“Ready, Set, Read”
reading depends critically upon the speed and completeness with which
be identified from their visual forms” (Adams
59). Children develop better
comprehension skills when they become fluent readers.
Also, the more children work at a particular
text, the more fluent the text becomes to them.
The goal of this lesson is to help children learn to read faster
smoother by engaging them in fluency activities where they are
strips for students to practice:
I enjoy swimming in the pool.
Will you ride with me to the store?
read charts (enough for all the children)
display the students’ individual progress (ball player hitting a
of Lee and the Team
checklist (with headings: read faster, read smoother, stopped many
not stop at all
- Explain to the class how important it
is to be able to read more quickly and accurately.
“Today, we are going to continue to become even better
readers as we work on fluency. . .reading faster. This
skill will also help you understand words better because we will not
have to try so hard to read the words. One
way to become more fluent is to read the same text more than once,
trying to read faster each time as you become more familiar with the
book. This is exactly what we will
- “First, let’s review how to figure out
a word that we may not already know. We
should use the cover-up technique. Do you
remember using this technique before? (Write
stitch on the board). If
I saw this word, I would cover up everything but the i. (Cover up the st and tch). I know that i = /i/. Now, let’s look at what comes before the
vowel, st = /st/. Let’s blend them
together to get /st/ /i/. Now look at the
end of the word, tch = /ch/. Let’s put it
all together and we get /st/ /i/ /ch/. Whenever
you see a word you don’t know, try using the cover-up method to decode
- Demonstrate the difference between
reading with fluency and reading without fluency. “I’m
going to show you how to read with and without fluency.
Listen and see if you can tell a difference in the way I
read. I’m going to write a sentence on the
board and then I’ll read it twice, once with fluency and once without. (Write The boy jumps over the fat
log. Teacher reads sentence through
once without fluency, sounding out each word.) “The b-oy j-u-m-p-s
o-v-e-r the f-a-t l-o-g. Notice how slowly
I read the sentence. It’s harder to understand the sentence when I have to spend
most of my effort sounding out he words. Now
listen as I read it again with fluency. The
boy jumps over the fat log. What did you
notice? Very good! I read it faster
because I didn’t spend as much time sounding out the words. This is what we’ll practice today. I want you to be able to read just like I did.
- Now let’s practice some sentences
together. Read this sentence.
(Hold up sentence strip that says I enjoy
swimming in the pool.) OK, now read it
again. One more time.
Which time was the smoothest? Right!
The last time. You were becoming more
fluent with reading the sentence. Now
let’s try the next one.” (Hold up second sentence strip and repeat
steps for the first sentence).
- “Now you are going to read Lee
and the Team. Lee is a boy who plays
baseball. He and his teammates are late for a game but nobody will
listen to Lee when he says that they need to hurry up.
Will Lee’s team show up late to the game and have to forfeit
or will they make it on time? You’ll have
to read the story to find out. We are
going to read this several times, so go ahead and read once to yourself. When you finish, go ahead and start reading it
again. Remember to use cover-ups and
crosschecking.” After students finish
reading the story, ask if there are any questions about the book. Next, pair each student up with a reading
- Introduce the fluency checklist to the
students. Explain how they fill out the
cards. “If your partner reads fast, check
here; stops too many times, check here; did not stop at all, check
here, etc.” Have each child read the story
to his/her partner all the way through one time. Next,
have the partners take turns reading to each other while the other
fills out a fluency checklist. Then, have
them switch roles. Have students check
under each heading that applies to their partner’s reading.
- For assessment, have each child come
up to the teacher’s desk for a one-minute read. The
students will read the same book they just finished reading while the
teacher assesses the reading fluency. The
teacher should have a stopwatch that beeps, instead of having to yell
‘stop’. Teacher should also have a chart
with a baseball player trying to hit a ball over the fence for a
homerun. This helps give the students a
representation of their progress as they continue to practice their
Margaret Beason. “Speedy Gonzalas on the Race
Kristin Herren. “On
Your Mark, Get Set, Read!!!”.
Lee and the Team.
Educational Insights. Cushman,
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