In order for students to become independent and
readers they must practice fast, smooth and expressive repeated
readings. “Repeated readings, strengthen,
repetition, the links between letters in the orthographic processor
93).” Rereading a text allows students
to increase the number of words per minute, which in turn increases the
rate. With an increase in fluency comes
an increase and ease in comprehension and general interest in reading.
Class set of books that vary by reading level
(decodeable text): Jane and Babe,
per two students), pencils, a pre-made illustrations of a playground, a
shoe cut out:
one for each student, sentence strip with “On the playground my
to play is Mother May I.”, reading checklist, tape recorder, and one
- Introduce the lesson. Today we are
going to practice reading a passage from a book multiple times. Multiple means more than once, and as we read
the passage each time we will get better at reading it.
Reading is like sports and other activities in that way, as
we practice, we get better.
- Model how to complete the rereading
portion of the activity for the students. I
am going to read you a sentence and I want you to listen closely as I
read and pay attention to how I say each word. (Read sentence
strip slowly at a beginning readers level.) Now
what did you think about the way that it sounded when I read that? It was a little slow and choppy wasn’t it? Now I am going to try it again, and since I
have read it once before, I predict that it won’t take me as long
because I am already familiar with many of the words in the sentence. (Read sentence strip again, this time with
ease and expression.) Wow, reading was
much easier that time! What do you all
think about how it sounded the second time? What
were some of the differences and which one was more effective? Now I am going to give you all the opportunity
to try the same thing with a partner.
- Have reading pairs pre-assigned
according to reading level so that the books can be appropriately
assigned according to reading levels. Pass
out playground sheet and six shoes per group. I
am going to put you into groups of two that I have already picked out. I am going to give each of you a stopwatch and
you both are going to play a game of Mother May I Read?
In your group you will take turns being the mother. The mother is going to be the one timing the
partners reading. We are going to be
reading for one minute each time, and I want you to read as many words
as you can in that minute. If you get
stuck on a word use the cover up method to try to figure it out. I will also be walking around to help if you
need. After your one-minute is up, stop
and count the number of words you have read by starting at the
beginning and going to where you stopped and write that number
on one of the shoes. The picture of the playground is numbered
1-100, place your shoe along that number line where it fits. For
example, if you read 36 words in a minute you would write 36 on your
shoe and place it here just a little bit after the 35 mark. (Model for the students how to count the number
of words and how to write and place the shoe.) Now
the object is to get as close as possible to the mother here on the far
end of the playground. So your first shoe
may be placed at 36 and as you reread the passage your reading will
improve and so your number will increase and you will move closer to
getting to mother. After you have read
three times switch so that your partner may have a chance.
- Once each of you has read I want
you to practice individually and I will call you back one at a time to
do a one-minute read with me. As each
student comes back, record they’re reading so that they may hear their
own expression and speed. While you are
recording make note on the reading checklist of any missing components
of a fluent reader ie: speed or expression issues.
Then play back recording so that student may hear and
discuss ways to improve, and tell them good job and effort!
I will assess the students by observation as I
and also by checking progress made on the shoes as they are placed on
playground. It is necessary that they
increased speed and moved closer to the mother each time.
I will then individually assess each reader
by doing individual one-minute reads with each student to better
assess expression using the reading checklist.
<> Adams, MJ. Beginning
to Read: Thinking and Learning about Print. Department of
Education, University of
1990. p 93.
Cushman, S., and Kornblum, R. Jane
and Babe. Educational Insights. Carson City, CA. 1990.
Lunsford, Valerie, “Hop into Speedy Reading” at
Schofield, Rebecca, “It’s a bird, it’s a plane, No, it’s a
fluent reader!” at
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