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:
- “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!”
- “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).”
- 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.
- 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.
- 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).
Return
to Catalysts