1,2,3 Read Fluently With Me!
Growing Independence and Fluency
Rationale:
To become successful readers, it is important that we learn to read fluently.
Fluency results in the ability to read at a fast, smooth, pace, with expression.
Fluent readers have automatic word recognition. An effective way to become
fluent readers is to read often, and repetitively. Repeated readings are used to
help students gain a better understanding of the text, and in return, be able to
comprehend what is read. In this lesson, students will learn strategies to
become fluent readers with automatic word recognition, while also performing
repeated readings, to apply these strategies.
Materials:
-Copies of Henry and Mudge: The First Book (1 per student)
-Cover up critter -popsicle stick (1 per student and myself)
-Reading check sheet (1 per student)
-Stopwatches (1 per every 2 students)
-Sentence strip: "I love to swim in the ocean."
-Sentence strip: "Sometimes I play in the sand, when I'm tired of swimming."
-Primary paper (1 piece per student)
-Plenty of pencils and crayons
Procedure:
1. Introduce the lesson by saying, "In order to become better readers, we must
learn to read fluently. Reading fluently means that we read at a fast, steady,
smooth pace, with expression! Fluent readers automatically recognize words.
Fluency is important, because it makes reading easier and more enjoyable."
2. Say: "Sometimes when we try to
read fast, we get ahead of ourselves and read a word incorrectly.
To become fluent readers, we have to fix mistakes like that. To fix that
mistake, you're going to use something called cross checking. Cross checking is
when you get to the end of a sentence and realize that it doesn't quite make
sense."
3. Model cross checking by reading
the first sentence strip on the board ("I love to swim in the ocean.") Say, "Let
me show you how to cross check. I'm going to read the sentence on the board… 'I
love to swime in the ocean.' Hm…. swime in the ocean? That doesn't make sense. I
better reread the sentence. 'I love to
swim in the ocean.' Ohhhh swim. That makes better sense, because you swim in
the ocean, not swime! Remember to use this strategy when you are reading so that
your story makes sense."
4. Say, "What happens if we come to
a word we don't know? Right! We try to decode it. When we learn to decode words,
we learn to recognize words automatically, and we know that to be fluent
readers, we have to automatically recognize words. Today we are going to use our
critters to read sentences."
5.
Model reading the second sentence on the board ("Sometimes I play in the
sand, when I'm tired of swimming") by using a critter. Let's look at the
sentence on the board and try and read it quickly 'Sometimes I pray in the sang,
when I'm tried of swimming.' Did that sentence make sense? I didn't think so…
let me read it again using my critter. Watch as I cover up certain parts of the
word. Sometimes I plllllaayy in the saaannddd, when I'm tirrrreedd of swimming.
When I covered it up and took my time to sound it out, it was a lot easier!"
6. Pass out copies of Henry and
Mudge: The First Book. Say, "Today, you guys are going to get with a partner
to work on your fluency. We will be reading in the book, Henry and Mudge: The
First Book. This book is about a little boy who feels all alone. He lives in
a neighborhood with no other kids, but he finds a friend in a dog named Mudge.
Henry and Mudge share several adventures in this book, and we are going to read
to find out about them! Today, I want you to take turns reading chapter 1 with
your partner. You will each read chapter 1 three times, but don't worry, it's
only 4 pages! You each are going to get a "Partner Check Sheet." One of you will
be the reader and one of you will be the recorder. While you are the recorder
you are going to use this check sheet to assess your partner. When you partner
reads, you are going to use the stopwatch to time how long it takes them to read
the whole chapter. When your partner reads the 2nd and 3rd
time, you are going to check to see if they remember more words than the last
time they read, read faster, and read smoother. If your partner reads more words
than they did last time, you are going to put a check in the box next to it. If
they read faster smoother, and with expression, you are going to do the same.
Remember, a smooth reader reads with ease, recognizing words automatically.
Also, make sure to use the strategies we've learned about today, like cross
checking and using our critters when sentences don't make sense!"
7. After everyone has completed
this activity say, "Everyone has done a great job! Remember becoming fluent
readers takes a lot of practice and repeated reading. I want you all to keep
practicing!" Discuss students' progress.
Assessment:
To assess my students, I will have each of them come to my desk and read a
chapter of the book. I will refer to their reading check sheets. I will also use
their illustration and description of what they've read to make sure they
comprehended the material.
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After 2nd |
After 3rd |
Remembered More Words |
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Read Faster |
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Read Smoother |
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Read With Expression |
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Resources:
Rylant, Cynthia. Henry and Mudge: The First Book. Simon Spotlight, 1996.
Katherine Crum,
Ready, Set, Read!:
http://www.auburn.edu/academic/education/reading_genie/doorways/crumkgf.htm
Assessment chart: Emily Tyler,
Reading With Speed:
http://www.auburn.edu/academic/education/reading_genie/odysseys/tylergf.html
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