Growing Independence and Fluency
Rationale: When children first start reading, it is very slow and drawn out. One of the goals of reading instruction is for students to read fast, accurately, and automatically. In order for students to do this they must learn how to decode words. This lesson will help students read faster and more fluently by letting them read and reread and read with partners and practice assessing each other.
1. Introduce the lesson by saying that 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 no problem. Once you become fluent readers, the all books 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 every time we get better.
First, let us review the steps that we take if we are not able to
read a word. The first thing that you do is the cover-up
method. Remember when we went over this? Let us use the
word ship to practice. First we would cover everything
except for the vowel i. The i makes the /i/
sound. Now, what is it called when two letter make one
sound? Right a digraph. Next, we would uncover the sh which
makes the /sh/ sound and say /shi/. So we would then uncover the p
that makes the /p/ sound and put the word together to get ship.
Lastly, we would read the sentence with the word ship to see if
it made sense. Now that we have done our review, let’s move on.
(Did you see the big ship?)
3. Demonstrate reading a sentence with fluency and without fluency. I am going to write a sentence on the board and I am going to show you how to read it fluently and how to read it without fluency. (Write on the board I love to play outside!) Teacher reads it I l-o-v-e to p-l-a-y o-u-t-s-i-d-e. Could anyone understand what I just read? Not very well right? Now I am going to read it again. I love to play outside! Now does it make sense? It did because I did not have to spend so much time on each word. This is what we are going to be working on today, reading so that the words begin to flow together.
4. Now, we are going to do some practice. Pass out class set of Tiny Goes to the Library. This book is called Tiny Goes to the Library and what I want you to do is to read through the book a few times on your own and then we are going to have a discussion about the book. I will be walking around while you read so raise your hand if you need any help. Also allow each student to come to the reading table and read it twice to you and record their times. You could also practice some sentences together. Read this sentence. (Hold up sentence strip that says I enjoy swimming in the pool.) OK, now read it again. One more time. Which time was the smoothest? Right! The last time. You were becoming more fluent with reading the sentence. Now let’s try the next one.” (Hold up second sentence strip and repeat steps for the first sentence).
5. When the students are finished, I will ask them questions to see if they comprehend what they read. I will ask: What type of animal is tiny? What happens when Tiny arrives at the library? What did Tiny do that was such a big help?
6. I will then divide the students into partners. I will explain how to fill out the fluency checklist for a partner. The checklist includes (on the second and third time my partner: remembered more words, read faster, read smoother, read slowly, stopped many times, and did not stop at all during reading). The students will begin reading with their partners. Each person will read through the story once. On the second and third reading, their partner will check all that apply to the readings. The partners will then switch tasks.
7. For assessment, each student will come to my desk and read the book aloud. They will bring with them their checklists. I will do a one-minute reading with the student assessing his/her fluency. I will have a progress chart for each student, and I will mark the progress from the one-minute reading. Each time that a fluency test is done, the progress will be charted. The charts will be posted in the classroom.
Kristin Herren. “On Your Mark, Get Set, Read!!!”.
Smith, Mavis. Tiny Goes to the Library.