Speedy Reader Peter

 

 

Brittain Miller

 

Lesson Design:  Growing Independence and Fluency

 

 

Rationale: In order for a child to read smoothly and with expression, they must be able to read faster and more efficiently than when they were beginning readers.  When the decoding to words becomes effortless and automatic, reading becomes a much more enjoyable experience.  One way in which to accomplish this is to instruct a child in reading and rereading decodable words in a connected text.  The more practice a child gets with the text, the more comfortable and efficient they become in reading it.  This in turn, creates the enjoyable reading experience.  The following lesson will help children read more effortlessly and efficiently.

 

Materials:  Whiteboard (spent), Sheets with sentences written on them e.g. The best part of day is recess, Progress char with columns and cutout of Speedy Pete, stopwatches, and several different books for each group.  (What Will the Seal Eat?)

 

Procedure:

1.  First I want to begin talking about how it is important for readers to read efficiently and smoothly.  When we do this, our words sound better and it helps us make sense of the words we are saying.  So whenever we read a story, it will be more fun and less of a hassle of figuring out words.  The first thing we should introduce is the cover-up technique.  Do you remember this technique?  Write the word spent on the white board.  If I saw this word I would cover all of it up except for the e.  (Cover up the sp and nt).  I know that e =/e/.  Now look at what comes before the short vowel, sp = /sp/.  Now blend those two together /sp/ /e/.  Now lets look at the end of the word.  It says /nt/.  Letās put it all together /sp/ /e/ /nt/.  Whenever you come across an unfamiliar word, I want you to use this method to try and figure it out.  I am going to read a sentence like a beginning read would.  ćTh-e b-es-t p-art o-f th-e d-ay i-s re-c-essä.  That didnāt sound very smooth did it?  Now this time Iām going to read it like a really good reader.  ćThe best part of the day is recess.ä  Notice the difference?  It sounds much more smoothly and with much more speed.

 

2.  Iām going to put you into small groups and I am going to give each group a sentence.  I want you to read the sentence through the first time.  Make sure to listen to the way it sounds while you are reading it.  Then I want you to each read it silently a few more times.  Then I want you to read the sentence out loud again to the rest of the group.  Did you notice a difference?  What it much faster?  Did it sound better the first time you read it or the last?

 

3.  Now, Iām going to give each group a book.  One person will be the reader, another will be the timer and whoever is left will be the audience.  You will be timed reading for one minute.  See how many words you can read in this time.  We will practice this for a while so you will become a fast, efficient reader. (e.g. What Will the Seal Eat?)

 

4.  After you have finished a minute, you will count up how many words you read.  You will then move Speedy Pete down the road away from the chasing dog, to however many words you read.  Be sure and mark where Pete makes it to each time.  Take turns going and see how much farther you can get Pete down the road.  After each time you read, Pete will get farther and farther down the road and you will be a more efficient reader!

 

Assessment:  I will do the assessment by observing the Speedy Pete progress chart.  Since they marked their progress on the chart, I can collect this information for evaluation.

 

References:

Ready, Set, Read by Kim Willis  http://www.auburn.edu/rdggenie/guidelines.html

 

What Will the Seal Eat?  Educational Insight


Click here to return to Beginnings.