Squeal into Fluent Reading!

Growing Independence and Fluency

Meg Wilson



Rationale: To become fluent readers, children must build their sight word vocabulary. The best way to do this is to transition from decoding to automatic word recognition. In this lesson children will build fluency through repeated readings. By rereading text, students will learn to read more words per minute. By working with partners, students may learn new decoding skills and will get more practice reading. The more students read, the more their reading skills will improve. This lesson is designed to help students increase their fluency by reading text and becoming more familiar with it. By the end of this lesson, students will learn a strategy to increase fluency in their independent reading.

 

Materials:

-Class set of the book Iggy Pig’s Silly Day!

-Class set of Words Read Correctly Record Sheet(see below)

-Pencils for each student

-Stopwatch

 

 

Words Read Correctly Record Sheet:

Name:____________________                        Date:______________

 

The first time I read ______________words correctly and ______________ total time read.

 

The second time I read _________________words correctly and ____________total time read.

 

The third time I read _________________words correctly and _____________ total time read.

 

 

Procedures:

1. Say: In order to become better readers, we must begin to read fluently. This means to read words smoother and faster. Once we become fluent readers, we will be able to understand the text more easily. One way to become fluent readers is repeated readings of a text, each time reading it faster and more automatically. Repeated readings are how the experts get good at reading aloud. When you read something a few times, you know the word when you see it again and it’s easier to understand ideas. It also helps you get ready to read out loud so others can understand what you’re reading. Today we are going to learn to become fluent in our reading. 

2. Using the sentence “We can skip all day,” I will show you how a reader becomes fluent reading new words. First , I will demonstrate nonfluent readers. . We  can s-k-i-p all d-a-y. I had to decode two words in that sentence I wasn’t sure of and I’m still not sure what they are. I’m going to try that again. (The teacher repeats the text by blending the phonemes together and crosschecking.) We can /sk//i//p/  oh, skip-  We can skip all /d//a/. Hmmm.. ay says /A/, /d/ /A/ day? I’m going to read it a third time because I know the words now, and I want it to sound smooth: We can skip all day. It made sense when I read it smoothly the third time. I wonder where they are going to skip all day? In order to become more fluent you need to use decoding to remember words that once slowed you down.

3. We are going to read the text Iggy Pig’s Silly Day! three times through silently. Reading silently is just like reading out loud except you think the words instead of saying them. First, read in a whisper, and then just move your lips, then stop moving your lips but keep reading. Booktalk: This book is about a little pig named Iggy. Iggy loves to skip. One day, Iggy decided he would skip all day. Lots of animals began skipping behind him like the big gray animal, the chicken, the lamb, and the bunny. Soon the chicken, the lamb, and the bunny were tired and decided to go back to the farm. What do you think Iggy and the big gray animal will do? Continue skipping? We will have to read to find out what happens to Iggy and the big gray animal. When we read this book we want to practice our fluency. This means to read this book automatically and smoothly with lots of expression.

4. It is okay if you do not know all the words in the book. When you come across a word that is unfamiliar to you use the cover up method. I am going to show you how to use the cover up method. Write the word pig on the board. If I saw this word, I would cover up everything but the i. (cover up p and g) I know that i=/i/. Now look at what comes before the vowel p=/p/. Blend them together to get /pi/. Now look at the letter on the end of the word g=/g/. Put it all together and you have /pig/. Whenever you see unfamiliar words use this method to decode it. After you have decoded that unfamiliar word, you need to read to the end of the sentence and crosscheck to make sure that you decoded that word correctly and it makes since in the sentence. Then go back and reread that sentence again to get you back into the story and so that you get that word instantly the next time.

5. After the students read the book three times through, pair each of the students in groups of two.  Have the students read pages 1-4 if Iggy Pig’s Silly Day! . Have one student read while the other listens for errors. We will do this three times. Be sure to record in your words read correctly in your record sheet to see how you improve each time. Try to read with accuracy and expression. I will walk around the room observing the students and taking notes on my student’s progress.

 

Assessment: To assess the students’ progress with fluency, I will collect the words read correctly record sheets that the students completed with their partner. I will look to see how each student increased their fluency and word accuracy while reading the first 4 pages of Iggy Pig’s Silly Day ! by examining their time sheets with how many words they read correctly and how long it took them to read the passage. I will look to see which students may need extra help and then pair them with a student who increased their fluency and word accuracy. I will also ask comprehension questions about Iggy Pig’s Silly Day! to make sure the students understood what they read. The questions might include, “When did Iggy Pig ever realize that the big gray animal was trying to harm him?” this was not explained in the book, but the students were given enough information to make inferences about. “Who realized what the big gray animal really was?” and “What did this animal do to protect Iggy Pig?”.

References:

1. Adams, Marilyn. Beginning to Read: Thinking and Learning about Print- A Summary. Champaign: Center for Study of Reading Research and Education Center, 1990.                                                                                   
2.
French, Vivian. Iggy Pig’s Silly Day!. First Scholastic printing, 2002.

3. Miller, Tiffany. Poof!! Let’s Become Fluent Readers http://www.auburn.edu/academic/education/reading_genie/persp/millergf.html.

 

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