Race to the Finish Line!
readers decode rapidly and automatically” (Adams
92). In order to gain fluency repeated
readings have been found to aid in this matter.
Repeated readings help readers develop skills such as reading
smoother, and with expression. The goal
is to help children to become fluent readers in order to increase their
comprehension of the text.
set of decodable books, Bud the Sub,
stopwatch for every two children, post-it
notes, progress charts of monkey and banana for each child and my own
personal one for one-minute
reads, repeated reading checklists, pencils.
the lesson by explaining to the students the importance of fluency.
Explain how rereading the text helps with comprehending it. “Today we are going to learn a something new
that will help us read faster and with more expression.
This is called repeated readings. Can
you tell me what repeated means? Great job
explaining it! Repeated reading means to
read a text over again. We are going to
practice this together! Are you ready?
how to reread a passage from the text. “I
am going to read a sentence to you in two different ways.
When I am finished I want you to tell me which way sounded
the best to you.” Bud the sub is not big. First read the sentence like a beginning
reader, choppy and slow emphasizing each phoneme. Then
read it again smoothing the words together with more expression. “Okay, which way sounded the best to you? Me too, I think the second way was the best!
Could you tell how my reading improved the second time I read the
passage?” Now the children will practice
becoming more fluent readers.
- “Now it
is your turn to practice rereading the text like I just did.” Pass out,
Bud the Sub, the decodable book to each student. “Please
read the book quietly to yourself. If you
miss more than one word on a page you might want to choose a new book
the fluency checklist to the class. “You
will listen to your partner read the story through once.
On the second time your partner rereads the story you check
the boxes that tell how they read. For
example, if they read smoother check that box, if they read faster
check that box, and if they read with more expression check that box. You will do the same thing for the third time
they read. Once you are finished switch
with your partner and do the same thing.”
- Put the
students into pairs and allow them to time each other for one minute as
they read a book. Pass out stopwatches,
post-it notes, repeated reading checklist, and a chart with a monkey
and bananas. “You and your partner are
going to read for a minute. You will take
turns timing each other. Once your minute
is up and your partner says stop you will mark the place where you
stopped with a post-it note. Then you will
count the number of words you have read and place the monkey next to
the correct number. You will do the same
thing for the second and third time you read. Your
partner will also fill out the checklist for you. Once
you are done with all three reading switch with your partner. I will be walking around to help you, as you
need help. Okay, let’s start!”
- I will
assess the children as I walk around the classroom observing them do
their one-minute reads with their partner. Their
chart with the monkey will indicate the progress they are making on
their one-minute repeated readings. I will
also assess them by having each child read to me for one minute and
then I will record their progress on my chart.
For one-minute reads use the formula: words times 60
divided by seconds.
Adams, M.J. Beginning to
Read: Thinking and
Learning about Print. Department of
Education, University of Illinois:
Sub. Educational Insights.
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