"Fast and Fluent"
Design: Growing Independence and Fluency
Rationale: To become a fluent reader is not just to be a fast reader, it is to read with expression and comprehend the text you are reading. You should work with short passages of about 50 to 100 words depending on the students reading level. Have the students read this book multiple times until they are reading with fluency, expression, and at a fast steady paste.
· Decodable books for example: "Liz is Six" "Lee and the team" "Three Cheers for Chet"
· Different selection of books for each child on their own instructional level
· Paper and marker to make a graph
· Stop watches
1. "We will start by reviewing how to blend words that we don't normally recognize. If I see a word and cannot read it I will look at the letters and say the sound of the vowel in this word – b r u s h. The u = /u/ after I recognize this sound I will go to the beginning sound: br says /bbbbb/ /rrrrr/. Then I will add the vowel sound at the end of that "bbbrrruu". Finally I will add the third sound, "bbbrruuush." "brush," very good! When you are reading today and see a word you do not know, sound it out like we just did by using the vowel first method. "
2. "Today we are going to work on reading books faster and with expression. Reading with expression means that you can make parts of the book sound happy, sad, excited, and suspenseful." I will give students a choice of books that are equivalent to their instructional level.
3. I will now show the students my book and explain to them how I read it. "When I first read this book there were a few words I did not know very well so I sounded them out with the vowel-first method. Once I read through the book and sounded out all the new words I went back through and read it again and again. I did this because each time I got a little faster and I could read with more expression."
4. I will model for the students how I read it the first time, reading it slowly, stumbling over a few words and sounding out a few words. "Now that I have read the book one time and I know all the new words I can go back and read it faster" I will read it a little faster for the students. "That time I read it faster but I know I can do it even better next time" Now I will read the book even faster and with great expression.
5. Some students will be reading the book "Lee and the Team" and some will be reading "Three Cheers for Chet". "Lee and the Team" is about a boy named Lee, He plays baseball and is the team leader. Lee's team is late for the game and they need to run, let's read more to find out if they make it. "Three Cheers for Chet" is about boy named Chet, him and his friends play a street game once a week. One time Chet brought his new puppy with him, they puppy kept chasing the puck they were playing with, Chet tried to get him to stop because he was worried his puppy would get hurt. Do you think the puppy stopped?"
6. "Now, I would like all of you to read your book like I just did, when you finish the first time don't forget to go back and read it again." Use the vowel-first method.
7. I will ask them to stop after about 10 minutes.
8. "Now I want you to partner up with the student sitting next to you and read your book to them." The student not reading will have a stop watch and record the readers time, each student will read their book twice and record both times.
9. We will chart the results on the board after all students have read twice. "Let's see how everyone read a little faster the second time around."
10. "Everyone can take their book home to read to your parents and your family. Show them how you are such a great reader by reading fast and using expression. You all have done a wonderful job today, I am so proud and I know your family will be as well"
11. I will assess the students by looking at their recorded times and see their improvement. I will also have students read to me individually for a minute and record.
Return to the Caravan Index.
Miller, Meg. "Speedy Readers"