Joy Jones
Growing Independence and Fluency
  Rationale: In order to be expert readers, children must learn to increase the fluency and speed of their reading. Increased speed and fluency leads to better comprehension and expression.  By practicing
reading, children will accomplish this reading goal.  In this lesson, students will examine
their present reading speed and practice reading to increase their speed.

Materials: The Shoe Man written by: Alice Kunka, shoe chartProcedure: Review the sh=/sh/
correspondence so it will be familiar when they read The Shoe Man.

I will introduce the lesson.  “Would you run a race wearing high heel shoes?”  Class: No!  “Wearing high heel shoes would make you run slowly and it would be difficult for you to finish the race. Sometimes when we read it is like wearing those high heel shoes.  We stumble through our sentences and trip over unfamiliar words.  We finish, but we get there slowly.  If we wear tennis shoes we can speed right through those sentences and jump right over the hurdles of difficult words.  With lots of practice, we can read books in record time!”  I will model fluent reading using the 100 word excerpt from The Shoe Man that the students will read.  Students will practice reading on their own and I will call them one by one to come read to me.  Good reading for an average second grader is 80 words per minute, and
115 words per minute for a third grader.  This is the goal the children will work for.  After
reading they will find the shoe which best represents their reading speed.  They will then
chart their results. Teachers can create their own chart based on the target number of words per minute per grade level.  It should give opportunities for several tries.  Children can see whether they are reading at a high heel level, boot level, or sneaker level.  Students will practice reading the text at home that night, and will try again the next day to see if their reading speed has increased.  The students will continue practicing until they reach the goal, of sixty words per minute.

Assessment: Compare children’s first try to their last try at reading the text to see improvement.
References:Eldredge, J. Lloyd.  Teaching Decoding in Holistic Classrooms.
Englewood Cliffs, NJ: Prentice Hall, 1995

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