Flying High with Fluency!

By: Alizabeth Irwin

Growing Independence and Fluency



Rationale: Fluency is the ability to read a text accurately and quickly.  Becoming a fluent reader is important for comprehension.  In order for children to become more fluent they must be able to recognize words automatically and effortlessly.  Children achieve word automacity by repeated reading.  The purpose of this lesson is to build fluency by having children read over and over again.

Materials:

Procedures:

1. I will begin the lesson by introducing fluency to the students. I will explain to the students that reading with speed, ease, and skill makes it easier for the text to be comprehended. 

2. “Now we will do an activity with pseudo words.  Who can tell me what a pseudo word is?”  Teacher will explain to students that a pseudo word is a false word with no meaning.  I will explain to the students one way to read a pseudo word is to use the vowel-first body-coda method.  I will model for the students how this method is used with a regular word.  ”Let’s take a look at how we would use the vowel first method with the word sack.  We will start with the vowel.  In this word the a says /a/.  Now lets look at the first letter s.  In this word the says /s/.  When we put those two letters together we getssssaaaa.  Now lets add the last letters.  In this word ck says /c/.  When we put all three sounds together we get ssssaaackckck.  The word is sack.  We can use this method to sound out our pseudo words.”  I will hold up a flash card with a pseudo word written on it and ask the students to read the word.  I will tell them to use the vowel first method if they do not know how to say the word. 

3. I will continue with the pseudo words in order to make sure all students can read the majority of them (5out of 8 words). 

4. I will illustrate fluency to the students by reading the sentence I love my dog named Lady.  The first time I read I will sound out each sound I hear. I l-o-ve m-y d-o-g n-a-m-ed L-a-d-y.  Next I will read the sentence smoothly I love my dog named Lady.  Ask the students which sentence was easier to understand, the first sentence of the second sentence?  The second sentence showed fluency when reading. I will say another sentence The boy ran across the street two times.  One time real choppy and one time smoothly and fluently.  They will tell me which sentence sounds better.

5. I will now write the sentence I like to swim in the ocean on the chalk board.  I will have the students read the sentence several times until they accomplish reading it smoothly and effortlessly.  I will explain to the students how reading something over and over again improves their fluency and speed of reading. 

6. I will pass out the book Pat’s Jam to each student.  Give book talk before reading book.  Book talk: Pat is a rat who has a friend Pam who is also a rat.  The two of them both climb in their van, but the van will not run.  What do you think Pat and Pam will do?  Let’s read Pat’s Jam to find out.  I will read it to them one time out loud.  I will then ask them to read it to themselves three more times.  While the students are reading, I will walk around the classroom to assist those who might need help.

Assessment: Students will be assessed by one minute reads.  I will time each student 3 or 4 times with a stop watch for one minute and record their WPM on a chart.  For every time the student improves they can move their kite up to the next level on the bulletin board.

Reference:

It’s Fun to be Fluent by Lara Wiggins http://www.auburn.edu/academic/education/reading_genie/guides/wigginsgf.html

Up, Up, and Away with Fluency by Kathryne Clark http://www.auburn.edu/academic/education/reading_genie/invent/clarkgf.html

Cushman, Shelia. Pat’s Jam. Educational Insights: Carson, CA, 1990

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