“Fast As Fast Can Be...”
 


Growing Independence and Fluency
Melissa Jackson

Rationale:
Children have to become phonemically aware and are able to read whole sentences. The next step is to become more independent readers. Children achieve this by becoming more fluent readers. Children must learn to read smoothly, with expression, silently, and fast. The only way you learn reading is by reading. In this lesson I will show children how to read fast by repeated readings.

Materials:
-Book talks -“The Skeleton on the Bus”
-“Don’t Worry”
-“Charlie”
-minute timers-two per child
-“Molly the Brave and Me”- for modeling
-class library
-pencil and paper

Procedure:
1. “Today children we are going to learn how to read a book fast without all the choppy sentences. Everyone listen. I am going to read a few sentences the wrong way, then I will read these sentences the right way.” “M-o-lly... has. . . g-u-ts. She has. . .m-ore gu-ts than .. . any-bo-dy.. in the s-e-cond g-r-ade.” “This is the right way.” “Molly has guts. She has more guts than anybody.” “Which one sounds better? The second one right!”  How do you think you can learn to read faster? Well the only way I know how is to read a lot.  Today we are going to read a book of your choice over and over again until it sounds like the second example.”

2. “Boys and Girls, what do you do when you come to a word you do not understand? Take your finger and cover up the word except for the first letter, say the sound to yourself. Once you can read the first sound then go on to the next few letters, until you can read the whole word. If you still cannot read the word, reread the sentence over again and try to guess the word based on what the sentence says.” “Do not skip a word if you cannot read it. Ask the Teacher:

3. I will do three book talks to get the children interested in reading independently. I will do book talks on The Skeleton on the Bus, Charlie, and Don’t Worry. “Listen carefully to everything I say about the book because it might be the one you want to pick for yourself. If you do not find one of these books interesting then you can pick from the classroom library. You can only choose from the books that have the blue sticker on them. Boys and Girls, how do you think you choose a book? By it’s cover? No. You choose a book by reading the back of the book or reading the first few sections. This helps you get an idea of what the book is about.  If you find that there are more than two words on a page that you do not understand, than the book might be too hard for you.” This is a very good way to get the children interested in reading. They get to choose the book they want to read.

4. Once they have chosen their book I will put them in-groups of two and have them read the book to each other. Each group will have the same book. One child reads the book once, and then the other child reads the book. They will continue this until each child has read the book three times. This repeated reading will enhance their fluency.

Assessment:
“Now we are going to play a game. Now that you have had time to practice reading your book, your partner will time you. This will help you to know how fast you are reading your book. Remember that you cannot skip over any words. Practice cover up and rereading to understand a word.” “Do this three times and record your time to see who wins.”

References:
 Dr. Murray’s Reading Genie: http://www.auburn.edu/rdggenie

 “Molly the Brave and Me” by Jane 0’ Connor

“The Skeleton on the Bus” by: Gwan Pascoe and Mark Payne

“Don’t Worry” by: Pauline Cartwnght

 “Charlie” by: Richard Vaughan
 

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