Read,
Read, Red Dog!
Growing
Ashley Keel
Rationale: In order for
students to learn how to read faster, smoother, and more expressively,
they must become fluent readers. Fluency refers to a student’s ability
to read words accurately and automatically. This lesson focuses on
student’s developing the ability to read quickly, smoothly, and
expressively. Therefore, if a student accomplishes these tasks, they
have gained fluency. Fluency is gained through repeated reading, timed
reading, and one-minute reads.
Materials: Copy
of Red Gets Fed for each student
Teacher
copy of Red Gets Fed by Sheila Cushman and published by
Educational Insights
Stopwatch
for each pair of students
Pencil
for each student
Dry
Erase board and marker
"Red
Dog" (Clifford) progress chart for each student- The progress of the
students will be documented on the Clifford dog. I will write their
process with a Sharpie on each of their dogs.
Procedure: 1.
Explain to students the purpose of the lesson. "Today we are
going to talk about improving fluency. In order to become a
successful reader, you must be able to read fluently. Fluency is
when you are able to read fast without stopping to sound out each
word. You recognize the words automatically and you read them
with little or no effort. Once you become fluent readers, the
text will begin to make more sense because you do not have to try so
hard to read each word. One way that we can work on fluency is by
reading a text more than once. Each time you read the text, you
get faster because you are becoming more familiar with the text.
Today we are gong to practice fluency by reading a text more than once
and seeing how much we can improve."
2.
Model for the students how to read with fluency. Write on the dry
erase board the following sentence: The dog ran up the hill. Tell
students, "First, I am going to read the sentence without
fluency. The dddoooggg rrraaann uuuppp the hhhiiilll. Now I
am going to read the sentence as a fluent reader would. The dog
ran up the hill. Did you hear the difference between reading with
fluency and reading without fluency? Listen as I read the
sentence once again. The dog ran up the hill. This time I
read the sentence faster because it was not the first time I had read
these words. The first two times I read the sentence gave me
practice and helped me read the sentence fluently the third time."
3. We are going to use the book Red Gets Fed to practice improving our fluency. Give Booktalk. Red is a very hungry dog. He's also kind of sneaky. He sneaks into Meg and other family member’s rooms to try to wake them up to get some breakfast. You'll have to read to find out if Red gets fed. Students will read Red Gets Fed more than once to improve their fluency. Remind students to cross check if they do not automatically recognize a word during their reading. "Do not forget that cross checking is a tool that fluent readers use to make sense of the sentences that they read and to read more successfully. If you do not automatically recognize a word cover-up part of the word to make it easier to sound out. Once you have determined the pronunciation of the word, go back and reread the sentence to see if the word makes sense in the sentence. If the word does not make sense in the sentence, you can change your guess to a word that fits the sentence. If you and your partner cannot figure out how to pronounce a word correctly, come ask me and I will help you figure it out." Model reading Red Gets Fed aloud as a fluent reader for the students.
4.
"Now that you have heard me read the book as a fluent reader, you are
going to practice reading fluently with a partner." Divide the
students up into groups of two and give each student a copy of the book
and each pair a stopwatch. One student will be the reader and the
other student will be the timer. Then, the two students will
switch jobs. "When it is your turn to read, I want you to see how
many words you can read in one minute smoothly and fast.
Remember: do not skip any words. You can put a sticky note of where you
left off so that you will know where to stop counting. When you are
finished reading, count the number of words that you read in one minute
and write that number on your dog on your "red dog" progress
chart. I want you to keep switching with your partner until you
have each read three times. You can start now."
5.
I will walk around the classroom to hear them reading and to assist
with the progress charts if needed.
Assessment: To
assess, I will call each student to my desk one by one and have them
bring their progress chart they did with their partner. I will review
it with the student, highlighting their areas of improvement.
Then, I will have the child read Red Gets Fed once more
and monitor fluency by jotting down whether they read smoothly,
quickly, stopped rarely, or less smooth, less quick, or stopped
frequently. Also, while the student is reading I will note the
miscues. Then, at the end I will do a quick check for
comprehension of text (See Questions Below.)
1.
What kind of animal is Red?
2.
Why does Red keep waking everyone up in the night?
3.
What happens to Red at the end of the book?
Lincoln, Katie. Buzz, Buzz, Buzz.
http://www.auburn.edu/%7Emurraba/invent/lincolngf.html.