Read and Stop! See How Fast You Go!

bear

Growing Independence and Fluency

By: Jessica Parker

 

 

Rationale: Successful readers read fluently.  To accomplish this fluency children must read often and repeatedly.  Repeated readings of text help children gain fluency through confidence building and better text knowledge.  Children that are fluent readers read faster, smoother, and with more expression than non fluent readers.  Fluency also helps us accomplishes the overall goal of reading: comprehension.

 

Materials:

-Class set of decodable book, Fuzz and the Buzz

Stopwatch

-Post-it-notes for every pair of students

-Progress Chart for every child (This lesson’s progress chart will be a road with a house in the back corner. There will be a little bear that is Fuzz.  Fuzz will move along the road towards home away from the angry bees.  Fuzz is moved by the students’ accomplishment in their one minute reads.)

-Speed recording sheet for each child (This is a sheet that the student’s partner uses to record the students total word count read. See attachment).

-Fluency rubric for each child (A simple check list that the student’s partner uses to describe how the student performed on each of their reads. See attachment).

-Pencils

 

 

Procedures:

 

1.) Begin lesson by talking with students about fluency. “Today boys and girls, we are going to be talking about what a fluent reader does when they read.  Does anyone know what “fluent” means?  Fluent means that you can read quickly, correctly, and with expression. These are all things that make a good reader, a fluent reader.”

 

2.)“By the end of our lesson we’re all going to be fluent readers!  How are we going to be fluent readers, you may ask.  Well, we’re going to do some repeated readings.  Repeated readings are when you read a book for a minute and then stop to see how many words you read.  After you do that you read again for a minute and you get to see if you read more words the second time.  Sometimes we might get stuck on a tricky word while we are reading.  What could we do if this happened? Wow! You’re exactly right.  We can sound the word out.  When I want to sound a word out what do I do first.  That’s right, you start with your vowel and cover up all the other letters with our fingers.” 

 

3.)Now model for students how to reread a passage from the text. “I am going to show you how a repeated reading would work.  I have written this sentence on the board.  I’m going to read it for the first time and let’s see how it sounds.”  Read sentence, making sure to sound like a beginning reader using choppy reading and slow decoding.  That took me a while didn’t it?  Now, I’ve read it once lets see if this time I can read it any better.” Reread sentence using choppy wording and monotone. “Did that sound better that time? Yes, I think so too.  I bet if I read it again I might read it even better!” Reread sentence again fluently. “WOW! That was ten times better!  Did everyone see how rereading the sentence helped me read it better every time? That’s want we are going to be working on today with our partners. Does anyone have any questions right now? Ok, let me give you directions.”

 

4.)Split the students up into pairs. Pass out the speed recording sheets, post-its, books and fluency literacy rubric sheet.  Carefully in vivid detail explain what the students are to do within their group.   “In each of your groups one of your will read to your partner and your partner will be the recorder.  The recorder’s job is to record the number of words the reader read.  I will tell the reader when to start reading.  When I say stop the reader is to stop and stick a post-it-note at that word.  The recorder will then count the number of words the reader read and record it on the speed recording sheet.  After the first reading and you have recorded the number of words, I will tell the reader to read again and when to stop.  The reader uses the post-it-note again and the recorder records the new number of words.  The second time the recorder can fill in some of the rubric sheet.”  Explain that this will happen once more and then students will switch rolls.

 

5.)After each student has read and recorded pass out the progress charts to the students.  Give directions stating what the chart is used for.  Tell students to record what their first word count was, then their second and finally their third.  Have students tape fuzz where there third recording is.  Tell students there goal is to get Fuzz home safe and when they accomplish this they will get a treat.

 

6.)Close by talking with students about their times.  Question them about whether or not they got faster and read to students Fuzz and the Buzz, so they know how the story ends. Post charts up on a bulletin board so the students can track their progress.

 

Assessment: I will assess students work by take up the speed record sheet and the fluency literary rubric and comparing students’ first and last readings. All of the students should have increased each time.

 

References:

 

Tippett, Dorsey. Race to the Finish Line!
http://www.auburn.edu/rdggenie/connect/tippettgf.html

 

Fuzz and the Buzz. Educational Insights.  1990. 


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