Smooth Flying
& Grabbing Minds 

Growing Independence and Fluency
Samantha McCullars

Rationale
Fluent reading is the final step to becoming a successful reader. Two characteristics of a fluent reader are the ability to read smooth and fast. It is important to have these characteristics so that the context can be comprehended. In this lesson, students will learn how to read smooth and fast by performing repeated readings of the same text.

Materials
Kellogg, S. (1985). Chicken Little. Harper Collins Publishers, copies of book (one for each groups), any trade books, paper for running records, chalk/dry erase marker for board

Procedures

1. Introduce the lesson to students by talking about how fluent reading comes with practice. Also tell the students that two characteristics of a good reader are being able to read smooth and fast. Today we are going to read the same text several times so that we can learn how to be fluent readers. Remind the students that fluent readers do not have to know every word but read to the end of the sentence or use a silent cover-up method.

2. Write and read this sentence to the students. "The sky is falling." Read the sentence as though you are a beginning reader who has to stretch out the parts of the sentence.  Thhe sskky is fffaallingg. Model the silent cover-up method on some words. Read the sentence a second time more smoothly.

3. Write another sentence on the board.  "'You mean I 'm under a fat hippo', snapped Foxy Loxy."  Divide the students into pairs and have them practice reading the sentence to one another until they can read it smoothly.  When they finish ask them did you read more smoothly the first time you read the sentence or the last? (answer should be be the last time) Tell them that is the reason we have to practice, so we become good at reading.

4. Read Chicken Little to the class. Give them the copies of the book. Please follow along so you can become familiar with any new words you see.

5. Split the students into groups of eight (Foxy Loxy, Chicken Little, Henny Penny, Ducky Lucky, Goosey Lucy, Gosling Gilbert, Turkey Lurky, Sergeant Hippo Hefty). Have them practice reading to one another (reading their characterâs part) to become familiar with the text. After they have read it once, tell them 'now chance characters with someone else and take on another role.' They can do this until everyone has had the chance to read each character's part.

6. For more practice assign a different book to each group. Have any trade books available for the groups to use to practice. Each group is going to perform their story in front of the class. So you need to practice it several times so that you do not mess up when it is your turn. Give the students a certain amount of time to practice (possible give them a week to prepare before presenting to the class).

7. For assessment, you can assign each student a book that might be a little challenging at first but with practice will become easier to read fluently. Have the students read the book to you before practicing -take a running record. Allow the student time to practice the book and then take another running record. Compare running records to see the progress of the student.

Reference                                                                                    Click here to return to Discoveries.

Eldredgek, J. (1995). Teaching Decoding in Holistic Classrooms. New Jersey: Merrill, p167.
Stewart, C. Ready Set Read!. http://www.auburn.edu/rdggenie/openings/stewartgf.html