and the Beanstalk
Growing Independence and Fluency
Rationale: An important step
in reading fluency is being
able to read faster. Reading
fluently means reading is fast, smooth, and has expression. A way
increase reading fluency is to read and reread a text in order to
familiar with the words in the passage. When a child becomes a
reader, the task of reading becomes more enjoyable to all
lesson will help reinforce fluent reading by allowing students to
passage in three, one minute reads.
∙ Class set of Doc in the Fog
One printout for each student of the Speed Record Sheet &
Fluency Literacy Rubric
______________________________ Date: _____________
2nd time: ____________________________
3rd time: ____________________________
Fluency Literacy Rubric
Recorder's Name: _______________________________
I noticed that my partner... (color in
After 2nd reading:
After 3rd reading:
Remembered more words
Read with more expression
chart for each child (it will be
a beanstalk with little Jack at the bottom.
There will be numbers along the beanstalk leading up to the
After each of the one minute reads, the
student will move Jack up the beanstalk according to how many words he
has read.) Sample design:
introduce the lesson by talking to the student’s about reading, telling
that reading is something that takes a lot of practice.
“Today we are going to practice reading
faster and smoother.” Talk to students
about what it means to be a “fluent” reader.
Fluent readers are able to read quickly, smoothly and with
expression. “This might seem like a lot,
but one you are a fluent reader you will be able to enjoy stories a lot
more! Today we are going to read the story
Fog. Each of you will be reading the
story three times so that we can get lots of practice reading quickly
smoothly. There might be some words in
the story that you don’t know, but that is ok.”
Students can practice using the cover-up strategy or try reading
rest of the sentence to see if they can figure out the missing word. Model cover-up strategy for students to
tell me why it is important for us to be able to read fast?” Give
example of what it sounds like to read slowly.
Read the first sentence of Doc in the Fog very slowly. “Was that fun to listen to?
What do you think I could do to make it more
fun for you boys and girls to listen to?
Very good, I could read faster.
Do you have any more ideas of what I could do to make it sound
better? That’s right, I could use
different voices. That is called reading
with expression. Today we are going to
practice reading faster and smoother by re-reading the same story
times. We want to become very familiar
with the words that are in the book.
Before we start reading I want to make sure we all remember what
words we learned mean. Who can tell me
what the word ‘fluently’ means? If no
response, remind them. What about the
word expression? Who remembers what that
means? If no response, remind them. Now, we are going to practice reading our
book so that we will be able to read it fluently. Remember
that comprehension is a very
important part of reading books so pay attention to what the book is
Divide the class into pairs. If
there is an uneven number of children, I
will be their partner. Give each child a
copy of the book, a speed record sheet and a fluency literary rubric.
Explain to students that one person
will be the reader while the other is the recorder, and then they will
positions so that everyone gets a turn at doing both.
“You are going to start at the beginning of
the book and read for one minute. I will
have a stopwatch and tell you when to start and when to stop so you
to worry about it. Just read as fast and
as smooth as you can.” Explain the role
of both the recorder and the reader to students, telling them that the
will count the number of words that the reader reads in one minute and
is on the speed record sheet. After
this, the reader will get to move “Jack” up the beanstalk to the number
have read. The recorder will also have
the responsibility of filling out the fluency literary rubric by
the circles that describe how the reader did.
The students will then switch roles and continue for another one
read. [Each of these will be monitored
by the teacher who is controlling the starting and stopping so that
stays on the same pace.]
Students will continue to take turns
until each student has done three one minute reads.
Continue to remind the students to keep track
of the number of words they read each time and record them on both the
record sheet and on the progress chart of Jack and the Beanstalk. Also, remind the recorder to be filling in
the fluency literary rubric.
After the students have completed three
one-minute reads they talk with their partners about how they think
did. Guide the students conversation by
asking them questions such as: Did each
partner improve on the words per minute they read? Did each
remember more words, read faster, read more smoothly, and read with
expression each time they re-read the book?
Tell the kids what re-reading can do and how it helps by
them that rereading makes you a faster reader, it helps you read with
expression and it helps you read more accurately. Also, explain to
students that comprehension is the goal to reading. The more you
the more fluent you will become.
For assessment, collect both the speed
record sheet and the fluency literary rubric from each student. Compare the first and last reading looking
for improvement. The teacher can also
gather all the students together and hold an informal discussion and
the attitudes towards reading after this exercise.
Do they understand why we need to be able to
read fluently? If not, explain to
students again the importance of fluency.
Also, read the story to the students because most of them will
gotten through it completely.
Adams, Marilyn Jager. Beginning
to Read: Thinking and Learning About Print. 1990.
Bennett, Shelley. Speed
Eldredge, J. Lloyd. Teach
Decoding; why and how. Upper Saddle River, NJ. (2005).
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