Lori Brown
Growing independence and fluency

                                             Reading: The Race to Comprehension
 

Rationale:  When students are learning to read, they are spending the majority of their time on decoding.  After decoding skills have been mastered, students need to concentrate on reading the text for comprehension and meaning.  This comprehension skill comes with fluency.  To obtain fluency, students need to read and reread text that have decodable words and that have some kind of meaning to them.  The right way in obtaining fluency is by repeated readings.  This lesson design focuses on repeated readings with partners, and will include graphing activities.

Materials:

Procedures:
1. Introduce the lesson by recalling how to crosscheck, and explaining that cross-checking, as well as learning to read smoothly and fast, is part of becoming a "great reader". (Pass out sentence with incorrect word and have students read the sentence, monitor if they are cross-checking upon the realization that he sentence is wrong.)  "Let's change the sentence that I just passed out so it will make sense."  ( Discuss possible word changes together) "Okay, now let's read this sentence again three more times.  The first time you read the sentence, it was new to you so you might have to read it a little slow.  By the last time you read it, could you read it fast?  This is what I mean when I say reading smooth and fast.  But reading fast does not mean that we speed through and make mistakes and trying to figure them out and forgetting what we are reading.

2. "Now I am going to pair you up with one of your classmates and give you both a copy of the same book." (Each pair of students will have the same book to read each student with their own copy.  Each pair of students will receive on stopwatch and a chart). " We are going to practice reading to each other, and we are going to know our books well, so we can read them smoothly.  Listen to me while I read the first page of my book." (Read page slow and choppy at first. Then reread the page smoothly.) "Wow there are some big differences in the way I read that page the first time then the second time.  Let's list some words on the board to describe the first was I read the page" (read again, if necessary, and list words for both types of reading choppy the smoothly)

3. "Okay, let me tell you about the chart that we are going to use" (explains chart and how it will be filled in  -Time of reading ­Total words in passage, -words missed).  "Let's read our books all the way through once, and then pick your favorite page to use for your chart.  I want each of you to take turns reading a page and be good helpers of your partner gets stuck on a word."
4. " Okay, pick your favorite page and record the number of words on the correct place.  Then you can start timing each other and recording results." (Walk around the classroom and make sure the children are properly taking down their results and help if needed.)
5. (For Assessment)  Have the children pick another page from the book and switch partners.  "Now that you have picked another page, we are going to make a graph of the time it takes you to read the page.  Should our time go up or down after we have read a couple of times?"  Hand out the blocked graph worksheets, and have children color in the blocks for the amount of time their reading takes.  Children will turn in all their work to the teacher for progress information.

References:
Eldredge, J. Lloyd.  Teaching decoding in Holistic Classrooms.  Englewood Cliffs, NJ: Prentice Hall, Inc., 1995.  Pp.122-145
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