Ready, Set, Go!  Let's Read!

Elizabeth Gattis

Growing Independence and Fluency

man starts

Rational:  The goal of this lesson is to assist students in developing reading fluency and expression.  Students' growth in reading fluency and expression is very important because it helps develop reading comprehension and speed.  Students will read text in this lesson and be paired with a partner to help increase fluency throughout the readings.  The students will do repeated readings and record what how their partner did each time.  This is a great way to help with fluency because the students are reading better and more fluently each time they read the story. 

Materials: 

∙White board

∙Book Nate's Bike Ride by Geri Murray for each student

∙Timer for each student

∙Time sheet for each student

∙Check sheet for each set of partners

Procedure:

1     Ask students to come up with their own definition of fluency.  Once they have had a few seconds to make their definitions ask them to share with the class what they think fluency means.  Once a few students have shared explain to them that fluency means being able to read a text faster and smoother.  We all need practice to help us read faster and smoother and become a fluent reader.

2     We are going to begin the lesson by using our cover ups with the word shin.  We know that this is a short I because the word is not followed by an e.   We will begin with only the letter I showing and then uncovering the sh and then the n.

        Next, we will write out the sentence "Jim ran on the old track" on our white boards.  Tell the students we are going to be working on our fluency and demonstrate by first reading the sentence aloud very slowly, decoding the words as you go, and with no expression. Say, "Jim run, no ran, on the ooolldddd tack, wait track."  Explain that this is not fluent reading.  Then read the sentence faster, not missing words, and with lots of expression.  Say, "Jim ran on the old track."  Then explain that this is fluent reading and what we are all working toward.

3     Next we are going to start our reading for the day.  Pass out a book to all of the students.  They will also need a timer and a time sheet.  We are going to be reading this book on our own three times.  Time yourself each time you read and record it on your timesheet. 

4     Explain to the students, “Once you have finished your individual readings you will we be paired with another student.  I want you to listen to your partner read and then the second and third time check whether they read faster, smoother, with expression and if they remembered more words." This will give the teacher a good understanding of how the students are improving and serve as a good assessment tool. 

5     Assessment for this lesson will be done through the partner checklist, by walking around and observing the students readings both individually and with a partner, and through the time sheet to make sure that the students reading time is improving as well as their fluency.

 

References:

Payne, Margaret.  Smooth Sailing. Growing Independence and Fluency. Realization.  http://www.auburn.edu/academic/education/reading_genie/realizations/paynegf.htm

Crenshaw, Beth.  Ready, Set, Race to Read. Growing Independence and Fluency. Realization.  http://www.auburn.edu/academic/education/reading_genie/realizations/crenshawgf.htm

Geri Murray. Nate's Bike Ride. Genie Collection. 2007. http://www.auburn.edu/academic/education/reading_genie/bookindex.html.

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Reading Time Sheet

Name____________________________                     Date____________________

Time:

          After 1st read: __________________

          After 2nd read: __________________

          After 3rd read: __________________

One Minute Read Chart Partner Check Sheet:

Name __________________________________

Date ___________________________________

1st Minute ______________________________

2nd Minute ______________________________

3rd Minute ______________________________

Fluency Chart:

I noticed that my partner...

After 2nd          After 3rd Reading

_______          _______    Remembered More Words

_______          _______    Read Faster

_______          _______    Read Smoother

_______          _______    Read with More Expression