Read and Stop! See
How Fast You Go!
Growing
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.
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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