Read Runner!!
Growing Independence and Fluency
Melanie Alvarez


 

 

Rationale:  Reading fluency is the ability to read at a fast, smooth pace and with expression.  It is necessary for children to be able to decode words in connected text in order to become fluent readers.  Throughout this lesson, students will be able to practice reading and rereading sentences/passages from connected texts.  This lesson will give students a chance to practice reading smoothly, and faster.

 

Materials: 

1.      Dry erase board and markers

2.      Enough tape recorders and headphones for half of the students in the class

3.      Two different decodable paragraphs for the students to use for practice

4.      A copy of  Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst for each student (This lesson assumes this book is at the instructional level of each student)

5.      Blank tapes

 

Procedure:

  1. “Okay friends, does anyone know why it is important that we read smoothly and quickly?  (This draws the students into the lesson by means of a discussion)  It is important that we learn how to read smoothly and quickly, because fluent readers are able to comprehend/understand the text in a book.  And if we understand the text in the book, we are more likely to enjoy reading!”
  2. “Today I want us to practice reading quickly and smoothly.  Here is an example of a me reading a sentence that seems a little slow and needs a little work:  “Th-h-h-e  fr-r-r-r-o-o-o-g ju-u-u-u-m-p-p-s on t-h-h-e l-i-i-i-illy pa-d-d.”  (This sentence will be written on the board).  Now, with some practice I can learn to read this sentence faster and with more ease.  (Read the sentence one time a little faster/smoother and then read the sentence fluently).”
  3. Pass out strips of paper that have a decodable paragraph on them.  Let the students practice reading these paragraphs until they can fluently read them.  Make sure to point out that they need to practice expression when they read. 
  4. After they have practiced pair up the students and assign them to certain recording stations that have been specifically placed around the room.  Once they are in their groups give them a chance to practice together another decodable paragraph.  (This activity provides a chance for the students to work together.  This is important in teaching children how in order to achieve a goal, we must work together).  Make sure at each of these stations there are two copies of Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, one for each student.
  5. Get the students to read the book and while they are reading it make sure they are recording it.  Let them put ear phones on so that it blocks out some of the noise.  Give them time to go back and listen to their first reading.  After they listen to part of their first reading, get them to re-read and record again. 

 

Assessment: I will assess the student’s progress by listening to their recordings.  I will assess each one based on his or her individual progress.

 

References:

Viorst, Judith.  Alexander and the Terrible, Horrible, No Good, Very Bad Day. 

      Alladin Book.  1978.

 
http://www.auburn.edu/~murraba/discov/orsogf.html.  (Discoveries; On Your Mark,

      Get Set, Read!: by Jordan Orso).


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