Soaring Into the Skies with Fluency

Beth Davis

Growing Independence and Fluency Reading Design

 

 

Rationale: The goal of this lesson is to assist students in developing reading fluency and expression. It is important for students to grow their reading fluency and expression to develop increased reading comprehension and speed.  It takes a lot of time and practice to become a fluent reader. In this lesson we will focus on the three very significant skills needed to become a fluent reader: the ability to read faster, the ability to read smoother, and the ability to read more emotionally. In this lesson we will use repeated reading to help with reading fluency.

 

Materials:

-Paper

-Pencils

-Timer/stopwatch (1 per student)

-Copies of Tin Man Fix It (One for each student)

- Speed reading charts (one for each student):

  Name:_________________________            Date:___________

                                             Time:

           After 1st read           _______

           After 2nd read         _______

           After 3rd read          _______

-Repeated Reading Checklist (one for each student to use with a partner)

As I listened to my partner read he/ she:            

                                                                     After 2nd time             After 3rd time

1) Remembered more words:         ____________                  ____________

2) Read faster                                        ____________                  ____________

3) Read smoother                                ____________                  ____________

4) Read with expression                     ____________                  _____________

 

Procedure:

1. I would start out by explaining to the class that today we are going to practice our reading fluency. Fluency is important because when we develop it, we can read much faster than when we have to decode each individual word. This allows us to focus more on the message of the story.  Remember fluent reading comes with practice, and practice makes perfect, so practice, practice, practice! We are going to word on decoding words more quickly so that we can eventually read them fluently.

 

2. Next, we will review how to decode words using the cover-up sticks.  I will have everyone take out their cover-up critters. We can use these cover-up critters to decode words that we do not know. Let's look at the word trip. If I did not know this word I would use my cover-up critter to hide all of the letters except the letter I (demonstrate on whiteboard while explaining). Now I know that the letter i says /i/, so now I can uncover the l and I have li. Then I uncover the p and I have lip. Finally, I uncover the whole word and I see that it is flip. Does everyone understand how I used my cover-up critter to decode this word?

3. I would explain that our goal today is to be able to decode words much more quickly than what I just did. We want to decode words automatically so that we can read more quickly. Let's read the following sentence together with fluency. (Sentence will be displayed on board.) "Tim went for a swim." Do you see how we read this quickly without having to decode each word by itself? Now I am going to show you how a non-fluent reader would read this. Tttt-iiiii-mmmm www-eee-nnn-ttt  ffff-oooo-rr –a- ssss-wwwww-iii-mmmm. Do you see the difference between fluent and non-fluent reading?

4. Now I am going to put more sentences on the board and I want us to practice reading them fluently as a class. I will put the following sentences on the board for students to read:

- Sam goes to the pool.

- Haley likes to eat fruit.

- John went on a hike.

- Mary likes pink shoes.

- Jack plays outside in the sun.

Following student reading ask if students now understand what it means to read fluently.

5. Now that we have practiced our fluency as a class, it is time for us to practice our fluency with partners. I will assign the students partners to work with for this activity. I will give each student a fluency check sheet, a copy of Tin Man Fix It, and a progress Chart. I will also give each pair a stop watch. 

6. Now I want one partner to be the reader and the other to be the timer. The reader will read for one minute while the timer times and records the number of words the reader reads correctly. Then the reader will move the bike rider on his or her fluency chart. Remember we are working on reading quickly and so do not worry about trying to get all the words correct. After the reader has read for one minute, switch and let the other partner read. We will repeat this three times, and our goal is to read more words each time. Does everyone understand what to do?

7. In just a moment we are going to be reading Tin Man Fix It.  This book is about a young boy who has a friend, Tin Man.  One day they were outside planting a garden.  As they were planting the garden, a young boy quickly skates by on a skateboard.  He crashes into Tin Man.  Tin Man breaks into lots of pieces!  You will have to read the book to find out if Tin Man is able to be put back together.  Students will participate in one-minute reads using Tin Man Fix It. Partners will fill out check sheet following each reading. After students have completed their one-minute reads, they will read the rest of the text silently on their own.

 Book Talk:  This book is about a young boy who has a friend, Tin Man.  One day they were outside planting a garden.  As they were planting the garden, a young boy quickly skates by on a skateboard.  He crashes into Tin Man.  Tin Man breaks into lots of pieces!  You will have to read the book to find out if Tin Man is able to be put back together.

Assessment:  For an assessment I will use the check sheets and records of their one-minute reads. I will also walk around and monitor and assess as the students are working together. 

References:

Flying Faster and Further with Fluency by Tommy L. Davis

Blast off with Reading by Mallie Frasier

http://www.auburn.edu/academic/education/reading_genie/realizations/frasiergf.htm

 

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mailto:davise1@auburn.edu