Reading with Speed

                                                                           Cynthia Kinsaul
 

Rationale:  Children have to be able to read whole sentences and have phoneme awareness.  The next step is for them to become more independent readers.  This is achieved by becoming more fluent readers.  Children must learn to read quickly, silently, with expression and smoothly.  The only way to achieve this is by practicing reading.  In this lesson I will show children how to read fast by repeated readings.

Materials:  ''If You Give a Pig a Pancake'', ''The Cat in the Hat'', ''The Giving Tree'' Minute timers, two per child, class library, pencil and paper.

Procedure:
1. ''Today we are going to learn ho to read a book fast without all the choppy sentences.  Everyone listen.  I am going to read a few sentences the wrong way, then I will read these sentences the right way.''  ''If….you….g-I-ve….a p-I-g….a…. pan-ca..ke, she….will…w-a-nt…some-th-ing….to go… with… it.''  ''This is the right way, If you give a pig a pancake, she will want something to go with it.  ''Which one sounds better?''  The second one right!  How do you think you can learn to read faster?  Well the only way I know how is to read a lot.  Today we are going to read the book of your choice over and over again until it sounds like the second example.
2. ''Boys and Girls, what do you do when you come to a word you do not understand?  Take your finger and cover up the word except for the first letter, say the sound to yourself.  Once you can read the first sound then go on to the next few letters, until you can read the whole word.  If you still cannot read the word, reread the sentence over again and try to guess the word based on what the sentence says.''  Do not skip a word if you cannot read it.  Just ask the teacher.
3. I will do three book talks to get the children interested in reading independently.  I will do the books ''If You Give a Pig a Pancake'', ''The Cat in the Hat'', and ''The Giving Tree.''  Listen carefully to everything I say about the books because it might be the one you want to pick for yourself.  If you do not find one of these books interesting then you can pick from the library.  You can only choose from the books that have the blue sticker on them.  How do you think you choose a book?  By its cover? No.  You choose a book by reading the back of the book or reading the first few sections.  This helps you get an idea of what the book is about.  If you find that there are more than two words on a page that you do not understand, the book might be too hard for you.  This is a very good way to get the children interested in reading.  They get to choose the book they want to read.
4. Once they have chosen their book I will put them in groups of two and have them read the book to each other.  Each group will have the same book.  One child reads the book once, and then the other child reads the book.  They will continue this until each child has read the book three times.  This repeated reading will enhance their fluency.

Assessment:
''We will now play a game.  You have now had time to practice reading your book, your partner will time you.  This will help you to know how fast you are reading your book.  Remember that you cannot skip over any words.  Practice cover up and rereading to understand a word.''  Do this three times and record your time to see who wins.

Refrences:
www.auburn.edu/rdggenie