﻿ The Race to the End

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.

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.

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