The Race to the End

Growing Independent and Fluency

By: Hannah Dupre

Rationale: In order to read fluently you must be able to read with automaticity.  Once a reader is fluent they can begin to enjoy reading more because they are able to comprehend the text more thoroughly. Children can become fluent readers by practicing reading and rereading text to increase their time reading. This lesson will concentrate on one-minute reading with a partner and it will help the children increase their reading fluency.

Materials:

                1.Paper

                2.Book  Arthur's Thanksgiving by Marc Brown (1 per student)

                3.  Stopwatch (1 per pair of students)

                4.Running shoes pictures (1 per student)

5.Reading Progress Charts (1 per student)- This rubric has the number of the pages on the side and a sidewalk for the shoes to run up.

                6.Marker/Crayons

                7. Chalkboard and Chalk

Procedures:

1.To begin I will review the concept of cover-ups. I will ask the students what we do when we are reading and come to a word we do not know. Who can tell me the strategy we use? Your right, we use cover-ups. For example, (write stretch on the board) if I saw this word I would first cover-up everything but the e, like I am now (cover the str and tch).  I know that e =/e/. Next, look at what comes before the vowel, str = /str/. Blend them together to get /str/ /e/. Then look at the end of the word tch = /ch/. Put everything together and you have /str/ /e/ /ch/.  You use the cover-up method whenever you see an unfamiliar word.

2.Next, I will explain fluency. I will tell the students that in order to read fluently we need to practice reading fast because it will make us better readers and it will help us understand the story better. We must understand that in order to read fast we must understand what we are reading. (Have the sentence written on the board: On our way to the park Suzy stopped to smell the flowers.) Now I want you to look at the sentence on the board, I am going to read it to you first (modeling). O-n ou-r w-ay t-o th-e p- (I can't remember the sound, I think I will use my bookmark to cover it up) p-a-r-k park Suzy st-o-pp-ed t-o sm-ell the f-low-ers.  I will ask if anyone heard anything wrong with this sentence? Your right, it was too slow and you could not really understand what I said because I read it so slow. Now listen to me read the sentence again. On our way to the park Suzy stopped to smell the flowers! Did that sound better? Why? Your right, I read it faster and with expression so that everyone could understand the story.

 

3.Afterwards, I give every student his or her own reading progress chart. I will explain that this chart is going to help measure their reading progress. The numbers on the side of the chart represent how many pages in the book and the shoes mark the number of pages you have read in one minute. You are going to get with you partners and time each other for one minute. Next, you will record how many pages your partner read during that one minute on your chart. One partner will use the running shoes to mark the progress for the other and then they will swap. Finally, the partners will color in the graph so that they can see the progress.   

 

4.After they understand the progress chart, I will give each person a book and each pair a stopwatch. I will explain the students that is important to remember to mark your partners progress with your shoes, and then once you and your partner have both read for one minute, color in a bar for the number you have read (model on the board, read four pages draw a line to four and color in like a graph). Does everyone understand how to do this? Any questions? I would like for you all to do at least 5 one minute reads each and hopefully more if we you have time. Before you begin reading I would like to tell you about the story.  This is story about Arthur and how he learns to be a director. He becomes the director of a Thanksgiving play and while we trying to cast the play we discovers that no one will agree to play the turkey. Read the story to find out if Arthur finds someone to fill the role.

5.For the assessment, I will ask each student to come up individually and do a one-minute read with me.  At the end, I will ask questions to check comprehension. I will ask questions like: What part does Arthur have in the play? (director), What was the most important role of all? (the turkey), or What did Francine give Arthur for lunch? (two chocolate cupcakes). The questions will depend on much of the story the student reads in one minute. Then they will color the last column on their reading progress chart.

 

Reference:

Brown, Marc. Arthur's Thanksgiving. New York: Scholastic, Inc. , 1983

McDonald, Allison.  "Running for Reading"

http://www.auburn.edu/academic/education/reading_genie/explor/mcdonaldgf.html

Roehm, Sara "Go Speed Racer!"

http://www.auburn.edu/academic/education/reading_genie/insp/roehmgf.html

 

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