Rationale: Fluency is the ability to be completely
in the process of creating meaning with a text, with no conscious
given to any of the mechanics of reading. In order to be a fluent
reader, one must first be able to recognize the importance of
By rereading whole text, children will increase their fluency and word
recognition by being able to read more smoothly. Through
the correspondence a_e=/A/, children will be able to read and
words fluently using the long a sound.
Materials: James and the Good Day (Educational Insights) (every child should receive a copy of the text), primary paper, pencils, paper ice cream cone, paper ice cream scoops (different colors such as brown to represent chocolate, red to represent strawberry, yellow to represent vanilla and so on) laid out separately with the following words on them (wake, James, make, game, face, take, on, big, tub, down), checklist with the following on it- choppy, smooth, smoother.
Procedures: 1. Begin lesson by modeling first how a non-fluent reader reads and then how a fluent reader reads. Begin by reading very choppy how a non-fluent reader reads. Then read very smoothly like a fluent reader reads. Model by using sentences from the book James and the Good Day. Non-fluent-“J-J-ames was/wakes up. He m-m-akes a p-p-lan. Okay boys and girls, what did you notice about the way that I read those sentences? You’re exactly right! I read them very slowly and choppy. Fluent- James wakes up. He makes a plan.” This time the teacher read the sentences very smoothly and quickly the way a fluent reader sounds. “Boys and girls what did you notice that was different this time about the way I read those same sentences from last time. Way to listen! I read the sentences much more smoothly than last time and was also able to recognize the words much more quickly the way a fluent reader should read. In order to read fluently it takes a lot of practice. Today we are going to practice reading words that contain the a_e=/A/ sound. For example, words such as wake, same, take, and babe. Having the ability to recognize words and sounds in words is the first step in being able to read fluently.
2. Learning vowels is key in recognizing words and therefore key in becoming a fluent reader. Children will split into three groups of five. Each group will receive a paper ice cream cone and several scoops lying beside the cones. On these scoops will contain the words mentioned above in the materials section. Explain to them that some scoops have the a_e=/A/ sound and some don’t. Each group will work together in putting the ice cream cone together. I will model this by pulling a scoop from one of the groups that reads the word down. I will ask the children whether or not this word has the long a_e=/A/ sound. They should reply no, therefore this scoop should not be placed on their cone.
3. I will reread James and the Good Day to the class fluently. Each child will receive a copy of the book. They will stop putting together their ice cream cones and do some round robin reading in their same groups. I will go around with a checklist that reads ?choppy, smoothly, more smoothly on it to access whether or not each child is reading fluently. Remind the children that if they come to a word they can’t decode to try using a cover-up. Teacher should model this by using a common word gathered from the book and also their ice cream scoops. For example, the word game. Place cover-up first over the g and then over the letter m of the word game. Finally, the word blended together should become game.
4. Have students take out primary pencil and paper. Still in their groups ask them to go through the book and write down any other words they read that have the a_e=/A/ sound in them beside the ones on their ice cream scoops that were also gathered from the book. Then have the children in their groups practice reading over and over again the words they found in the book.
5. When completed, have the students read aloud their words they found. Have each group add those words to new scoops (paper blank scoops) to add to their cones. Each group should have a completed ice cream cone!
References: Eldredge, Lloyd. Teaching Decoding in Holistic Classrooms. Prentice Hall. New Jersey, 1995. pg.61
Wilson, P. Among Nonreaders: Voluntary reading, reading achievement, and the development of reading habits. In C. Temple and P. Collins (Eds.), Stories and readers: New Perspectives on Literature in the elementary classroom (p.157-169). Norwood, MA: Christopher Gordon. 1992.
James and the Good Day. Educational Insights. 1990
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