Growing Independence and Fluency

By: Jessica Pieplow

__Rationale:__

Fluent readers have developed the
skill not only read faster than non-fluent readers, but to read smoother
and with expression. Therefore, the goal of this lesson will be to
teach students how to speed up their reading. This will involve reading
and re-reading a decodable text to help the students learn to read faster.

__Materials:__

Just My Luck books for all students,
board in the front that everyone can see, monkey charts for everyone (A
monkey chart should consist of a tree that lists numbers to represent how
many words are read. There should be a velcro monkey that can stick
to the tree to show how many words a student read), stopwatches for each
pair of students, pencil and paper to write in times each person's time

__Procedure:__

1. We will begin the lesson by reviewing
the a few correspondences. The correspondences I will be reviewing
will be *a* = /a/ and *u* = /u/. I will ask students to
display their knowledge of these sounds by showing our device for remembering.
For the /a/, students will go /a/ like at the doctor's office. For
the /u/, students will go /u/ like the foghorn sound.

2. Next, I will do a book talk for
the book, Just My Luck. This book is about a boy. One day,
nothing goes his way. When he wakes up for school, he finds snows
all over the ground. He wondered if he would get to miss school today.
He turned on the radio and the tv, but they didn't work. How would
we find out if he had school? Then, he calls his friend and finds
out his school is the only one that has to go today! Could this day
get any worse? We will have to read the book and find out!

3. After the students finish their
books, I will start at the beginning and read the first page very slowly
to model how not to read.

4. I will ask the students how my
reading of the book could be improved. I will have the students work
in groups to come up with idea of how to improve my reading.

5. Then I will have the groups tell
me what they came up with. I will write their suggestions on the
board. They should suggest that a faster pace and expression would
greatly improve the reading. If not, add it to the list, then re-read
the page faster and with expression. When you are finished, ask the
students if they noticed and approved of the difference.

7. Pair the students up. Then
give each pair a stopwatch and two monkey charts. The students should
time each other reading the book for one minute. At the end of the
minute, the student should count up the words and move the monkey to indicate
how fast the reading was. Also, each student needs to record the
time on his paper. Have the students switch up and time each
other. Have them do at least 3 readings.

8. To assess the students, compare
the first and last reading.

__References:__

Eldredge, J. Lloyd, (1995). Teaching Decoding
in Holistic Classrooms. Prentice Hall Inc. pg. 8, 19.

http://www.auburn.edu/rdggenie/openings/waitsgf.html

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