RACING THROUGH READING
Growing Independency and Fluency
Rationale: In order for a child to read a
sufficient amount of text in a certain period of time the child must be
able to read fluently and accurately. Reading fluency is the ability to
recognize words accurately, rapidly, and automatically, fluent reading
also includes the ability to read with expression. The main goal of
this lesson is for children to gain fluency in a reading that is timed.
- Spelling/sound card (with
- Book: Kite Day at Pine Lake. By Sheila Cushman &
Rona Kornblum. C1990.
- Stop watch
- Card stock with words bite,
fire, and time.
- Pencil and paper for assessment recordings
1. Begin lesson by
reviewing i_e=/I/ correspondence. Review this by telling students
that this spelling makes the vowel I say its name. Tell students
that today we are going to learn when we see these two vowels in a word
they make the long I sound.
2. Show them the
sound/spelling card with the letter I and the i_e spelling. While showing
the card tell them that the letter e at the end is silent and it helps
the vowel i in the middle say its name.
3. Next show them the
words bite, fire, and time. Model by showing them that when we
see these two vowels the silent vowel e
helps the I say its
4. Discuss the importance
of fluent reading. Say: Today we are going to be practicing reading
fluently which is faster, more expressive reading. When we read faster
and with expression, we are able to comprehend and understand better.
We are going to be practicing by reading and rereading a book.
5. I will model how to
reread a sentence to gain fluency. Say: I am going to read a sentence
from this book Kite Day at Pine Lake.
I am going to be reading it a few times out loud. I want you to
pay close attention to how I am reading the sentence and tell me the
differences after I am finished. For the first sentence I will model by
reading the sentence very slow by decoding each individual phoneme
(i--t i--s k--i--t--e d--a--y a--t P--i--n--e L--a--k--e). The second
time I will model reading a little faster by blending and chunking the
words together, but still not change the tone in my voice. (i-t i-s
ki-te d-a-y a-t Pi-ne La-ke). For the last time I will read
faster and with expression by changing my tone(it is kite day at Pine
Lake). When we are all finished ask the students if they can tell
the difference in the way that you read each sentence. Which way
was I reading more smoothly? Which way was easier to understand?
We will be practicing this rereading skill.
6. Pass out books ( Kite Day at Pine Lake) to each
student and have them work in pairs so that they will be able to listen
to each other as they both read and reread at separate times.
Explain what the book is about to get them interested in the book that
they will be reading to each other. Say: This book is about
children that go to Pine Lake to fly kites. All the children have
wonderful kites that they are all flying, but the only one left out is
Bob. He doesn’t have a kite to fly. Do you think that Bob
will make a kite and will he be able to fly it like the others?
You will have to read the rest of the book to find out. After the
book talk have them read the book to each other both taking turns.
7. Next have them read
and tell themthat when they hear the bell to stop reading. Tell
them that now we are going to see how fast and how many words you can
read in one minute. Have the other child count the number of
words that were read in one minute. First model how to read and mark the
number of words read in one minute. Tell them the goal of this
exercise is to see how accurate and smoothly we can read. It is
important to read the words as fast as we can but to not make up words
just so that you can finish in a certain amount of time. Have
them take turns doing this for one minute. Remind them that every
time they reread you will notice how much an improvement that you are
making each time that it is read.
8. While students are reading
to each other, walk around the room listening to them read and pay
attention to those that are struggling. When students are done
take up the students recordings for assessment.
Liz Copenhaver: http://www.auburn.edu/%7Erdggenie/connect/copenhavergf.html