Lets put this in our Memory Banks
Fluent Readers
Mariah Hart


Rationale: When children learn how to read silently it is crucial for them to practice. Not only is it important for them to practice reading silently, but also it is also important for the children to comprehend what they are reading. This lesson will show children different strategies of how to understand what they are reading. It will also show them how to work together and discuss in groups what they have read and if they have comprehended it. By the students creating and asking each other questions the teacher will be able to note if the students comprehended the text.
Materials:
A work sheet with separate sections for a "Summarizer", "Favorite Part", "Discussion Leader" and "Master of Words", chalkboard, chalk, class copies of the book Ramona’s Back by Beverly Clearly. Dictionary
Procedure:
1. Remind students about sight-reading: "Children remember how we sight read? We do not make a sound we use our eyes to look over the words. Can someone tell me why it is important to be a very good sight reader? Right. So we can read at our own pace and not disturb other readers..."
2. Lets practice reading... Open your books to the first chapter in Ramona’s Back. Find the paragraph that reads that day finally came. It was a warm September day, and Ramona, neat and clean, with lunch bag in hand, half skipped, half hopped, and scrunching through dry leaves on the sidewalk. She was early, she knew, but Ramona was the sort of girl who was always early because something might happen that she didn't want to miss. The fourth grade was going to be the best year of her life, so far.
Students I want you to sight read this paragraph when I say start and stop reading when I clap my hands... put your finger on the words as you read across. READY SET GO.... observe to make sure each student is reading. Read the paragraph out loud so all the students can hear the story and to ensure understanding.
3. Have the children form groups of eight. Assign each group member a job (2 students per job). The discussion leaders will lead the class in discussing the questions that they come up with and also decide which order their group will present. The "summarizer" will summarize the passage. Remind students what summarizing is... It is retelling the important parts of the paragraph in your own words. The "Master of Words" partners will write down words that they think are hard or do not know and will look them up in the dictionary. The "favorite parts" partners will ask all the group members what their favorite part was and write down all the suggestions. Once all the groups are done they will share their findings with each other.
4. Once all the groups are done sharing their findings the students are going to finish reading the chapter. The students will then answer questions about the entire chapter, but the teacher should focus on the paragraph that was worked with earlier to begin with.
5. The teacher can identify a paragraph or more for each chapter and have students complete the worksheets for each section. Have students within the groups change jobs each time the activity is completed.
Assessment:
By the end of the book the students should be able to complete each job independently. Have students fill out a worksheet on their own. This will test their understanding of a particular paragraph. Add discussion questions to question their comprehension of other parts of the story.
References:
Cindy Miller, Troy Elementary School, Troy, AL. 4th grade, 1999.
http://www.auburn.edu/rdggenie/breakthroughs/rwilliamsrl.html
http://www.harperchildrens.com/ramona/
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