In order for a
child to read
fluently he or she should be able to read faster and smoother than when
first started to read.
Marker board with sentence, “My sister has a lot of freckles and a big toothy smile”.
A piece of cardboard with a track drawn on it for each student
Small cutout of a racecar for each child
One stopwatch for every two children
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Different books of different reading levels
1. Introduce the lesson to students by telling them how important it is for readers to read both quickly and smoothly. “Not only does it sound better when we read this way, but it also helps us to make more sense of what we are reading. This means that the stories are more interesting and fun to read. Let me show you.”
2. “I am going to read a sentence one time through just like a beginning reader would and then I am going to read it again like a really good reader would read it.” Write the sentence on the board. “My sister has a lot of freckles and a big toothy smile.” Read the sentence slowly to the students. Sound out some words slowly and model the silent cover-up method that they already practice on some words. “That didn't sound quite right did it? Now let me read it again. Notice my speed this time.” Read the sentence a second time more smoothly. “My sister has a lot of freckles and a big toothy smile.” “ That sounds much better doesn't it? What are some things that I did differently in the second sentence than in the first sentence?”
3. Write another sentence on the board. “Tonight I am going to help my mom make chicken pot pie for dinner.” Divide students into pairs and have them practice reading the sentence to one another until they can read it smoothly. “I want you to read the sentence through for the first time out loud to each other. Listen to the way that it sounds the first time that you read it. Then I want you to read the sentence silently to yourself at least five times through. Reading the sentence repeatedly will help you with your speed. Then I want you to read the sentence again out loud to your partner. Notice how different it sounds this time. What makes it sound better?” “Did it sound better when you read it fast or slow?” “Great job!!!” Explain, “The reason we practice our reading is to become good at it!”
4. Read Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst to the students." This is the story of Alexander. Poor Alexander is having a horrible day. First he goes to sleep with gum in his mouth and wakes up with it in his hair, as Alexander's day progresses he gets smushed in the middle seat of the car, receives a dessertless lunch sack, discovers a cavity at the dentist's office, witnesses kissing on television, and is forced to sleep in railroad-train pajamas. We'll have to read to find out if Alexander's day gets any better! Model timed reading.
5. “Now it is your time to try reading your own book! I am going to give each group a book to read. While one of you reads the book the other one is going to be the timer. You will be timed for one minute. Read as many words as you can. If you come to a word that you don’t know, use the cover up method to try to figure it out. If you still can’t figure it out look at the rest of the sentence. If that doesn't work, ask your partner for help. I will also be walking around to help you. We are going to do this several times so that you can become a faster and faster reader!”
6. “After one minute is up you will count how many words you read and place your racecar on that number on the track. Then you will switch and your partner will do the same thing. Before you start all over, make a star with your pencil on your track on the first number of words that you read so that we can see how much faster you are getting. I bet after a couple of times reading the book, your runner will get farther and farther on the track. Let's see. On your mark, get set, read!”
I will assess the students by looking at their progress chart. They will mark on the track where they began and where they ended and turn it in for me to evaluate. This allows me to assess the students individually. I will also assess informally by listening to the students as I walk around the class.
Orso, Joran. On Your Mark, Get Set, READ! http://www.auburn.edu/rdggenie/discov/orsogf.html
Meg Betbeze Speedy Reader http://www.auburn.edu/rdggenie/innov/betbezegf.html
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