluently!



Growing Independence and Fluency

By Courtney Macurdy

 

Rationale: Reading fluently is a key step in effective reading. The lesson will aid in students’ ability to read quickly, smoothly, and accurately. Also, students will practice reading at a much higher pace. This will be accomplished through repeated readings and timed readings. All of these activities will aid in student fluency.

Materials:

v Sentence strips with “The dog races down the long road”

v Class set of Junie B. Jones and some Sneaky Peeky Spying by Barbara Park

v Stopwatch

v Class set of Speedy Reader sheets

v Laminated copy of a monster with numbers and Velcro at each number for each pair students

v Laminated copy of boy with Velcro on back for each pair of students

 

Procedure: 1. I will begin by restating what fluency is to the class and what the lesson will consist of today. “Today we are going to practice fluency. Fluency is the ability to read quickly, smoothly, and accurately using expression. We must practice to become great readers. Listen to me read this without fluency. “Th-e d-o-g r-a-c-es d-o-w-n- th-e l-o-n-g r-oa-d. That was hard to understand. Listen to me read fluently now. [read sentence] That’s much better! Let’s all try to read sentences like that.

2. Next, we will practice reading fluently using timed  readings. This means we will read a passage and the time it takes you to read that passage will be recorded. The class will split into pairs and be given books and the Speedy Reading Sheet, and a laminated copy of the monster and the boy. To pique the students’ interest the teacher will say, “Junie B. is the bestest spier in the world. That’s because she has sneaky feet. And her nose doesn’t whistle when she breathes. But guess what? Junie B. might be real sneaky and real peeky but when she spies on Mrs., she could get into real trouble! What happens to Junie B.? Let’s find out!”

3. The teacher will instruct the class that one person in the pair will be the reader and the other is the recorder. Once the first person has read, they switch jobs. The teacher will explain the uses of the stopwatch. The children will count the number of words read in a minute and use the Speedy Reading Sheet to record. The recorder will also move the boy up the monster’s back as the reader increases the number of words read in a minute. Next, they will switch roles. Students will fill in the Speed Record Sheet below.
Speed Record Sheet

Name: ____________________

Date: _____________________

 

1st time: ___________________

2nd time: __________________

3rd time: ___________________

  

4. Allow students to repeat this 3 times to average results. Students will then fill out the following fluency form for their partner.

Fluency Literacy Rubric

Name: ____________________

Evaluator: __________________ Date: ________________

 

I noticed that my partner...(check the space)

After 2nd reading...

__ Remembered more words

__Read faster

__Read smoother

__Read with expression

 

5. After the class has finished this, the teacher will finish the last portion of the book to the class and model fluency. We will discuss it and talk about how listening to it fluently makes reading more enjoyable. The teacher will ask the students, "How have you been sneaky before? Compare and contrast what you did that was sneaky to what Junie B. did."

6. For the assessment, the teacher will take up all of the students’ sheets to see how they did. The goal is for students to improve their reading fluency over time. We will do this activity more than once so the teacher will be able to compare their results over more of an extended period.

References:

Parks, Barbara. Junie B. Jones and some Sneaky Peeky Spying. Scholastic Inc., 1998.

Prater, Cambre. Horton Hears a What?A Fluent Reader.

http://www.auburn.edu/academic/education/reading_genie/voyages/pratergf.html

Return to Awakenings Index