1, 2, 3, Read!
In order for
children to really enjoy reading, and to better understand what they
reading, they need to read fluently. Learning to blend is
fluency. Repeated readings are an excellent way for children to become
in their reading.
Materials: A copy of Clifford
the Big Red Dog for each student and teacher; a kitchen timer for
of students; a sheet of paper with a dog
bones on it
(The sheet should also have a list of numbers going up along the bones
with the smallest number on the bottom); crayons
- It is important to
learn fluency because it helps you read smoothly and understand what
you're reading. Today we are
working on how to become a more fluent reader. When we learn to blend and decode we will be
able to read unfamiliar words. This will help improve our fluency!
- Explain decoding first. Use
an example word to model how to decode. If I use the word 'bat', I would start out by finding my
vowel first which is /a/. Then I would
blend the letters B and A together to make /ba/. Lastly
I will attach the /t/ at the end of the first two sounds to make 'bat'.
- Explain blending. I'm going to say a word and I want you to tell me which way
is better to say it. Is c-a-b or cab
better? Cab, right! That's
an example of blending a word.
- Now I want everyone to have all their eyes on me. I'm going to read you the first two pages in
our book today. I want you to listen
carefully to how I read smoothly and with expression.
The teacher will read
to model fluency. One fish,
two fish, red fish, blue fish. Black fish,
blue fish, old fish, new fish. Teacher
may read over this at least three times to give the students an idea of
what they want to sound like. Teacher
should read clearly and smoothly.
- Okay everyone, it's time to practice our
fluency! I'm going to partner you into pairs. Each
student will have a copy of Clifford the Big Red Dog. I want one partner to be partner A and the
other to be partner B. I want you to take
turns reading to each other. Partner A may
read the even pages while partner B reads the odd pages.
Partner A will begin. Ready,
will walk around and take notes of each child's reading.
If the partners are done before the teacher gets to listen
to them, they should reread.
we're going to play a little game. I'm
going to pass out a kitchen timer to each pair of students. I want you partner take turns reading for 1
minute each. When the timer goes off on
the kitchen timer, stop reading. I want
you to count how many words you read and graph that on your sheet of
paper with dog bones. You may practice
this three times, but only for 1 minute per turn. Use
the red crayon for your first turn. Use
the green crayon for the second turn. Use
the blue crayon for the third turn. If you
get done with your 1 minute reads early, you may keep reading the book
to each other for more practice.
- The teacher will
take up the graphed sheets. The teacher
will then calculate each child's words per minute from that sheet.