Niketah Rice
Growing Independence and Fluency


Rationale:  Reading fluency is defined as the ability to recognize words accurately, rapidly, and automatically.  Reading fluency is directly related to reading comprehension.  Good decoders find it easier to comprehend written text unlike poor decoders because they have less difficulty in translating print into language.  The goal of the lesson is for students to develop speed in order for them to comprehend text.

Materials: stopwatch, Lollipop book, tape, chart with different size lollipops going up from small to large, one lollipop stick for each student with their name on it.  On the chart write numbers in intervals of 20 on each sized lollipop going up to the surprise to represent the number of words each student can read in one minute.  This activity will be used to assess the students ability to read faster.

1. Introduce the lesson by giving a book talk on Lollipop.  Make the book talk very detailed and leave the students hanging.
2. Read about a minute into Lollipop in a very monotonous tone and very fast.
3. When finished ask the students what you could have done to improve the story and better understand it.  Can anyone tell me what expression is?  Expression is reading the book to draw your reader into the book. At this time explain expressive reading and what varied rates of speed reading can do.
4. Re-read Lollipop with expression and at a slower speed for a correct model of reading.
5. Explain the Lollipop game and its purpose.  Give each student has their on stick.  Before beginning reading remind students of the cover-up method if they come to an unfamiliar word.  There are times when you will come to word that you are not quite familiar with the cover-up method allows you to identify the word syllable by syllable.  Each student will then be given the beginning assessment of reading for one-minute and placing their stick under the lollipop number of the words they read.
6. Divide students into 2 groups.  Allow students to re-read the Lollipop to their partners at least 2 or 3 times recording how many words per minute they read each time if you have enough stop watches the children can time one another.
7. For assessment, evaluate the studentsí progress from the first time they read to the last time they read to see if any improvements have been made.

Eldredge, J. L. Teaching Decoding in Holistic Classroom (1995) published by Prentice Hall pg 156-157
Watson, Wendy. Lollipop (AU Library)
Former CTRD 3710 student Christie R. Davis

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