Fly High with Reading

Growing Independence and Fluently

Barbara Jane Hall

 

Rationale: The goal of this lesson is to help students to gain fluency and expression will reading. Being a fluent reader is important because it is crucial aspect of reading comprehension and speed. In this lesson students will read and re-read by themselves and with a partner a decodable text. The students will have a time limit and will try to read better each time.

 

Materials:

White board with marker

Copy of The Josefina Story Quilt for each student. I Can Read Books, 1986

Timer for each student

Reading Time Sheet for each student

Partner checklist for each student

Kite with skyline for readers to move higher as they read more words per minute. There would be a tree on the left side of the page with the words per minute read. Each student would have a kite with there name on it and as they got more words they would move there kite up the poster.

 

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Reading Time Sheet

Name: __________________          Date: ________________

Time: 

After 1st read: _________

After 2nd read: _________

After 3rd read: _________

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Partner Reading Checklist

 

Name: ___________________  My partner's name: _____________

When my partner read, he/she:

                                               After 2nd reading   After 3rd reading

Remembered more words        ________             ________

Read faster                              ________             ________

Read smoother                        ________             ________

Read with expression               ________             ________

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Procedures:

1.     Ask the class if anyone knows what fluency means.  Then explain that it means to read faster and smoother at the same time. Tell them that when we read fluently, we also have expression in our voices. This is just like when you are talking to your friends. We want to be good fluent readers because it will help us remember more words and to understand what we are reading.  One way to tell if we are becoming fluent readers it to practice re-reading with timers. We are going to practice our fluency using timers today!

2.     Does everyone remember how what to do if you get stuck on a word? Good that is right you use your cover up critter! Let me show you just incase you need refreshing. Write the word stuck on the board. Then model how to decode stuck using vowel first, body, coda. It would look like /u/ , /s/ /t/ /u/, /s/ /t/ /u/ /ck/, stuck.

3.     Write the following sentence on the white board: She can fly kites high.  Read the sentence to the class slowly and without expression: "She cccannn ffffly kkkites high." Ask the class if that sounds like an exciting part of a story.  Now read the sentence quickly and with great expression: "She can fly kites high!".  Ask the class what you did differently to make the sentence more exciting.  Explain to them that after you sounded out the words they just jumped out the page at you so you could read with expression. After you have finished explaining this let them try reading the sentence on the board with you then alone. The goal is to hear expression in their voices.

4.     Distribute a copy of The Josefina Story Quilt to each student.  Give a book talk by saying that this book is about a girl and her pet hen. It was may f 185o and Faith's family was moving to California in a covered wagon. Faith wanted to take her pet hen Josefina with her. Her Pa said she could not take Josefina. Will faith be able to convince her dad that Josefina can come? To find out read the book with fluency!

5.      After everyone has a book and timer explain to them that they will read the book three times and record their time each time they read. They need to write their time on the sheet. Explain to them poster with the kites on the board. Tell them that after they have finished they can move their kite to the right height.

6.     The next step in this is to have the students pair up and pass out the Partner Reading Checklist. Explain that one partner will listen and fill out the check list while the other partner reads. Then they will switch. Make sure to explain to them that they put check marks for if there partner remembered more words, read faster, read smoother, and with expression after the 2nd and 3rd reading. The tell them to start reading!

7.     Assessments: The teacher needs to be walking around and observing the reading throughout the lesson. At the end she will collect and evaluate the self reading worksheets and the partner reading worksheets. Also she will look at the kites on the board and see where the students are.

 

Resources:

 

Allison Bragg: Ready Set read

http://www.auburn.edu/academic/education/reading_genie/solutions/bragggf.htm

 

Bruce Murray: Developing Reading Fluency

http://www.auburn.edu/academic/education/reading_genie/fluency.html

 

Coeer, Eleanor. The Josefina Story Quilt. Harper Trophy, I Can Read Books: Copyright 1986.

 

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