Design: Growing independence and fluency
We are NUTS About
Fluency!!!
Rationale: The goal of reading is that students
must become
fluent readers because it produces comprehension. “Good readers decode
rapidly
and automatically” (
Materials:
∙Wipe off board
∙Wipe off marker
∙One stop watch for every two students
∙Kite Day at Pine Lake, a class set, Educational Insights, 1990.
∙A
class set of progress charts: a
squirrel and nut going up the tree (illustration is at the end of the
lesson)
∙6 Sticky
notes for each group
∙A copy
of, Di and the Mice, Educational Insights, 1990.
∙An
enlarged progress chart for the teacher
Procedures:
1.I will begin by introducing the lesson; I will
tell them
that we are going to learn how to become great readers. Class,
today we are going to learn how to read faster and smoother. In
order to become great readers we have to be fluent. Fluent means that
we can
read fast and smoothly. I am going to let you read with a partner to
practice
fluency.
2.In order to active their background knowledge I
will read
them a sentence two different ways to illustrate fluency. Students
here is a sentence if I was not a fluent reader I would read
it like this….Saaaallllllly fiiiiinnnddss nnnutts on a ttttrrreeee.
Class how I
just read that sentence is not what we want to do. This sentence
will be
read very slowly and choppy to show a non-fluent reader. Now
class this is how a fluent reader reads…Sally finds nuts on a tree.
That sentence that I read made better sense because you could
understand me
right!? This how we read when we become great readers because we read
fast and
smoothly. I read fast and smoothly because I knew the words and I paid
attention and look at the text as I read.
3.Class when I read quickly and smoothly it helps me understand the sentence better. Now I want you to try to become a fluent reader. I want you to be partners with your friend that is sitting across from you.
4.Pass out the book, Kite Day
at Pine Lake to
each student. Students, I want you to read this book quietly to
yourself. If
you miss more than one or two words you might want to read a new book.
But
remember that you can use the “cover-up” method to work on words you
don’t
know. Look up here at the board to see how we can read hard words.
To
review “cover-ups” I will write the word nut on the board. See
class the
word nut, if this word was to hard for me I could first find the vowel
and
cover up the n and t. So I see that the vowel is /u/. Now I can look at
the /n/
which says, /n/u/. And lastly I can look at /t/ sound and it is now
/n/u/t/.
Nut!! Now you read through the story one time. While they are
reading to
themselves I will be passing out the progress charts and stopwatches.
5.Now that you have read through the book one time I want you to get with your partner. Today you have two jobs to do with your partner. One of you will be the reader and the other one will be the timer. When it is your turn to read I want you to see how many words you can read in one minute smoothly and fast. So that you do not have to worry about your time your partner will use the stopwatch to keep track of time. Do not skip any words. You can put a sticky note of where you left off so that you will know where to stop counting. When you are finished reading count the number of words that you read and move the squirrel and nut up your tree for the number of words you read. After one partner has done this then you switch jobs. Just remember that you move your squirrel and nut up the tree after you read.
6.In order for them to have a better understanding of how to work the progress charts I will model it up front. Class this is how you work your progress chart. If I read the sentence, The weather outside is very stormy. I do not think that I will get to play outside today. This sentence has 18 words in it so I would move my squirrel and nut up the tree to 18 words. Make sure that you also write down the number of words so that you will have a record of how you improved. Does anyone have any questions?
7.Now that I have
answered your questions I want you to keep switching with your partner
until
you have each read three times. If you read more words move up the tree
and if
you read less words move down the tree. I want you to move up the tree
so that
you can become a great reader!! You can start.
8.I will be walking around the classroom to hear them
reading and to assist with the progress charts.
9.For assessment I will have each student come up to my desk
during reading group time. The text that I will try to use is, Di and the Mic, since it will use a lot of the same vowel
correspondences as Kite Day at Pine Lake. I will use a progress
chart
with them also. I will also collect the progress charts to see
their
increase in fluency
Fluency Tree
Move
your squirrel up the tree o the number of words of get correct in one
minute
reads. If you go down on the number of words take your squirrel down
the tree.
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50 45 40 35 35 25 20 15 10 5 0 |
References:
∙Adams, M.J. Beginning to read: Thinking and
Learning
about Print. Department of Education,
∙Di and the Mice, Educational Insights, 1990
∙Kite Day at Pine
Lake, a class set, Educational
Insights, 1990
∙Owens, Amanda Kaye. Riding
the Fluent
http://www.auburn.edu/rdggenie/explor/owensgf.html
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