Reading Recall

 
 

Michelle Copeland
Growing Independence and Fluency

Rationale:  This lesson will encourage fluency.  Through rereading a book, students will increase their fluency and word recognition.  The review of the o_e = /O/ sound will help students recognize words with the long o sound within the book.  Becoming a fluent reader makes reading much more enjoyable for children because it is smoother and they can understand it.  To do this, they need practice in recognizing sight words and reading and rereading decodable texts.

Materials:  Is Jo Home? (Educational Insights); copies of book (with no illustrations) for each child; crayons or markers; several sets of index cards with the following words on separate ones:  pole, hole, no, go, bike, like, bone, cone, fun, sun, nose, hose, pet, get, hope, nope.

Procedures:
1. Begin the lesson by reviewing the o_e = /O/ sound.  I will use cover-ups to review the word rose.  The o in rose says its name.  The e on the end is silent and it makes the o say its name.  Start with the word rose written on an index card.  What sound does the r make?  “/r/”.  Good.  Now, lets add the /o/.  “/ro/”.  Great, now we can add the /s/.  What is the word?  “rose”.
2. Put the class into groups of three.  Give each group a set of index cards with words on them to play the matching game.  I will explain to them that some cards have the long o sound and some do not.  I will model how to play by putting the cards face down in rows of four across and four down.  I will choose one at random and read what it says and choose another and read what it says.  If they rhyme, I will keep them and continue.  If not, I will tell them that it is the next persons turn and I would put them back.  Instruct students to begin playing the game in their groups.  (There are many long o sound words in the game for repetition.)
3. Now say:  Okay, class.  First, I am going to read Is Jo Home?  Then, you are going to read it again while I listen.  Then, you will read it again to illustrate your own book.  Then, you will get to read it to your classmates in you groups.  Does everyone understand?  Good.  Let’s Begin.  After the students are done with their games, I will read Is Jo Home? to the class.  I will demonstrate a fluent and non-fluent reader.  If I am reading fluently, I will have them to raise their hand.  This will assess their understanding of fluent reading.
4. I will have the class read the book as a whole.  While they are reading, I will assess the students for fluency by walking around the class and listening to each student individually.
5. Each student will have a copy of the book without illustrations.  The students will illustrate their book’s pages with pictures of what the text says.  So, the students will be reading the book silently at their desks.
6. Afterwards, the children will get back into their groups of three.  Have them read their book aloud to each other one at a time, so the teacher can assess the students that one did not get to before for fluency.
7. Have students go through book and write down one word each that has the long o sound in it.  They can discuss the words with each other.  Give index cards for them to write on.
8. Each group will bring their words to the front of the class and everyone will say each word together.  All of the different long o words will be put on the class word wall.

Reference:
 Is Jo Home?  (Educational Insights)

Eldredge, J. Lloyd (1995).  Teaching Decoding in Holistic Classrooms.  Englewood
         Cliffs, New Jersey, Prentice Hall, p.61.

Links "breakthroughs"
E-mail Author